MTSS Process and Student Support at DLS

The Denver Language School provides support for all students through a school-wide, problem-solving framework called the multi-tier system of support (MTSS). The overall goal of MTSS is to proactively identify struggling students and provide immediate, targeted support. Teachers and the Student Support Team (SST) work together to assess students’ needs, plan interventions, and monitor students’ progress. Student data is used to drive and guide ongoing support planning.

The MTSS process uses three-tiers of support to promote students’ academic, behavioral, and social-emotional growth based on intensity of need. By design, MTSS can identify and provide interventions to students at the classroom-level in their general education setting (Tier 1), to students with increased needs in a small-group setting (Tier 2), and also to students that require individualized support within a one-to-one or special education setting (Tier 3). 

Tier 3 provides the most intensive level of support. At this point, a special education evaluation may be warranted if a student does not make enough progress within the given intervention window (approximately 30 days). Data from the MTSS process is important and helpful in determining special education placement. 

Special Education

Special education aims to support learning differences of students with disabilities. The Denver Language School provides special education services for students who meet educational disability criteria covered by district, state, and federal law (called IDEA). Students who are determined to qualify for services need special education to access the general curriculum.

The referral process may begin as a result of MTSS intervention outcome data, or by parent/guardian request. Referral for special education involves comprehensive evaluation, including testing in targeted areas of concern, student observations, and multi-informant survey/interview data (teachers, parents, outside professionals). This process requires written parent/guardian consent. Data is combined through team-based collaboration and used to identify whether a student meets criteria for at least one of the 13 types of disabilities under the IDEA (e.g., autism, specific learning disability, other health impairment). In compliance with federal law, special education services are provided in the least restrictive environment (LRE). In other words, the primary learning environment, or ‘placement’, for students with learning disabilities is the general education setting.

When a student is eligible for special education, an Individualized Education Program (IEP) is created by the IEP team (e.g., special education teacher, psychologist, social worker, speech-language pathologist, occupational therapist, or other specialists), including the student’s parents and teachers. An IEP is a legally-binding document that details specific, measurable goals that match the student’s learning needs, as well as other accommodations or related supports that facilitate access to the general education curriculum.

If a student does not meet eligibility criteria for an IEP, he/she may be eligible for a 504 plan, which may provide many of the same classroom-level accommodations and supports that the student needs to access learning. It should be noted that 504 plans are not part of special education.

MLE/ELL Program

The Multilingual Education (MLE) program at DLS serves students identified as needing English language development services outside of the general classroom. This is determined by a home language questionnaire and assessment results, and students who qualify for services will receive their programming from a highly qualified MLE/ELD teacher. Students are provided a minimum of 45 minutes of specific English language instruction daily in a small group to help them become proficient English speakers, listeners, readers, and writers.  For any questions related to MLE/ELD identification, services or needs, please email Kendra Lofland for Gilpin students, or Jessica Leonard for Whiteman students.

El Programa de Educación Multilingüe

El programa de Educación Multilingüe (MLE) en DLS apoya a los estudiantes que han sido identificados por medio del cuestionario familiar del idioma en casa como estudiantes que necesitan el servicio de apoyo para el desarrollo de inglés fuera del aula regular. Los estudiantes que califican para recibir estos servicios serán atendidos por un maestro/a altamente calificado de Educación Multilingüe (MLE/ELD). Los estudiantes recibirán clases en inglés todos los días por un mínimo de 45 minutos junto con un grupo pequeño para que aumenten sus habilidades de escuchar, hablar, escribir y leer en inglés. Si tiene alguna pregunta con respecto al programa, cómo califican los estudiantes, y las necesidades de estudiantes multilingües, por favor comuníquese con Kendra Lofland (Gilpin)/Jessica Leonard (Whiteman).

Gifted and Talented Program

Denver Language School provides support for our Gifted and Talented (GT) students through differentiated learning within the classroom and the student’s Advanced Learning Plan (ALP).  Our GT Coordinator works with students and staff to not only craft Advanced Learning Plans (ALPs) for differentiated learning within the classroom but also collaborates with teachers to make sure that they understand the unique needs of GT students. The GT Coordinator also works with the Denver Public School district to identify gifted students and may also provide additional enrichment activities for gifted learners. GT testing occurs in kindergarten, 2nd, and 6th grades for all students at DLS. For any questions related to GT identification, services or needs, please email Rick Nielsen, GT Coordinator at rick@denverlanguageschool.org.