Scholars with special education needs are currently identified through the MTSS, or Multi-Tiered System of Support, process. MTSS is a combination of RtI (Response to Intervention) for academic needs and PBS (Positive Behavior Supports) for behavioral needs. When teachers see that a scholar is not making adequate growth in the classroom, that scholar is referred to the Dean of Support Services for further observation. Once a scholar is identified as requiring additional help, the MTSS team meets with the general education teacher to create Tier II or Tier III interventions that appropriately fit the scholar’s needs. Targeted progress monitoring occurs regularly to check the progression of the scholar’s goals. If the scholar continues those interventions for a predetermined amount of time, and progress is not made, the scholar is referred to special education for preliminary testing.
English Language Development
After students are identified as an English learner during the registration process, they are given an initial screener to assess their English language ability using the W-APT. English learners receive a 45 minute dedicated English Language Development (ELD) block daily to explicitly teach and support students with language development in reading, writing, speaking and listening. ELD blocks use the EL Achieve curriculum. English learners are assessed each January on the ACCESS test to determine their current English proficiency in each of the four domains. When English learners show a proficient level of English on their ACCESS test, the CH-ISA team reviews a body of evidence to determine if students will continue in ELD services. English learners who are no longer in ELD are monitored for two years to ensure that students are academically successful.