School teachers, leaders and board members work together to create a strong system of support for all students. In this section, we have many of the programs that support students at all levels. Contact information to learn more about the programs are listed within each section.
Read Well By Third Grade
Bluffview Montessori School’s Local Literacy Plan details our current efforts to reach our goal that each student in our school is reading well by third grade. Our plan meets the requirements of Minnesota Statute 120B.12 which requires that all students are provided with comprehensive scientifically based reading instruction and that schools adopt a local literacy plan to have every child reading at or above grade level no later than the end of third grade. This plan is ongoing and will be updated yearly.
Multi-tiered System of Support – Response to Intervention (RTI)
Response to Intervention (RtI) is a multi-level framework for student growth in the classroom. The framework provides a process for teachers to ensure personalized learning for all students to reach their potential. The foundation of RtI includes: data collection, instruction, and interventions. RtI is about clearly identifying students’ needs, designing a tiered system of support that rests on strong core instruction, frequently monitoring all students, and changing interventions when students are not progressing to their expected level or are learning faster than other students. With response to instruction and systemic intervention strategies, all students can achieve success through growth.
The purpose of Alternative Delivery of Specialized Instructional Services (ADSIS) is to provide instruction to assist students who need additional academic or behavioral support to succeed in the general education environment. The goal is to reduce the number of referrals to special education by providing supports early to struggling students. Districts are expected to align the ADSIS program within their existing continuum of supports and collect data as specified in the application and submit evaluation information to the Minnesota Department of Education each year to determine program impact.
Minnesota Statutes, section 125A.50, details the specific requirements and funding authority for ADSIS. Source: Minnesota Department of Education Website
Title I, Part A of the Elementary and Secondary Act (ESEA), provides financial assistance to local education agencies (LEAs) and schools, with high numbers or percentages of children from low-income families, in order to assist schools in ensuring that all children meet challenging academic standards.
Districts or schools accepting Title I funds are required to provide all children with fair, equitable and significant educational opportunities in order to obtain a high-quality education and to reach–at a minimum–proficiency on challenging state academic standards and assessments. Title I programs utilize highly qualified staff who implement instructional strategies based on scientifically based research and which are supported by organized and effective parental involvement.
Title I funding is used to support supplemental math and reading services at Bluffview Montessori School.
The Title II Program provides professional development funding to Local Education Agencies (LEAs) that is tied to research-based curriculum that impacts student achievement. These funds are intended to increase the academic achievement of students by improving teacher and principal quality. In particular, Title II funds are used to provide continuous, ongoing training that helps teachers better understand academic subjects and to learn new instructional strategies focused on improved student learning.
In addition to using Title II funds for professional development, funds can also be used for a variety of other purposes, from recruiting and retaining teachers to reducing class sizes.
Bluffview Montessori School uses Title II funding for professional development for teachers and administrators.
Bluffview Montessori School has staff members licensed to provide special education and related services for those students who meet criteria and have special education needs.
Parents and students are directly involved with school and appropriate outside agency staff in the development of the special education program and the student’s Individual Education Plan (IEP) for school-age children.
Students are eligible for special education services until the IEP Team decides to terminate services. Students remain with their general education peers in the least restrictive environment (LRE) to the extent the IEP Team determines is appropriate.
Special education program evaluation is accomplished through a single strategic plan to improve due process compliance and program results for students with disabilities.
Bluffview Montessori School offers an educational program to meet the needs of students who are English Language Learners in grades K-8. This program addresses two areas: language acquisition and cultural adjustment.
In the area of language acquisition, the goal is to provide students with the opportunity to develop communication skills in speaking, listening, reading and writing, thereby enabling the students to be successful within the academic general education classroom.
The program will assist the students through their cultural adjustment by helping them develop an understanding of American culture. At the same time, the students will be encouraged to share their cultural backgrounds and realize the importance of their role in a multicultural society.