Student Services

The vision of the EGRPS Student Services is to foster an inclusive and supportive educational environment where every student thrives. We believe in celebrating diversity, setting high expectations, and recognizing the unique gifts and growth areas of each student. Through proactive collaboration with families and district staff, we implement a Multi-Tiered System of Supports (MTSS) to provide a continuum of services that address the social, behavioral, and academic needs of all students. By connecting families with community resources and utilizing data-driven decision making, we aim to ensure every student receives a high-quality education that empowers them to reach their full potential.

Child Find is a component of the federal special education law known as the Individuals with Disabilities Education Act (IDEA) that requires all states to identify, locate, and evaluate all children, aged birth through 21 years, who have disabilities and may be entitled to special education and/or related services. Michigan is the only state which has a state law mandating (or requiring) special education for students with disabilities birth to 26 years of age. Under IDEA, East Grand Rapids Public Schools has an active and ongoing Child Find process for identifying students suspected of having a disability that includes Child Study Teams or Student Assistance Teams at each building and the Multi-Tiered System of Supports.

If you live in the East Grand Rapids Public Schools district and suspect that your child may have a disability that requires special education, please contact your child’s building principal or Student Services at 616-752-7192. With early identification and intervention, we can work together to help your child thrive.

Our Team

Caroline Breault-Cannon, Ph.D.
Director of Student Services

Kelsey Mahar, Administrative Assistant

Group of students in costumes in front of a teacher reading a book

Special Education

The East Grand Rapids Public Schools Special Education Department provides a comprehensive continuum of programs and services that empower students with disabilities from birth to age 26 to reach their full potential. In collaboration with the Kent Intermediate School District, we are committed to delivering high-quality, individualized support tailored to the unique needs of each student. Our dedicated team of special education professionals including special education program teachers, speech and language pathologists, school social workers, occupational therapists, physical therapists, and school psychologists, work closely with families, general education staff, and community partners to create an inclusive learning environment that fosters social, emotional, and academic growth. Through specialized designed instruction, direct and consultative services, and a range of educational programs from early childhood to transition, we ensure our students have access to the resources they need to succeed in school and beyond.

Meaningful Family Engagement

As a student's primary support system, families are the most vital stakeholders in their educational journey. With deep knowledge and understanding of their child, families are profoundly invested in the student's academic success and future wellbeing. With this unwavering commitment, families can provide schools with invaluable information, collaborate closely with teachers, and offer hands-on assistance to complement the school's efforts. In this way, the family's role is truly indispensable, as they bring an essential, home-based perspective that complements the school's expertise. Together, families and schools can form a powerful alliance to unlock each student's fullest potential and set them up for lifelong achievement.

East Grand Rapids Public Schools is committed to fostering a positive, collaborative relationship with families and welcome them as partners. There are many ways families can be involved in their child’s education journey. The Kent Intermediate School District has a parent advisory committee, Parent Advisors for Special Education (PASE), whose mission is to positively impact the educational opportunities for children with special needs through parent collaboration and dissemination of information. Each local school district has PASE members, appointed by their local school district and the KISD Board, who serve a three-year term as parent advisors. PASE parent advisors provide information and support from a parent’s point of view. PASE meets four to five times a year at 6:30 p.m. on a Monday at the Kent ISD Educational Services Center (2930 Knapp NE near the corner of Knapp and Beltline). Please check the Kent ISD website for special education resources, and for dates of upcoming PASE meetings. PASE meetings are open to any parents interested in attending.

For additional information, please contact Student Services at 616-752-7192. The EGRPS PASE parent advisor, Maria Mora Bowen, can be reached at lolymb4@gmail.com.

MiPSE Parent Portal

Families of students with disabilities now have online access to MiPSE, Michigan PowerSchool Special Education, to view their child’s finalized educational documents. MiPSE is the county wide special programs software hosted by the Kent Intermediate School District, that is used to create and review IEPs, behavior plans, health plans, Section 504s, and more. MiPSE’s parent portal will provide families access to current and past finalized documents.

Your user name and temporary password is available in your child’s Skyward student portfolio folder under “MiPSE Parent Portal''. You can access your child’s Skyward account here. If you have additional questions or concerns regarding your child’s MiPSE account, please contact Student Services at 616-752-7192.

Family Resources

ADDITIONAL MIPSE RESOURCES

MTSS

East Grand Rapids Public Schools recognizes that supporting the whole child is imperative to student growth and learning. MTSS (Multi-Tiered System of Supports) is a framework designed to provide systematic and targeted interventions to meet the academic and behavioral needs of all students. Key components of MTSS are listed below:

Four-tiered infrastructure: MTSS typically consists of four tiers or levels of support. Each tier represents a different level of intensity in terms of intervention and support. Tier 1 generally includes high-quality core instruction that all students receive. Tier 2 involves targeted interventions for students who need additional support beyond Tier 1. Tier 3 provides intensive interventions for students who require more individualized support, and Tier 4 may involve specialized services and instruction for students with significant and ongoing needs.
Utilization of assessment data: Assessment data, including both academic and behavioral data, is crucial in MTSS. It is used to analyze and diagnose student needs accurately. By analyzing this data, educators can determine which tier of support is appropriate for each student and adjust interventions as needed.
Academic and behavior interventions: MTSS addresses both academic and behavioral interventions. This holistic approach ensures that students' diverse needs are met comprehensively, supporting their overall success in school.
Movement between Tiers: Students move between tiers based on ongoing assessment data. If a student responds well to interventions and shows progress, they may move to a less intensive tier of support. Conversely, if additional support is needed, they may move to a more intensive tier.
Fidelity of interventions: Ensuring fidelity to interventions is critical in MTSS. Fidelity means implementing interventions as designed and intended. Monitoring fidelity helps determine the effectiveness of interventions and ensures that students receive the support they need to succeed.
Goal of MTSS: The overarching goal of MTSS is to provide interventions that are proactive, systematic, and aligned with student needs. The ultimate aim is to improve educational outcomes for all students by addressing their individual strengths and challenges through a tiered approach to support.

By implementing MTSS effectively, schools can create a supportive framework that promotes academic achievement, positive behavior, and overall well-being for every student.

Each EGR school building has a range of interventions in place to support student achievement. These interventions may be aligned with the MTSS framework, offering tiered supports that cater to students' varying needs. Teachers and support staff are involved in implementing these interventions to provide targeted assistance to students who may need additional academic or behavioral support.

Please reach out to your child’s teacher or building principal if you have concerns or questions regarding your child’s academic and behavioral progress.

Mental Health and Wellness

East Grand Rapids is committed to creating a supportive environment where students’ mental health and social-emotional needs are addressed comprehensively. By integrating programs like Second Step and TRAILS within the MTSS framework and providing targeted interventions through skilled professionals, the district supports students in developing crucial life skills and coping mechanisms that contribute to their overall well-being and academic success.

East Grand Rapids Public Schools has a system in place to support the mental health and social-emotional needs of its students. Our resources and programs include:

District Wellness Coordinator: This role oversees the overall wellness initiatives and programs across the district, ensuring that students have access to comprehensive mental health support.
Elementary and Secondary Social Workers: Social workers play a critical role in providing support to students and families, addressing social-emotional concerns, and connecting them with community resources as needed.
School Counselors: Counselors provide academic, personal, and career guidance to students. They also support students' social-emotional development through individual counseling, group sessions, and classroom lessons.
MTSS (Multi-Tiered System of Supports): The district implements MTSS to provide tiered support to students based on their needs. This includes interventions such as Second Step lessons for grades K-3 and TRAILS (Transforming Research into Action to Improve the Lives of Students) for grades 4-8. These programs are designed to teach specific social-emotional skills and promote positive behavior among students.
Small Group and Individualized Interventions: Mental health professionals, including social workers and counselors, conduct small group sessions and provide individualized interventions to support students who may benefit from targeted support. These interventions address specific skills or topics that are identified through assessments or observations.
Collaborative Approach: The mention of lessons around specific skills or topics indicates a collaborative approach where mental health professionals work closely with educators to integrate social-emotional learning into the curriculum effectively.

Please reach out to your child’s teacher, school social worker, school counselor, or building principal if you have concerns or questions regarding your child’s mental health and wellness.

Group of staff members in front of a presentation screen that says Starting Early: How Social Media and Technology Affect Mental Health

Student Services: Community Connections Nights

On February 7, 2024, our EGRPS mental health professionals presented Starting Early: How Social Media & Technology Affect Mental Health. Our mental health professionals covered the latest research and shared practical steps to foster a healthy relationship between technology and mental health. Thank you to the EGRSF for sponsoring this event. The video and presentation are found below and contain adult language and content.

Video - Starting Early: How Social Media & Technology Affect Mental Health
Presentation - Starting Early: How Social Media & Technology Affect Mental Health

On February 21, 2024, Anthony Muller, an Addiction Specialist and Vice President of Substance Use Disorder Services at Samaritas and our East Grand Rapids High School mental health professionals presented Adolescent Mental Health & Substance Use. The presentation focused on warning signs, symptoms, and progression of substance use and ways the school can help support students and families who are on this journey. The video and presentation are found below:

Video - Adolescent Mental Health & Substance Use
Presentation - Adolescent Mental Health & Substance Use

fAMILY rESOURCES

Michigan Department of Education Early Childhood to Grade 12 Social and Emotional Learning Competencies
Arbor Circle - Mental health counseling, substance use treatment and family development programs.
Ele’s Place - Grief and loss support for children and their families.
The Mental Health Foundation of West Michigan - Proactive mental health and suicide prevention education to improve and save lives.
I Understand Love Heals - Offers compassionate comfort to those affected by suicide and mental illness.
The Pride Center - Empowering our LGBTQ Community through supportive services and awareness.
Pine Rest – Forest Hills Clinic - To schedule a new appointment for outpatient therapy call 616-455-5000.
Network 180 (Medicaid only)- Open 24/7 for mental health crises. To schedule an assessment for ongoing services call 616-336-3909.
Forest View Hospital - Toll-Free Phone: 800-949-8439; Local Phone: 616-942-9610
OK2SAY - Anyone can report tips on criminal activities or potential harm directed at students, school employees, or schools. Tips can be submitted 24-hours-a-day, seven-days-a-week.
KCHD - Mental Health Crisis How to Get Help Brochure

Section 504

Section 504 of the Rehabilitation Act of 1973 guarantees certain rights to individuals with disabilities, including the right to full participation and access to a free and appropriate public education to all children regardless of the nature or severity of their disability. Specifically, 29 U.S.C. §794(a), 34 C.F.R. §104.4(a) states: No otherwise qualified individual with a disability in the United States...shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. (Section 504 of the Rehabilitation Act of 1973, p. 394).

What is an "individual with a disability"?

In order to be considered to have a disability, an individual still must: (a) have a physical or mental impairment that substantially limits one or more major life activities; (b) have a record of such an impairment; or (c) be regarded as having such an impairment.

What is an "impairment" as used under Section 504 definition?
An impairment as used in Section 504 may include any disability, long-term illness, or various disorders that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior-, or health-related condition. [“It should be emphasized that a physical or mental impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities” (Appendix A to Part 104, #3)].

What are "major life activities"?

The new ADAAA of 2008 expanded and changed the definition of major life activities as well as major bodily functions to include two non-exhaustive lists. The major life activities have been expanded from caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working, to also include eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. The major bodily functions definition now includes functions of the immune system, normal cell growth, digestive, bowel, bladder, respiratory, neurological, brain, circulatory, endocrine, special sense organs, speech organs, musculoskeletal, and reproductive functions.

Section 504 Child Find Notice

Under Child Find, East Grand Rapids Public Schools has an obligation to locate, evaluate and identify any child residing in the District who qualifies for Section 504 accommodations or services. Children eligible for Section 504 accommodations or services include those children who have a physical or mental impairment that substantially limits a major life activity. If you suspect your child has a disability and may require Section 504 accommodations, or if you would like additional information, please contact your child's building principal or the District’s Section 504 Coordinator, Dr. Caroline Breault-Cannon at ccannon@egrps.org or 616-752-7192.

Family Resources

Multilingual Learners

East Grand Rapids Public Schools demonstrates a comprehensive approach to supporting students who are learning English as an additional language (EL students). Here are the key components of our program:

Qualified EL Teacher: The district employs a highly qualified teacher specifically trained to work with English Learners. This teacher provides both individual and group support to help students succeed academically and socially.
Social and Academic Integration: EL students are supported in acclimating socially and academically within the school environment. The goal is to create a warm and personal learning environment where students feel welcomed and supported.
Enriched Learning Opportunities: The district strives to enrich the learning experience of EL students by providing tailored support to meet their unique language development needs.
Parent Information and Support: The district provides information for parents about EL services and encourages them to reach out if they have any questions or concerns. This demonstrates a commitment to involving parents in their children’s education and ensuring transparency about available resources.
Assessment and Progress Monitoring: EL students undergo an initial screening (WIDA Screener) to determine their eligibility for EL services and assess their level of English proficiency. Additionally, their language proficiency is evaluated annually using the State of Michigan English Language Proficiency (WIDA-Access) test. This ongoing assessment helps monitor their progress and determine when they are ready to transition out of EL services based on meeting grade level expectations.
Comprehensive Services Across Schools: EL services are available in each of the district’s schools, ensuring that students at all levels of English proficiency receive the support they need.

East Grand Rapids Public Schools’ EL program emphasizes personalized support, integration into the school community, and continuous assessment to ensure that EL students thrive academically and linguistically. The program reflects a commitment to equity and inclusivity by providing essential resources for students who are learning English as they navigate their educational journey.

For additional information regarding multilingual learners, please contact Student Services at 616-752-7192.

Family resources

McKinney Vento (homeless/in-transition)

This webpage supports students and youth experiencing homelessness and aims to remove the barriers to education they face.

Who is Homeless?

The McKinney-Vento Act defines homelessness as lacking a “fixed, regular, and adequate” nighttime residence. This includes students who have lost their housing due to economic hardship or disaster.

Students Experiencing Homelessness

Definition: Homeless students lack a fixed, regular, and adequate nighttime residence due to loss of housing or similar reasons.
Immediate Enrollment: Students experiencing homelessness should be immediately enrolled even if they lack required documents (e.g., birth certificate, proof of residence, immunization records).
School Enrollment Options: Students may either continue in their school of origin (includes feeder pattern schools) or enroll in the district where they are currently living or a PSA/charter school.
Transportation: Transportation to the school of origin is required if the student would face a barrier to attendance without it.
Support: Provide uniforms/school clothes, school supplies, and hygiene items to students in need.

Your McKinney-Vento Liaison

Under the McKinney-Vento Act, every local educational agency must designate a liaison for homeless children and youth. The liaison coordinates services to ensure that homeless children and youths enroll in school and have the opportunity to succeed academically.

East Grand Rapids Public Schools
McKinney-Vento Coordinator
Jason Hoogenstyn
jhoogenstyn@egrps.org
Office: 616-235-3535
Text: 616-485-6245