English Language Arts

Students reading

Making Connections

  • Multi-Tiered System of Supports

    Through the lens of systems-work, the EUPISD promotes the installation and implementation of multi-tiered system of supports (MTSS) as defined by the MTSS Practice Profile. Through MTSS implementation, we work to meet all of our students’ academic and non-academic needs.

    MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the needs of the whole child. Developed in Michigan by a collaborative stakeholder group, the MTSS Practice Profile includes the following Essential Components:

    • Team-Based Leadership
    • Tiered Delivery System
    • Selection and Implementation of Instruction, Interventions and Supports
    • Comprehensive Screening & Assessment System
    • Continuous Data-Based Decision Making.

    Whole School, Whole Community, Whole Child

    The EUPISD recognizes that for many years, districts and schools have focused on the academic needs of students; being educational institutions, that is entirely understandable. Recently, it has become increasingly clear that academic success is influenced by many other factors which can significantly impact achievement and teaching practices. In other words, we must address and provide supports for social-emotional, physical and mental well-being of students by design, or we will have to deal with them by default.

    The Whole School, Whole Community, Whole Child (WSCC) model outlines a collaborative approach to meeting the whole child's needs. It recognizes five core tenets, the ten components of Coordinated School Health, and the need for policies, practices and processes aligned to the model. Developed through a partnership between the ASCD (the Association for Supervision and Curriculum Development) and the CDC (the Centers for Disease Control and Prevention) and adopted by the Michigan Department of Education, the WSCC model recognizes essential community partnerships and requires schools to look outside of their bricks and mortar to truly meet student needs. Most importantly, the WSCC model encourages a systems approach and can be used to drive a tiered delivery system as part of a school's integrated continuous improvement.

    Continuous Improvement Process

    The EUPISD supports an effective continuous improvement pathway for all disricts, focused on meeting as many needs as possible with data, funding, tools, and differentiated supports to improve whole child outcomes. A high-functioning continuous improvement process should be comprised of the following:

    • Equitable opportunities, environments, and supports resulting in students that are healthy, safe, engaged, challenged, and supported,
    • A continuous cycle of improvement that informs the way we work on a daily basis (rather than being an annual event designed to meet compliance requirements),
    • Improvement processes that are integrated rather than isolated,
    • Continuous improvement targets that reflect non-academic areas that influence academic achievement (rather than just academics by themselves),
    • Improvement plans that consider systems necessary to support high-quality implementation of actions and high levels of student outcomes.
    • A committment to understanding students through lenses that consider not only needs, but also assets.

     

Ms. Brooke Beacom

Phone: 906-632-3373, ext. 5115

Email:

Degrees and Certifications:

Bachelor of Arts Western State College University Bachelor of Science Western Michigan University Master of Arts in Education Northern Michigan University Certificate of Achievement Reading Recovery Teacher Leader from Oakland University 2014 to present

Ms. Brooke Beacom

Reading Recovery® Teacher Leader and Literacy Instructional Consultant

Brooke is the Reading Recovery® teacher leader and literacy instructional consultant. She works with administrators and teachers to deepen their understanding and to improve instructional practices around literacy to support the success of all students. In addition, she also helps schools, administrators, and teachers with students who may need additional support in literacy skills. They work together to identify strengths of the students and provide the best possible learning opportunities in reading and writing.

Brooke started her education career at a local EUPISD school and worked in that district for just over six years. During those years she taught upper elementary, K-5 special education, 6-12 resource room, K-8 physical education, Reading Recovery®/Literacy Lessons™ Intervention, and provided building level supports as a MTSS literacy coach. 

Contact for:
Reading Recovery®
Literacy Lessons™
Literacy Support
Reading & Writing Workshops
GELN Literacy Essentials

Ms. Lindsay Brindley

Phone: 906-632-3373, ext. 5114

Email:

Degrees and Certifications:

Bachelor of Arts in Secondary Education Major: Language Arts Minor: Biology Master of Arts in Curriculum Development and Instruction

Ms. Lindsay Brindley

School Improvement Facilitator, Language Arts/Social Studies Curriculum Consultant

As a school improvement facilitator locally and at the state level, Lindsay supports districts as they establish practical systems for continuous improvement; this commitment closely relates to her instructional consulting position in both language arts and social studies, through which she works to increase viable curriculum, high-quality instruction, and robust assessment practices throughout the region.

Lindsay has taught locally at both the elementary and secondary levels, and has coordinated professional learning for local districts, multiple regions, and at the state level for over fifteen years.  She continues to enhance her learning with certifications in Blueprint Facilitation, Adaptive Schools, Cognitive Coaching, and Reading Apprenticeship, as well as membership in a variety of professional organizations, including as a past board member of both the Michigan Council for Teachers of English and the Michigan Council for History Education.  She is also a coordinating member of Michigan School Improvement Facilitators’ Network and the Michigan Continuous School Improvement workgroup, contributing to MDE’s recent redesign of the statewide Integrated Continuous Improvement Process.

Contact for:
K-12 Social Studies Instruction and Teacher Leader Corps
History Day
Constitution Day
6-12 Literacy Instruction
MTSS Literacy, MTSS Strengthening Systems
Continuous School Improvement
Collaborative Learning Cycle
Blueprint for Systemic Reconfiguration
Reading/Writing Workshop, Reading Apprenticeship

Ms. Alicia Johnson

Phone: 906-632-3373, ext. 5111

Email:

Degrees and Certifications:

B.S. Elementary Education K-8 M.Ed. Curriculum and Instruction/Reading Specialist Professional Teaching Certificate K-5 Reading Recovery Certificate

Ms. Alicia Johnson

Early Literacy Coach

As an early literacy coach, Alicia provides leadership and direct coaching in the ongoing development and improvement of instruction in all areas of K-3 literacy, interventions, consultation, and assessment in support of increased student growth.

Previously, Alicia has held the positions of classroom teacher, reading intervention teacher, reading specialist, and Reading Recovery teacher.

Contact for: Early Literacy Coaching

Ms. Tammy Bell

Phone: (906) 379-7859

Email:

Degrees and Certifications:

B.S. Elementary Education Lake Superior State University M.Ed. Education Michigan State University Ed.S. Educational Leadership Liberty University Professional Teaching Certificate Elementary K-5 Professional Administrator Certificate Elementary & Secondary Admin K-12

Ms. Tammy Bell

Early Literacy Coach

As an early literacy coach, Tammy provides leadership and direct coaching in the ongoing development and improvement of instruction in all areas of K-3 literacy, interventions, consultation, and assessment in support of increased student growth.

Tammy has eleven years of experience in both traditional and multigrade elementary classrooms. She has taught at every grade level with seven years in K-3 classrooms. In addition to classroom teaching, Tammy has worked as an early elementary academic interventionist offering Tier II and III math and literacy support. 

Contact for: Early Literacy Coaching

Last Modified on August 31, 2020