Multi-Tiered System of Supports
Students come to ORVA with a wide variety of experiences and development, and they sometimes need additional support to help them be successful. To ensure our students get that additional help, ORVA uses a Multi-Tiered System of Supports (MTSS) framework to address students’ needs. This is a research-based model that meets students where they are and builds on their strengths to improve learning and behavior.
What is MTSS?
The National Center on Intensive Intervention defines MTSS as:
“A prevention framework that organizes building-level resources to address each individual student’s academic and/or behavioral needs within intervention tiers that vary in intensity. MTSS allows for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for poor learning outcomes. The increasingly intense tiers (i.e., Tier 1, Tier 2, Tier 3), sometimes referred to as levels of prevention (i.e., primary, secondary, intensive prevention levels), represent a continuum of supports.”
Retentions and Promotions
A parent may request to have a student promoted from one grade to the next or retained in the same grade level for the following year based on academic, social, and emotional development.
The decision to retain or promote a student more than one year will be made after prior notification and involvement of the student’s parents in the decision-making meeting. However, the final decisions will rest with the school authorities.
Retention/Promotion Request Timeline
Decisions are made each spring for the following school year along the following timeline:
- April – Requests must be made by the parent to the homeroom teacher by the end of April for the following school year
- May — Promotional conferences with the teacher, learning coach, MTSS (Multi-Tiered Systems of Support), and Administrator begin in May
Speech Articulation Intervention
ORVA offers Speech Articulation Intervention for students with mild speech disorders that affect the way they pronounce certain sounds. We focus on sound production that is developmentally appropriate for that student’s age range. The support is offered to general education students who have speech sound disorders that do not significantly affect intelligibility, self-esteem, and educational achievement. This additional support is often a short-term intervention to help students progress with speech development and articulation.
Interventions for significant articulation disorders
If a student’s speech articulation is significantly impacting their educational performance, a Speech and Language Pathologist will assess if the student would benefit from Special Education.