Multi-Tiered System of Support: Academic Intervention Support

The Academy’s educational program allows for adaption and modification to meet the needs of all learners. Instructional planning is focused on ensuring student success. The result is a curriculum that enables students to derive meaning from all educational experiences. Active student engagement is a key feature of student success. There is an expectation that all teachers design lessons and assessments that engage students.

The Academy’s core curriculum:

1. is available to all children;

2. is preventative and proactive; and

3. includes, but is not limited to:

• differentiated instruction through adaptations

• use of diagnostic assessments to guide instruction

• small, flexible groups

• scaffolded curriculum

• data-driven decisions and progress monitoring

The Academy subscribes to a three “tiered” Intervention structure:

Tier I is general classroom instruction that includes ALL students. Teachers use differentiated instruction to meet student needs as much as possible. Frequent formative assessments determine the extent to which content is learned prior to summative assessments. Summative assessments in the form of unit tests, papers, projects, presentations and demonstrations indicate mastery of content. Teachers reteach and reassess as necessary.

Data meetings are held three times per year; fall, winter, and spring. The classroom teacher meets with the Interventionists and available Administration. During this meeting, the team analyzes the results of all literacy and math assessments to determine an instructional focus for each student. Intervention groups are formed based on the needs of each student.

Tier II encompasses the classroom instruction outlined above and additional “needs-based learning.” Students who are identified through standardized assessments and teacher observations as performing below grade level receive support during an additional 30-45 minute differentiated instructional block. This support may come from the classroom teacher, an interventionist, or a paraprofessional. Students receive more frequent progress monitoring to determine academic growth.

Tier III encompasses Tier I and Tier II instruction with the addition of “individualized learning.” When students do not make accelerated progress after receiving supplemental Tier II instruction, a “Child Study” is initiated. The Child Study Team (“CST”) meets to recommend and implement additional strategies to assist the student. If the student is not making accelerated progress to grade level, the student is referred to special education for testing after additional interventions have been implemented. The Child Study process may also identify students who are gifted and prescribe an appropriate, individualized curriculum.

The students identified for Tier III are those that qualify for special education services, based on a documented learning or speech disability. Students receive classroom instruction from the general education teacher and support from a special education teacher. Students also may receive modified content or instructional delivery based on an Individualized Educational Program (“IEP”).