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Educational Support Services

Ada Christian School seeks to accomplish our mission of equipping students for service in God’s world by believing that God’s grace and His kingdom extend to each child and to all of humanity. Because of this ACS helps all students recognize that they are ‘wonderfully made’, and they are given gifts to serve God and others. ACS welcomes all kinds of learners and supports them in various physical, cognitive, and social-emotional needs. 

Student Support Services provide support for all students in order that they may reach their full academic and social potential. Our comprehensive programming includes educational support services, inclusion services, and personalized support. Our support services team partners with parents and staff in providing individualized support and instruction to students with unique needs. 

The following services are provided for those that qualify: 

Ada Christian partners with Forest Hills Public Schools/Kent Intermediate School District to provide the following services: 

  • Vision
  • Occupational Therapy
  • Speech Therapy
  • Physical Therapy

Ada Christian partners with All Belong for part of its Social Work services and also employs a part-time Social Worker. 

Ada Christian employs several specialists for our Response to Intervention (RTI) and our Academically Talented (GROW) programs. 

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. MAP, Fry Words and the Burns and Roe 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 to discuss concerns and come up with appropriate next steps 
  • Documentation and teacher anecdotal record of observations along with some work samples are used to identify concerns

Tier Two – an identified student receives support services outside of the classroom to develop the necessary foundational skills in reading and math. 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.

GROW Program


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.

Periodic Review

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

Who is our Grow Coordinator?
Ms. Frens.

Will teachers inform parents if students are candidates to receive Tier 2  and or Tier 3 support?
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.

Can parents request that their students participate in the Grow Program?
We respectfully ask that parents allow teachers and the Child Study Team to follow our process as outlined above.