The district recognizes the differences among its students and strives to help each student achieve intellectual, social, physical, and emotional growth.
All students can learn and achieve high standards as a result of effective teaching.
Timely delivery of research-based instruction is a foundation for success.
Addressing the needs of striving learners is the shared responsibility of classroom and support instructors and can only be achieved through ongoing collaboration and differentiation of instruction.
Student results improve when ongoing performance data is used to inform instructional decisions. This includes multiple measures of academic progress.
Ongoing and meaningful involvement of families increase students success.
Students are identified for intervention using multiple criteria which may include; STAR Assessment, reading level, sight word recognition, letter/sound recognition, application of spelling and writing skills, standardized assessment and classroom performance.
Intervention instruction will be provided in a one-to-one or small group environment with the interventionist.
Your child will still receive their regular classroom instruction. The work done in these small groups will be in addition to the classroom instruction and will help strengthen and improve identified needs.
Groups may meet in the classroom or in a pull out session.
Progress monitoring will be used to track student growth during the intervention process.
Instruction will be based on the identified needs of your learner in literacy and include multisensory strategies as appropriate. Students will receive intervention two to four times a week, based on need.
The interventionist will work with the teacher and parent to support learners throughout the intervention process.
Reach out to the interventionist if you have any questions or would like information to help support your child at home.