Our Tier 3 Programs
Our Tier 3 Program is designed around all of our students in order to provide them with more intensive academic, language or social/emotional deficits. Our classrooms provide the appropriate individualized academics for each of our students while supporting their primary deficits in either:
Language delays Structured Language Support Classroom (SLS)
Behavioral/Emotional delays Emotional Support Classroom (ES).
Academic, behavioral, pragmatic language and therapeutic support are all provided in each classroom. Our evidence- based, direct instruction is specifically designed for individual student needs as we apply our Response to Intervention (RTI) to determine each child's program. Our students each received their own recommended level of: behavioral, language, academic and therapeutic interventions.
We provide the following Tier 3 Interventions:
Academic Direct Teaching Instruction
Our evidence-based direct teaching curriculums are implemented for those students who fall more than a full grade level below in language, reading or math.
These instructional curriculums include:
SRA Reading Mastery
Orten- Gillingham Based Reading Curriculums
Ispire Phonics Program
Edmark Reading Program
Attainment Early Literacy Program
Adaptive Mind Math Program
SRA Language for Learning
VB Mapps Language Program
SRA Language for Thinking
Fast Forward Language Processing Instruction
Executive Function Independent Task Development
Our heavily resourced and visual classrooms provide our children with daily
opportunities for independent structured learning in order to develop weak
executive function skills.
Occupational, Speech and Physical Therapy
Our specialized therapists provide additional SLT , PT and OT
intervention to those students who need additional practice in sensory
and language strengthening.
Our BCBA and support team incorporate daily therapeutic social language groups, sensory room activities, visual schedules, structured play therapy and daily behavior communication data to support and develop emotional/behavior regulation deficits .