FCS (Flint Community Schools) is proud to share our support services for our scholars and their families. Understanding the diverse needs of our school community, we are committed to providing comprehensive assistance beyond the classroom.

Our enhanced support services are designed to address our scholars' educational, emotional, and social well-being and offer invaluable resources to their families. We believe in nurturing a supportive and inclusive environment where every scholar has the opportunity to thrive and succeed.

Join us in embracing these additional services, tailored to enrich the lives of our FCS family.

School health services and programs are designed to support and enhance the scholar’s academic success by focusing on the health of the whole child. Research over the years has shown that healthy children learn better. A whole health approach includes the physical, behavioral, spiritual, and socioeconomic wellbeing as defined by individuals, families, and communities. We provide:

• Assessments and evaluations when there are health problems or concerns

• Confidential selective health guidance, counseling, and recommendations

• Individualized plans that reduce or eliminate health-related barriers to learning, while reinforcing a safe and healthy environment

• Guidance for first aid and emergency procedures

• A channel of communications connecting home, school, healthcare providers, and community agencies

• In-service education on CPR, first aid, and medication dispensing for school personnel.

• Staff guidance on compliance with established health laws for the prevention and control of health problems, accidents, injuries, and for maintaining a healthy school environment.

• District leadership to the Sex Education Advisory Committee

• Assistance to health services staff in interpreting state, local and district policies and procedures

• Communication of pertinent health information to staff and district families regularly and as needed

• Monitoring of trends and evaluating the appropriateness of current processes in order to keep our scholars healthy, safe, and ready to learn

Introduction and Purpose

Multi-Tiered System of Support (MTSS) is a framework for enhancing the implementation of evidence-based practices to achieve important outcomes for every student. The MTSS framework builds on a public health approach that focuses on organizing the efforts of adults within systems to be more effective.

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the “whole child.” That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

The following information will provide staff, teachers, principals, parents, and community members an overview of how Flint Community Schools utilizes Multi‐Tiered Systems of Support throughout the school district.

As a response to the Flint Water Crisis and its impact on children and our community, the Flint Community Schools will engage in a system‐wide approach to support the development of the whole child, whole school, and whole community. This support will occur through relationships and accountability, impacting scholars' academic success, behavior, and attendance. Our district will represent an educational family of learners prepared to live, work, and contribute to the community and beyond. This Guidebook focuses on specific staff roles listed below and practiced frameworks, including Positive Behavior Interventions and Supports (PBIS), Restorative School Communities, Trauma Sensitive Supports for Students, and Capturing Kids’ Hearts. The purpose of this MTSS program is to positively impact the areas of academics, attendance, and behavior through targeted interventions, based on data‐driven needs. The anticipated results will enhance generational student progress about the goals listed previously.

The Behavior Specialist at Flint Community Schools, employed by Edustaff, plays a pivotal role in enhancing Title I students' educational and personal development. They are instrumental in bridging the gap between home and school environments, ensuring a cohesive approach to addressing various challenges these students face. This role involves conducting insightful home visits to gather essential information on school/home relations, health, personal or family concerns, and responding to specific requests from principals and teachers regarding attendance, achievement, and other Title I-related issues.

The specialist's responsibilities extend to fostering collaborative relationships with teachers, family members, and support staff within and outside the school. They coordinate crucial meetings with principals, teachers, parents, and students, focusing on behavioral issues of Title I students. A key aspect of their role is stimulating self-growth in Title I children and their parents, enhancing the overall learning experience.

Community engagement is a significant part of their job. The Behavior Specialist utilizes community resources effectively, referring children and parents to appropriate agencies and maintaining comprehensive records. They are committed to continuous professional development, regularly participating in staff development sessions.

Their role also emphasizes building solid relationships with Title I par