Special Education
We provide program administration including compliance management and teacher support to build instructional strategies that span grade levels and target student needs.
General Education Support
Section 504
Multi-tiered Systems of Support
We provide assistance in the development of student support systems:
Components of the multi-tiered system are essential to provide universal access to all students. These systems include Student Study Team (SST)/Student Support and Progress Team (SSPT).
· Multi-tiered systems are used to effectively address struggling readers
· Tier I universal instruction
· Tier II targeted instruction
· Tier III intensive instruction
To address struggling early emergent readers, a multi-tiered system is a research based process that targets essential early reading skills. This approach includes providing targeted instruction that meets the needs of each student. Multi-tiered instruction and intervention is a model which uses a three-tiered instructional system to deliver instruction that targets needed skills. Tier I is universal instruction, Tier II and Tier III add to Tier I or core instruction as needed. Student response to instruction determines the necessity for increasing intervention. Instruction and intervention that is delivered with fidelity is essential for the successful delivery of early literacy intervention (Prasse, Breulin, Giroux, Hunt, Morrison, & Thier, 2012). A successful three-tiered or multi-tiered approach necessitates teacher’s understanding of the best practices of reading instruction and having the ability to implement programs effectively. A tiered methodology involves regular screening using the results of the assessments to make instructional decisions (Moats, 2009).
Literacy Instruction-Data Driven Instruction
Foundational literacy skills are the building blocks for successful reading we provide professional development beginning with a cycle of assessment, instruction, progress monitoring and instructional adjustment.
To adequately address students who are at-risk for reading failure, instruction should be comprehensive and focused. This requires teachers to perform accurate assessments, plan and deliver instruction based the needs of their students. Strategies such as working collaboratively with other teachers, small group instruction, an explicit instructional approach, early identification, and instruction based and adjusted on assessments. Assessments can provide information that produces actionable knowledge by assessing student needs and progress, evaluating the effectiveness of teacher practice and guide instructional decisions. Studies indicate that educators need to have strong data literacy skills that support the use of data to drive instruction. Teachers need to know how to synthesize data, examine multiple measures, draw inferences as well as deep knowledge of teaching and learning, (Marsh, 2012). The implementation of data driven instruction requires the allocation of adequate time to analyze and transfer data into usable knowledge driven and focused data analysis training, technical knowledge and planning and use of technology.
What we provide:
We provide instructional strategies to support struggling students including the use of diagnostic assessments.
Designing and Implementing Intervention Programs
Positive Behavior Support
· SST/SSPT
· Restorative Justice
· Alternatives to Suspension
· Positive Behavior Support Plan
English Learners
At the heart of English language development are conversation skills. We provide instructional support to teachers in the delivery of designated and integrated English Language development. These instructional components require teachers of English learners to provide instructional support focused on language development and vocabulary.
Compliance management is an essential component of any school’s English Language Development program. We support school’s delivery of both instruction and compliance.
Professional Development
Special Education
Early EarlyLiteracy
English Learner instruction and compliance