Woodland Park Academy

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Annual Education Report

Educational Support

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. 


Title I Support Services

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

Tier II encompasses the classroom instruction outlined above and additional “needs-based learning.” Students who are identified through standardized assessments and teacher observations as performing below grade level receive support during an additional 30-minute differentiated instructional block. This support may come from the classroom teacher, an interventionist or a paraprofessional. Students receive more frequent progress monitoring to determine academic growth.
Child Find
  1. 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.  

Special Education

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] 
Family Matters
Additional information about the special education system is provided by The Michigan Department of Education (MDE) Office of Special Education (OSE).


IEP Tips Sheet for Parents

An Overview of the IEP

The IEP Team



Anyone can report tips confidentially on criminal activities or potential harm directed at students, school employees, or schools.  Tips can be submitted 24 hours a day, 7 days a week.