Ridgewood High School is looking to shift the model of approach taken by faculty members to intervene in the classroom when students are struggling to perform well academically.
“We’re a member of the Illinois High School Graduate Competency Pilot,” Ridgewood principal Chris Uhle said. “With our shift into competency education, we realized we needed to adjust our multitiered systems of support process, as well.”
The competency-based education is a program aimed at meeting students at their level.
Multitiered systems of support differ in what they offer in the form of assistance, ranging from anything provided in the classroom at tier I, out of the classroom at tier II and through special education services at tier III.
Uhle said an adjustment is necessary to eliminate “time constraints and barriers that come with learning in a traditional model.”
Students commonly learn at different levels and paces, which Uhle said makes eliminating time constraints essential to the high school’s shift into competency education, along with timely and proper intervention to help ensure that no one falls too far behind.
“What we’re looking at is overhauling the system to create more timely tier I intervention to monitor our students and our data coming in to also help with what we’re calling out of the classroom intervention,” Uhle said.
Uhle said the district is weighing the idea of introducing a new shareable document to help support students who may be struggling.
“It will be accessible by parents, the actual student, teachers, and the student’s advisor,” Uhle said. “Everyone can keep track of what interventions are in place, what has worked, and what hasn’t worked.”
The document is meant to serve as part of students’ individual success plan.
Uhle said the district is always looking to review its progress in the areas of academic interventions and competency education.
The social-emotional needs of Ridgewood students started to climb over the last couple of years, officials said.
“We know that kids can’t even begin to learn if those social-emotional needs aren’t met,” Uhle said.
Ridgewood has a team in place to help locate and bring support to teachers and students.
Typically, multitiered systems of support models address academic and behavioral interventions.
“We’re embedding social-emotional learning and intervention, as well as behavioral intervention,” Uhle said. “We’re working on a model that includes all three of those.”
Ridgewood uses four institute days every year to help provide faculty with time for professional development in the areas of academic interventions and competency education.
Uhle said the district intends to adopt a plan to guide its direction heading into next school year.
“We’re a member of the Illinois High School Graduate Competency Pilot,” Ridgewood principal Chris Uhle said. “With our shift into competency education, we realized we needed to adjust our multitiered systems of support process, as well.”
The competency-based education is a program aimed at meeting students at their level.
Multitiered systems of support differ in what they offer in the form of assistance, ranging from anything provided in the classroom at tier I, out of the classroom at tier II and through special education services at tier III.
Uhle said an adjustment is necessary to eliminate “time constraints and barriers that come with learning in a traditional model.”
Students commonly learn at different levels and paces, which Uhle said makes eliminating time constraints essential to the high school’s shift into competency education, along with timely and proper intervention to help ensure that no one falls too far behind.
“What we’re looking at is overhauling the system to create more timely tier I intervention to monitor our students and our data coming in to also help with what we’re calling out of the classroom intervention,” Uhle said.
Uhle said the district is weighing the idea of introducing a new shareable document to help support students who may be struggling.
“It will be accessible by parents, the actual student, teachers, and the student’s advisor,” Uhle said. “Everyone can keep track of what interventions are in place, what has worked, and what hasn’t worked.”
The document is meant to serve as part of students’ individual success plan.
Uhle said the district is always looking to review its progress in the areas of academic interventions and competency education.
The social-emotional needs of Ridgewood students started to climb over the last couple of years, officials said.
“We know that kids can’t even begin to learn if those social-emotional needs aren’t met,” Uhle said.
Ridgewood has a team in place to help locate and bring support to teachers and students.
Typically, multitiered systems of support models address academic and behavioral interventions.
“We’re embedding social-emotional learning and intervention, as well as behavioral intervention,” Uhle said. “We’re working on a model that includes all three of those.”
Ridgewood uses four institute days every year to help provide faculty with time for professional development in the areas of academic interventions and competency education.
Uhle said the district intends to adopt a plan to guide its direction heading into next school year.