Academic Intervention and Support
Approaches to Instruction
Students learn through a variety of ways that include seeing, hearing, touching, and doing. They also learn at varying rates. Keeping in mind that each student is an individual, teachers design lessons that attend to the various ways that students learn. Classes are customized based on student need through differentiation of instruction. BCMSB uses a variety of teaching methods including: a) technology, b) direct instruction, c) small group work, and d) cooperative learning. These technique provide students with multiple opportunities to be successful.
Response to Intervention
RTI is an intervention model to address academic or behavioral concerns of a scholar. It has three layers or tiers. All scholars receive Tier One support which is high-quality, evidence-based classroom instruction. Scholar progress is monitored at least three times a year. Scholars who are struggling will also receive Tier Two instruction. This is research-based, small group instruction provided by the classroom teacher in addition to the general classroom instruction. At this level, scholars are monitored bi-weekly. If scholars are still struggling, they may be provided daily, research-based small group or one-on-one instruction at Tier Three. Scholars are monitored bi-weekly and progress will be reported to parents on a quarterly basis. Scholars who do not respond to Tier 3 instruction will be evaluated for special education or are qualified for special education.
Student Support Team
The Student Support Team (SST) is comprised of teachers, staff, and parents who work together to problem-solve academic or behavioral needs of students that interfere with school performance. Parents or school staff can initiate the SST process when they have concerns regarding a student’s performance. The process helps teachers assist students by identifying specific areas of concerns, gathering information about the student’s performance through a variety of methods, interpreting this information to look for areas of strengths and weaknesses and then implementing interventions to capitalize on student strengths and help them learn the necessary skills to address areas of weakness. The SST then reconvenes to assess progress of interventions and adjusts accordingly.
English Language Learners
Brighter Choice Charter Middle School for Boys shall serve any and all students with limited English proficiency (English Language Learners or “ELL”), using structured English language immersion so that they achieve proficiency in the English language as quickly as possible.
Students identified as ELL are supported in the classroom using research-based strategies that address vocabulary and language development. Teachers use such scientifically research based strategies such as guided interactions and practice, explicit instruction, modeling, authentic assessment, graphic organizers and visuals.
Special Education Services
Brighter Choice Charter Middle School for Boys serves students eligible for special education services as identified through a Committee on Special Education (CSE). Students receive services as documented on their Individualized Education Plan (IEP) in the classroom or resource room with a certified Special Education teacher or Related Services personnel. The Special Education Coordinator works directly with school staff to ensure appropriate accommodations and modifications are provided to students in an inclusive setting. Through a team approach, teachers work together to meet student need in the classroom through differentiation of instruction.