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Academic Support Instruction

 

 

 

 

 

 

Introduction

 

The primary goals of an Essex Fells education include:

  1. Developing in all pupils the capacity to think critically and communicate effectively through mastery of written and spoken English.

  2. Motivating all pupils to recognize and develop their academic abilities in order to build character and to achieve their full potential.

 

The first two goals of the Essex Fells School Mission Statement are carried out both in and out of the classroom setting.  Our entire staff strives to meet these expectations by tailoring learning and achievement to student needs. Academic Support Instruction,  previously called Basic Skills Instruction,  was designed to remediate skill deficits in the domain of English Language Arts and Mathematics. Through a customized approach, children are provided with instruction that targets gaps in their foundational skills in order to transfer them to their classwork. 

 

Eligibility for Program

 

Academic Support Instruction is a K-6 general education supplemental instructional program.  Ongoing schoolwide and classroom assessments in conjunction with classroom performance and observations provide a teacher with a comprehensive perspective in identifying a student in need. Individualized classroom interventions are initially implemented by the teacher. Slow or inconsistent progress as well as  substantial gaps may lead to a referral to the Intervention and Referral Services (I&RS) team. If warranted, an I&RS referral packet will be completed. Data is collected and feedback is gathered from staff, the child’s family, and the student. Discussion and planning will convene to develop the most appropriate support program. A ten-week general education intervention plan is created at a parent meeting with the necessary staff members. 

 

Program Design

 

The Academic Support Program provides short term interventions in the child’s area(s) of weakness as evidenced by baseline assessments, classroom observations and performance. It targets the gaps in the child’s learning so they can progress toward meeting the benchmarks of the grade. The academic support instructor coordinates a time with the classroom teacher to ensure the child does not miss direct instruction while participating in this pull-out program. The small group meets in the classroom of the academic support instructor. 

 

Reading and writing sessions occur across 3 periods a week for a total of 30 sessions over roughly ten weeks. Math sessions are provided for 2 periods for a total of 20 sessions. Positive feedback, specific praise, and motivational tools are used to increase engagement and boost motivation. 

 

Ongoing assessments and teacher collaboration will determine whether an additional 10 weeks of instruction is necessary.  Dismissal from the program will commence upon review by the I&RS team. 

 

Parent Communication and Progress Monitoring

 

Communication is first established with the classroom teacher(s). Parents will be notified that additional classroom support is being provided. Classroom teacher(s) may choose to send home practice materials, as well. Once the referral decision is made, families will receive a letter and questionnaire from the I&RS Team. They will be contacted regarding the scheduling of the parent meeting. 

 

At the  meeting, parents will meet the staff members involved in the short-term plan implementation. Over the course of the ten-week general education program,  resources are provided from the academic support instructor. Home reinforcement is imperative to yield the desired results. A progress monitoring update will be provided at the five-week mark. A culmination meeting will be scheduled to review the progress and determine the next steps in support of the child’s academic skillsets. 

 

The I&RS plan consists of the meeting summary and team recommendations. It is sent home following the parent meeting  for consent. Changes to the plan will be communicated to the parents and an updated plan will be shared.  Student progress will be communicated through parent-teacher conferences, report card comments, e-mails, and/or phone conferences with the classroom teacher(s). The academic support instructor will provide a five and ten week progress summary. 

 

The need for further academic support will be discussed at the culmination meeting. A child generally benefits from no more than two ten-week intervention cycles. Should academic support be needed the following year, the team will meet and consider the available data and student history in the program.