Forest Charter School - Academic Intervention

Academic Intervention

Intervention and Remediation is a team process

Tier 1: Core Curriculum: Why isn’t my child progressing in the general ed. curriculum? Children should experience comprehensive, in depth and rigorous core curriculum in the general education content areas. In a Personalized Learning setting there are many ways that this may manifest. If the current comprehensive, in depth and rigorous curriculum is not providing the opportunity for your child to progress academically or behaviorally a new curriculum or curriculum supplement should be considered. Resources: Put Reading First, (This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL)

Tier 1: Core Curriculum: Why isn’t my child progressing in the general ed. curriculum? Children should experience comprehensive, in depth and rigorous core curriculum in the general education content areas. In a Personalized Learning setting there are many ways that this may manifest. If the current comprehensive, in depth and rigorous curriculum is not providing the opportunity for your child to progress academically or behaviorally a new curriculum or curriculum supplement should be considered.

Resources: Put Reading First, (This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL)

General Education Teacher begins the SST process

Gen. Ed Teacher will submit a referral form to the SST Coordinator, check
cumulative file and confirm vision and hearing ability.

Tier 2: Intervention: My child is still not progressing. What else can be done? If your child is not progressing after trying a new comprehensive, in depth and rigorous curriculum or supplements then the General Education SST team should identify the specific areas in need of remediation through specific informal assessment. Once the specific skills/behaviors are identified, intensive, targeted instruction should be provided to the student along with their core curriculum. Assessment should continue to track the student’s progress and response to this new intervention.

Tier 2: Intervention: My child is still not progressing. What else can be done? If your child is not progressing after trying a new comprehensive, in depth and rigorous curriculum or supplements then the General Education SST team should identify the specific areas in need of remediation through specific informal assessment. Once the specific skills/behaviors are identified, intensive, targeted instruction should be provided to the student along with their core curriculum. Assessment should continue to track the student’s progress and response to this new intervention.

Follow up SST’s are held by general education team

Evaluate the effectiveness of the interventions tried and suggest new interventions

Tier 3: Special Education Referral: I’ve tried everything else but my child is still not progressing. This step signifies the beginning of a more restrictive environment determined by federal and state law to be beneficial for students with disabilities. Eligibility criteria are specified in the California Educational Code. Specialist from Twin Ridges Elementary School District are invited to participate in determining the academic needs of the student and identifying any disabilities that may hinder his/her access to public education.

Tier 3: Special Education Referral: I’ve tried everything else but my child is still not progressing. This step signifies the beginning of a more restrictive environment determined by federal and state law to be beneficial for students with disabilities. Eligibility criteria are specified in the California Educational Code. Specialist from Twin Ridges Elementary School District are invited to participate in determining the academic needs of the student and identifying any disabilities that may hinder his/her access to public education.

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