Sometimes students fall significantly behind in their learning. When this happens in the fundamental areas of reading and mathematics, the consequences can extend across the entire spectrum of learning. To support students during these times, our district employs a progressive tiered approach called Response to Intervention (RTI). The basic idea is that different strategies are used in an intentional sequence that begins with the simplest solutions and progresses, if necessary, to intensive research-based intervention programs. The goal is to help students get back to grade-level expectations in the area of reading and math as quickly as possible. Struggling students are monitored by a team of caring educators at the school level.
When should a parent be concerned that their student is 'significantly behind' in reading or math for their grade level? Our criteria are not absolutely strict as the school's Problem-Solving Team is allowed to exercise discretion in individual cases, but in general, a student is more than one year behind their peers when they have fallen below the 25th percentile in a nationally normed assessment. The situation is even more dire if a student falls below the 10th percentile.
The school will communicate with parents if they are concerned about a student, but parents can also reach out to their student's counselor if they would like to seek assistance from the school's Problem-Solving Team.
In October 2015, the Alabama State School Board passed administrative code that officially recognized dyslexia as a learning challenge for some of Alabama's children. If you would like to read the Alabama Dyslexia Resource Guide in its 70+ page entirety, please click here.
If you would like to read a 3 page overview of the Alabama guide prepared for Hoover schools and parents, please click here. If you have any questions about dyslexia and your child, please contact your school principal or counselor for additional information.
As part of the new dyslexia code, each school's Problem Solving Team (PST) works to evaluate any student who demonstrates significant reading concerns and then recommends how the general classroom teachers can support the dyslexic student's academic growth during the school year.