The Academy subscribes to a three “tiered” Intervention structure

Tier I is general classroom instruction that includes ALL students. Teachers use differentiated instruction to meet student needs as much as possible. Frequent formative assessments determine the extent to which content is learned prior to summative assessments. Summative assessments in the form of unit tests, papers, projects, presentations and demonstrations indicate mastery of content. Teachers reteach and reassess as necessary.

Data meetings are held three times per year; fall, winter, and spring. The classroom teacher meets with the Interventionists and available Administration. During this meeting, the team analyzes the results of all literacy and math assessments to determine an instructional focus for each student. Intervention groups are formed based on the needs of each student. 

Woodland Park Academy is a public school academy that serves Kindergarten through eighth-grade students in Grand Blanc, MI.  We are a Schoolwide Title I school.  Learn more about Woodland Park's Title I Program HERE. 

1. Any Woodland Park Academy student experiencing chronic behavior or learning problems can be referred to Woodland Park Academy’s Child Study Team (CST).  Referrals can be made by teachers, parents, or administration.  

2. To request that a student is added to the next Child Study Team Meeting, complete the Child Study Request Google Form:  Child Study Request .

3. After the Child Study Request Form is received, you will be notified of the date the Child Study Team can meet with you to discuss the student. Prior to the meeting, the teacher must complete a Child Study Referral Form and include a of review historical educational information about the child. 

4. If appropriate, parents and/or guardians of students referred to the Child Study Team shall be invited to the meeting.  The student, for which the meeting is held, may also be invited to attend with permission from the parent and CST.

5. The Child Study Team has the responsibility to develop an action plan and suggest interventions based on student performance or behavior data.  Members of the CST will support the teacher with implementing the interventions in a timely manner.  Teachers of the student have the responsibility to apply the interventions/strategies to improve student-related outcomes.  Data collection throughout the intervention is essential.  

7.  The CST will review the effectiveness of the interventions and their impact on the child’s learning.
   

8. All services, including those of the Special Education department, Speech and Language, Social Worker, Title I, Section 31a and other ancillary services will be based on the recommendations of the Child Study Team.

   34 CFR §300.111

Exceptions: In the case of an emergency such as a student experiencing the loss of a parent, sibling, or significant other or in the event of a student in an “acute” state of depression who threatens suicide, referrals may be directly made to the school social worker and/or counselor.  Students experiencing other significant home stability concerns may also be expedited past the Child Study process.  

Tier III encompasses Tier I and Tier II instruction with the addition of “individualized learning.” When students do not make accelerated progress after receiving supplemental Tier II instruction, a “Child Study” is initiated.  The Child Study Team (“CST”) meets to recommend and implement additional strategies to assist the student. If the student is not making accelerated progress to grade level, the student is referred to special education for testing after additional interventions have been implemented. The Child Study process may also identify students who are gifted and prescribe an appropriate, individualized curriculum.

The students identified for Tier III are those that qualify for special education services, based on a documented learning or speech disability. Students receive classroom instruction by the general education teacher and support from a special education teacher. Students also may receive modified content or instructional delivery based on an Individualized Educational Program (“IEP”).

When making educational placement decisions for students with disabilities, the Academy will ensure that parents are contributing members of the IEP team, and together the team will make decisions that are subject to requirements regarding the provision of the least-restrictive environment. When determining how services will be delivered to students with disabilities, the Academy will follow all Special Education Rules as issued by the Michigan Department of Education.  If a child with a current IEP enrolls in the Academy, the Academy will implement the existing IEP to the extent possible or will provide an interim IEP agreed upon by parents until a new IEP can be developed.  IEPs will be developed, revised, and implemented in accordance with the Individuals with Disabilities Education Improvement Act (“IDEIA”) and state laws and regulations.

The Academy will fully comply with federal laws and regulations governing children with disabilities as follows:

1. The Academy is responsible for providing a free, appropriate public education to children with disabilities enrolled in the Academy that have been determined through an IEP to require Special Education programs and services.
2. The Academy will ensure that children who are suspected of having disabilities are properly evaluated by a multidisciplinary team, as defined in the Michigan Special Education Rules, and that children who have already been identified are re-evaluated by the multidisciplinary team at least every three years.
3. When a multidisciplinary team determines that a special education student requires Special Education programs and services, the Academy will ensure that the IEP is fully implemented in accordance with IDEIA and reviewed on an annual basis or more frequently as determined by the IEP team. [TNR1]