Student Support Services
ACS provides a wide variety of support services to our students.
- All elementary classrooms are assigned aide time to be used at the classroom teachers discretion.
- Occupational Therapy, Speech Therapy, Physical Therapy and Social Work takes place in our building and are facilitated by Forest Hills Public School.
- An Inclusion Specialist is a part of our ACS team and services students with identified cognitive and emotional impairments.
- A Resource Specialist is a part of our ACS team and services students with identified learning disabilities.
- We use the RTI (Response to Intervention) framework to help identify and service student needs.
- We offer a GROW program for our students that qualify for academic enrichment beyond what is offered in the classroom.
The Response to Intervention (RTI) framework
Students are assessed and placed at an appropriate tier level.
Tier One – student is learning in a traditional classroom environment with an expected level of student/teacher interaction. DEA, Fry Words and the Ekwall assessments serve as evidence of this understanding.
When a student exhibits some difficulties in the traditional classroom environment
- Teacher requests a Child Study Team meeting
- Documentation and teacher anecdotal record of observations along with some work samples are sent to team members
- Additional work samples may be brought to the meeting
- Child Study Team members determine if a child needs services at the Tier Two level
Tier Two – an identified student receives support services outside of the classroom to develop the necessary phonetic, visual and verbal skills. After successful completion of Tier Two intervention, a student is returned to Tier One.
If a student has not made successful progress at the Tier Two level, the Child Study Team will be brought together to:
- Review recent testing and anecdotal information of teacher observations
- Review examples of student work
- Classroom observations will be made
- Further assessments may be recommended to determine the need to begin a Tier Three intervention.
Tier Three – the student has an identified learning disability and will receive support services and interventions to accommodate their needs.
The Grow Program at Ada Christian School is designed to support teachers as they differentiate to meet the needs of academically talented students through a push-in program. Additionally, the Grow Program will support identified students through a pull-out program with stimulating materials beyond the curriculum.
All students in grades 2-8 take the MAP Growth assessment three times a year. The MAP scores are one indicator in a multiple criteria assessment approach used to identify students for the Grow Program. Many sources of information are reviewed by a Child Study Team before formally identifying a student for the program. The Child Study Team is typically composed of the Grow Coordinator, the student’s teacher(s), intervention specialist, and administrator.
Tier 1 – Student is learning and being adequately challenged in the classroom environment with an expected level of student/teacher interaction. School assessments, daily work, and teacher observations serve as evidence.
Tier 2 – Student is demonstrating some or all of the following learning differences compared to peers in the areas of math or language arts, as evidenced in teacher observations, student work, and standardized assessments:
Performing at or show the potential of performing at a high level of achievement
Demonstrating high interest in problem-solving and applying concepts
Exhibiting intellectual curiosity
Showing creativeness and inventiveness
Teacher completes Grow Program Request Form to request assistance from the Grow Coordinator to provide stimulating materials beyond the curriculum for the student. Teachers inform parents of the additional support students are receiving.
Tier 3 – Student has been identified as one who would benefit from pull-out services for additional academic challenge in addition to Tier 2 support. Grow Coordinator provides pull-out services and collaborates with the classroom teacher to monitor and communicate student progress.
When the Grow Coordinator and teacher believe a qualified student could benefit from the pull-out Grow Program, the teacher completes and submits a Student Nomination Form to be reviewed by a Child Study Team. Based on the determination of the Child Study Team, teachers inform parents and request permission for ACS to administer an aptitude and achievement test that helps identify problem solving and reasoning skills. Next, ACS administers an aptitude and achievement test.
A Child Study Team considers the nomination form, test data, work samples, and the following questions to make a determination:
- Is the student’s skill level/ability much above that of peers of the same age?
- Does the student require sustained resources, adaptations, or acceleration beyond those generally available in the regular classroom setting in order to demonstrate continued progression in his/her ability?
- Has the student responded well to Tier 2 interventions with indicators of needing additional and greater academic challenges?
- Would the student benefit from the Grow program?
If evidence supports that the student is appropriately placed in Tier 2, the Grow Coordinator places the student on a “watch” list and continues collaborating with the teacher.
If evidence supports the need for Tier 3 intervention, the Grow Coordinator revises the student plan, continues working with the classroom teacher to provide ongoing push-in materials, and begins providing pull-out services to increase the academic challenge for the student. The Grow Coordinator will collaborate with the classroom teacher to monitor and communicate student progress. The student’s teacher communicates progress with parents.
The Child Study Team will periodically review student performance and progress to determine if the student is benefitting from the Grow Program. If the student is not showing reasonable growth, the student may be put on an inactive status until further review.
Removal From Program
The Grow Coordinator or teacher may request a Child Study Team meeting to consider the removal of a student from the Grow Program for any of the following reasons:
- Assessment scores no longer support the need for this program
- Repeated incomplete classroom work
- Insufficient effort and/or unfavorable attitude
Parents will be notified in advance of the meeting and after the Child Study Team makes a determination.
Q & A
Q - Who is our Grow Coordinator?
A - Ms. Frens.
Q - Will teachers inform parents if students are candidates to receive Tier 2
and or Tier 3 support?
A - Yes. Although the Grow Coordinator helps to facilitate the additional
support, it is the classroom teacher who communicates with parents
directly regarding student support and progress.
Q - Can parents request that their students participate in the Grow
A - We respectfully ask that parents allow teachers and the Child Study
Team to follow our process as outlined above.