The Colorado definition of Multi-Tiered System of Support (MTSS) is "a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level."  MTSS is utilized to improve learning results for all students. Determining a child’s response to scientifically, researched-based intervention is also required in the identification of a Specific Learning Disability. For more information around MTSS, please visit the Colorado Department of Education site.

 

Special Education

At American Academy, we typically provide special education services for Specific Learning Disability, Speech or Language Impairment, and other mild to moderate disabilities. For additional information around the disability categories outlined by the Colorado Department of Education, please visit the Colorado Department of Education website. Our Student Support Services staff works closely with families of students with more significant disabilities in order to determine FAPE.

What is a Specific Learning Disability (SLD)?

Specific Learning Disability (SLD) means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific Learning Disability does not include learning problems that are primarily the result of: visual impairment, including blindness; hearing impairment, including deafness; orthopedic impairment; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.

What is a Speech or Language Impairment?

A child with a Speech or Language Impairment shall have a communicative disorder which prevents the child from receiving reasonable educational benefit from general education. For more information on the criteria for determining a Speech or Language Impairment,  please visit the Colorado Department of Education website.

 

The following is a list of common speech and language disorders with a brief explanation of each.

• Deafness/Hearing Loss - loss of hearing; therapy includes developing lip-reading, speech, and/or alternative communication systems
• Oral-Motor Disorders - weak tongue and/or lip muscles
• Swallowing/Feeding Disorders - difficulty chewing and/or swallowing

Section 504

School Counseling

The Role of a Professional School Counselor

What does a School Counselor do?

• Work with ALL students to encourage a safe school climate of trust and respect.
• Deliver classroom lessons that align to American School Counselor Association standards.
• Facilitate small groups.
• Meet individually with students to provide short-term support (not therapy).
• Help students who are struggling to make positive behavior choices at school.
• Collaborate with parents/guardians, teachers, support staff, and administration.
• Provide education and information about students’ social-emotional needs.
• Maintain confidentiality of students and their families unless there is a need to know or a safety concern.

Gifted & Talented

The mission of our Gifted and Talented Program is to promote intellectual, social and emotional growth in the gifted and twice exceptional student population through encouraging student-lead advocacy, providing active support and purposeful education programming and opportunities. There are added opportunities for students on Advanced Learning Plans (ALPs), such as the choice of participating in the Passion Pursuit Project. Universal screening for potentially gifted students is required for all third and sixth grade students using the CogAT assessment. It is a group administered assessment tool that provides data in order to determine general reasoning abilities in verbal, quantitative and nonverbal. The results are used as one source of data for gifted identification and can be utilized by teachers to inform instruction.