Laura E. Mason Christian Academy is deeply committed to promoting students' strengths and providing supports to ensure our students experience success in all aspects of their lives. Our Multi-tiered Student Support (MTSS) services include spiritual instruction, support, and guidance; socio-emotional supports; and Response to Intervention Services (RTI) including a limited range of services provided for Specific Learning Disabilities, Gifted and Talented Education, 504 accommodations, and Federal Title Programming.
Multi-Tiered System of Supports
Key to Adventist Journey to Excellence in our classrooms is the pervasive element of genuine Christianity. The curriculum is infused with Christian values and students receive daily encouragement in their personal walk with Jesus. Adventist students exemplify concern for others by participating in community out-reach projects and other faith building activities.
We encourage all our families to connect with their local Adventist Church family.
MTSS is a professional development model mandated as a part of the reauthorization of the Individuals with Disabilities in Education Act (2004). Using Response to Instruction/Intervention it evaluates and instructs students through a tiered instructional and intervention process. The approach identifies children with learning exceptionalities by carefully monitoring their progress using scientifically research-based interventions. The tiered RTI process removed the need for districts to qualify children for special education services based solely on Intelligence Quotient (IQ) assessment scores (“Key Changes,” 2007).
Title I, Part A, provides an equitable share of resources to local private and parochial schools to help ensure that all children have the opportunity to get a quality education, resulting in their attainment of high academic standards. Title I targets resources to districts and schools whose needs are the greatest.
The program is the largest federal program supporting both elementary and secondary education, and allocates its resources based upon the poverty rates of students enrolled in schools and districts. Essentially, Title I focuses on: (1) promoting school-wide reform in high-poverty schools and (2) ensuring students’ access to scientifically-based instructional strategies and challenging academic content.