- School Reporting
The Reggio-Emilia Approach informs the way we teach, but what we teach comes from the Common Core State Standards- just like every other public school in the state of Michigan. Students in kindergarten-2nd grade have their progress monitored through the NWEA/MAP assessment and variety of classroom diagnostics and screening tools. Students in 3-5th grades also have their progress monitored through the NWEA/MAP assessment and a variety of classroom diagnostics and assessments, as well as participate in the M-STEP state assessment each spring.
Our main curriculum resources are:
Students and teachers interact with a variety of information in many different ways, with teachers looking to the students’ questions, discoveries, passions and interests to guide lesson and experience design.
Our Commitment to an Equitable Education
We are proud of our racially and socioeconomically diverse student population. We believe that all children at our school must learn at high levels, so that each child may have their life opportunities and access are expanded as a result of their experience here.
Three Tiered System (MTSS) of Support in Academics
At GRCDC, we get to know our students well- both socially and academically. We commit to each child growing a year or more in each year of instruction. We know that each child learns differently and we work hard to make sure that we provide the right level of support and the right combination of strategies for each child.
MTSS is a research based approach to ensuring learning happens for all children. MTSS is an integrated system of instruction, assessment, and intervention designed to meet the achievement and behavioral needs of all learners.
The essential components to MTSS include: 1) Instruction and Intervention, 2) Comprehensive Screening and Assessment System, 3) Implementation of Evidence-Based Practices, 4) Problem-Solving, and 5) Stakeholder/Family Involvement.
MTSS includes three tiers.
Each day in each classroom, teachers have an “intervention block” in their schedule. During this devoted time, students can receive Tier 2 and Tier 3 supports from the classroom teacher and interventionist, while the paraprofessionals deliver Tier 1 level instruction to the remainder of the class.