Academic Pyramid of Supports
Yorkdale Central School
Outside Agency Consultation Meeting
Involves parents, school staff, & outside agency
representation to determine behavioural
programming.
Psycho- Educational Referral
Referral to initiate psycho-educational or
speech assessment processes,
involving parents & school staff.
Tier Four
Intensive Academic Interventions
SST “Supportive” Involvement
Student may be provided more
individualized program to address gaps
in skills & knowledge.
Individualized EA Support & Programs
Through the use of additional human
resources, students are provided support to
meet unique needs within the classroom.
Includes ROA & home programs.
Differentiated Instruction
Within homogenous groupings, students
are placed at the center of teaching and
learning. Each student is taught in a
manner specifically tailored to their
individual learning needs.
Integrated Technology
Every classroom and student are
supported through the use of
classroom pods, computer lab,
SMART technology, and various
applications. Supportive &
motivation.
Tier One
Supports for All Students
Levelled Literacy Intervention- SST
Small group, explicit literacy intervention
aimed at our most struggling readers, who
receive 30-min per day intervention for a
period of 12-18 weeks.
Levelled Literacy Intervention- CRT
Small group, explicit literacy
intervention aimed at our at-risk
readers, who are supported within
classroom using LLI strategies.
Lexia Reading
Online program that accelerates
reading acquisition, monitors progress
in real time, and supports below &
advanced readers.
Modifications/Accommodations
Using Response to Intervention
strategies to address & document
academic supports provided.
See List of RTI Interventions.
Additional Support Provided within the Classroom
Small group or individualized support for students in need of additional literacy & numeracy support.
.
Guided Reading
Implement Guided Reading in each
classroom fitting teachers’ literacy
programs and teaching styles. Student
literacy levels will be monitored and
review three times a year.
Protected Instructional Time
Periods are blocked in the time
table to allow for explicit
instruction of literacy and
numeracy within grade levels
2-Week Progress Monitoring Report
Student included in 2-week process of
setting goals & close monitoring.
School privileges withheld pending
progression. May last 2/4/6 weeks.
Collaborative Response for At-Risk Students. Possible PPP Construction.
Determined in collaborative team meetings. Cross-class, cross-graded – specific to need.
Homework Room
Support provided on a voluntary &
compulsory basis to students who are
having difficulty meeting the deadlines
around the completion of school
assignments.
Tier Two
Academic Supports
Individualized Programming & Instruction
Individualized programming (PPP) is taught
individually as well as through integrated efforts in
classrooms to provide significant support to the
learner.
Collaborative Response for Few Students
Highly Individualized & Intensive. PPP-Psych Assessment Involvement
Tier Three
Academic Interventions
Co- Teaching
SSTs plan & teach
collaboratively with CRTs in an
“assistive” role to meet the
individual & class needs in
literacy & numeracy.
Principle 1: Children are at the center of everything we do.
Principle 2: All students can and will achieve success.
Principle 3: Our practice will reflect the students’ best interest.
Principle 4: Parents are important partners in their child becoming a reader
Principle 5: Collaboration is essential to our school culture
Principle 6: We partner with members of the community in order to optimize
the learning experience
Common Timetabling & Teacher
Collaboration
Teachers align schedules &
expectations for learning. Best
practices, pods, teaching methods, &
learning goals are aimed at student
successes.
Reading A-Z & Raz Kids
Online support program
featuring levelled literacy.
Accessible at school and at
home. This may be orchestrated
with use of Paswistive Pals.
DEAR Reading
Dailey, uninterrupted periods of time
where students are provided
opportunities to practice reading. Also,
an opportunity to provide support to
struggling readers.
Class & School Celebrations
Celebrations provide
opportunities to tell stories, the
oldest way to convey school
community values. These
appeal to heart & mind, and
personify purpose & priorities.
Essential Learning Outcomes (PLCs)
Every classroom is guided by specific
learning outcomes that have been deemed
essential within reading, writing, &
numeracy. These are organized, instructed
& assessed within a yearly plan.
Classroom Buddies
Coordinated effort between
younger & older students to
share mentorship and modelling
of literacy and numeracy based
skills & learning activities.
Data Based Decision Making
Timely & meaningful data is used
to inform instruction & professional
judgment. Decisions made using
collective knowledge & a focus of
learning not teaching. (Fountas &
Pinnell)
Tier One: Instruction for All Students Based on Effective Literacy & Numeracy Instruction – articulated for all staff