In Oregon City Schools we believe all students can learn. In order to make this happen, students must be provided the necessary support to ensure a high level of achievement.
Every OCS student has individual needs that may necessitate different levels of support to meet high learning expectations and demonstrate growth. Some students require additional instruction to ensure growth while others need a more challenging learning experience to meet their specific academic needs. OCS uses an instructional model with multiple tiers of support designed to meet the varied needs of our students.
Students are identified as needing targeted instruction based on universal screener and diagnostic assessment data. This is a proactive rather than a reactive approach to intervention as academic progress is reviewed at regular intervals and those showing deficits or significant strengths are identified. Progress is monitored frequently and the intensity of the interventions is adjusted based on the results of progress monitoring assessments.
In support of strengthening student academic achievement, Oregon City Schools receives Title 1 federal funds. Title 1 is a federal assistance program that provides funding to schools to improve student learning.
At the elementary level, students receive intervention and enrichment in addition to their core instruction during a set-aside period called “ICE Time.” During ICE, or Intervention, Computer, and Enrichment Time, students receive small group intervention services, use technology to practice skills, and/or engage in activities designed to help them deepen their knowledge. No core instruction takes place during this time, so students aren’t missing important information. Research based practices used during small group instruction include Orton-Gillingham multi-sensory reading strategies, close reading instruction, writing, and math help. Title 1 teachers and tutors, intervention specialists, and general education teachers provide the instruction.
At Eisenhower Intermediate School, interventions are provided to students during a set-aside period called “Connections.” Connections is a time when all students can get what they need. The time is structured so students can experience hands-on activities, as well as extension activities in co-curricular subject areas. Students also receive research-backed academic interventions during this period as well. The program used for math intervention is Math Navigator and the program for reading is Comprehension Tool Kit.
At Fassett Junior High and Clay High Schools, specific academic interventions are provided during STRIDE periods. STRIDE stands for Study, Tutor, Read, Intervene, Develop, and Enrich. Similar in intent to the elementary and intermediate programs, this separate period is structured to provide students extra time to receive academic assistance, specific academic interventions, enrichment activities, and mentoring from staff members. Teachers are available to assist students in all academic subject areas.
Our students’ response to instruction is measured regularly and decisions about future academic activities are made based on that data.