The educational Program at OGCS is designed to meet individual student needs through Academic Plans formulated during meetings held with school administrators, student support services and grade level teams at least three times per academic year.
To assist in the development of effective Academic Plans, OGCS has adopted a school-wide Response to Intervention (RtI) model to meet the needs of all students. RtI is a multi-tiered approach to the early identification and support of students with learning and behavior needs.
The RtI process begins with the high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students.
Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
“Tier 1” students are provided with instruction through the core academic curriculum. Students identified as needing more assistance (Tiers 2 and 3) are given additional instructional/behavioral support services through Academic Specialists (one “master teacher” per grade level), or other personnel deemed appropriate to facilitate acceleration in student achievement. These students receive frequent evaluation of progress through standardized assessments, conducted at regular intervals and shared with parents and/or guardians. Student progress is evaluated in comparison to both national and local normative data. Intervention plans at the “Tier 3” level are specific to an individual student based on his/her academic skills in core academic areas (reading, math, written expression, oral language).
Methods of evaluation of current skill levels may include (but not be limited to) :
- Measures of Academic Progress (MAP) test results
- Curriculum-based measurements
- grades, portfolio assessment
- Classroom Observations
- Standardized Tests (ACT Aspire, PASS, STAR reading)
- Review of previous years' educational records
- Parent & Teacher recommendations and input
Parents of all students identified for "Tier 2 or Tier 3" support are notified regarding these services, and provided with regular updates regarding the progress of their child.
If you would like additional information regarding our intervention services, please do not hesitate to contact me.