Welcome

  • English Learner (EL)

    The philosophy of the Harlem School District is for all of our students to develop high levels of English proficiency, while maintaining, and whenever possible enhancing their linguistic diversity.  We will support our students to maintain their first language as they develop skills in English.  We will develop a comprehensive model to address the short and long term academic programming goals of our English learners.

    A student identified as EL is entitled to services (but, as noted above, not necessarily within TBE/TPI program parameters) until such student obtains a minimum Overall Composite Proficiency Level of 5.0 and a Proficiency Level of 4.2 on both Reading ACCESS. Thus, districts must continue to provide ELs with appropriate services until they achieve these cut scores on ACCESS.

    Multi-Tiers of Support (MTSS), formally known as Response to Intervention (RtI)/ Positive Behavioral Interventions and Supports (PBIS) 

    Multi-Tiered Systems of Support (MTSS), formally know as Response to intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) is a process designed to assist schools as they focus on high quality interventions that are matched to student needs and monitored on a frequent basis.  The information gained from the MTSS process is used by school personnel to adapt instruction and make decisions regarding the student’s educational program.

    The Harlem MTSS system is divided into a three tier intervention model for academics and social/emotional behavioral needs as illustrated below:

    Tier 1: Core classroom instructional interventions utilize best practices in differentiated instruction.  Second Step is an intervention being introduced in each elementary school to address social and emotional needs of all students at the classroom level.

    Tier 2: Small group interventions add to core classroom instruction.  These may also include supplementary learning opportunities, such as after school tutoring and academic intervention periods.  Additionally, school social workers provide different levels of support for students displaying social/emotional support on an ongoing basis and those identified through the MTSS.  This includes small social groups, check in/check out, and other services that could focus on students with any social/emotional needs.

    Tier 3: Individual targeted interventions supplement core classroom instruction.  Additionally, students in need of social emotional support continue to receive more intensive support

    Many previously viewed the MTSS process as a triangle that focuses intervention on students who are performing below grade level expectations.  The Harlem School District has begun to seek out ways to view intervention as a diamond and establish interventions for students who are performing above grade level expectations in all of our schools.  Thus, the same logic of providing targeted and intensive intervention for our gifted and high achieving students would occur and become part of the MTSS process. While classroom teachers will provide Tier 2 enrichment, the Gifted and Enrichment Specialist will provide additional Tier 3 support.

     Diamond of Intervention

     

    What is PBIS?

    Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success.

    As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.

    Literacy and Numeracy Support

    The professional development specialists and the gifted and enrichment specialist provides literacy and numeracy support for teachers in the Harlem School District.  Classroom support is provided through coaching cycles, small group instruction and individual assistance.  These specialists facilitate ongoing collaborative professional development focused on current evidence-based best instructional practice.

    Student literacy support is provided in each elementary school by building Literacy Specialists. These Literacy Specialists provide tiered support for students in every grade level.  They also plan the school's literacy nights.  

    Middle school students receive additional literacy and numeracy support in the Enrichment classes and high school students receive additional support in the Directed Studies courses.  

    Disclosure of Federal Participation (Stevens Amendment) 

    Projects or programs funded in whole or in part with Federal grant money must credit the Federal government for the Federal government's portion of the financial support.  In compliance with the Stevens Amendment, the federal government has given Title I, II, IID, III, IV, and V monies to Harlem School District #122 to support their school programs.  Anyone interested in acquiring more information as to how these monies are targeted or spent should contact Dr. Michelle Erb, Assistant Superintendent of Curriculum and Instruction, at 815-654-4500. 

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