Student Support Services

To identify students who need extra support or who may be performing below grade level expectations, SMKCS uses Acadience Learning Online (ALO) and ILEARN Checkpoints as part of a Multi-Tiered System of Support (MTSS). These research-backed assessments identify students who are at risk in reading and math and aid in grouping students based on gaps in skills. Teacher observation and other formative assessments also aid in identifying at-risk students. 

All students receive tier 1 instruction in the regular classroom. In tier 2 supportive skill-based groups, students are instructed using an explicit, systematic model directly tied back to their tier 1 classroom instruction. The identified skills are monitored bi-weekly for growth and to see if instructional changes are needed. When a student does not make the expected gains with both tier 1 and tier 2 instruction, they are given more intensive instruction in a tier 3 setting. Tier 3 instruction typically occurs during the daily Walk to Read time, but may occur at another time led by a certified teacher or trained instructional assistant. 

In addition to the academic support we provide for students who are performing below grade level, we acknowledge that the need for additional learning support may be indicative of a learning disability or additional special needs. Beyond our multi-tiered support system, these students receive behavior and learning plans, accommodations like flexible seating and organizational support, and extra communication on progress with their families. 

Julie Libs, our special education teacher, coordinates services provided to any students with individualized education plans, accommodation plans, and other school service plans. 

Learning disabilities at SMKCS are handled with a high level of care and compassion. Since early identification and remediation are crucial to success, the teachers at SMK often begin making accommodations and helping students even before any official diagnosis may occur. This reduces the risk of our students falling too far behind their peers, reduces student anxiety, and improves student confidence. This level of care enables our intervention team to transform learning disabilities into learning challenges from which our students can and will prevail. When a learning challenge or a disability is suspected, the interventionist is immediately involved. She often observes the students in the classroom setting and gives assessments. If the data shows the student needs additional support, the intervention team meets with the parents and collaborates. Our compassionate staff empathizes with parents, asking themselves how they would want their own child to be treated. A detailed plan of action is created with strategies, classroom accommodations, and a plan for progress monitoring to ensure student growth. The devoted intervention team continues to follow the success of students and offer support as long and as frequently as needed. If academic growth is insufficient, the team reconvenes with parents to discuss academic testing and the possibility of an Individualized Education Plan.  

Student progress toward annual goals is then measured as stated in the IEP. Parents are regularly informed of their child's progress and whether the progress is adequate for student goals to be met. These progress reports are given to parents quarterly at a minimum.