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:

• i-Ready Math
• MAISA Literacy and Social Studies Units
• Phenomenal Science
• BEAR Spelling
• Handwriting and Keyboarding without Tears

Differentiated Supports:

• Moby Max
• Reading A-Z
• Imagine Math
• Lessons with an Interventionist (reading or math)
• Small group instruction with a paraprofessional
• Special Education Services (Resource push in/pull out, Speech and Language Pathologist, Occupational Therapy, Social Work)

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.  

• Tier 1 represents the high quality instruction that occurs in the classroom with all students and our goal is to ensure that Tier 1 instructional strategies meet the learning needs of at least 80% of our students.  
• Tier 2 strategies are different  than the Tier 1 approach and target instruction within the classroom;  Tier 2 strategies may be necessary to meet the needs of about 15% of our students.
• Tier 3 strategies are the highest level of support, requiring more time and typically with an interventionist outside of the classroom. Only about 5% of students should be receiving Tier 3 instruction at any given time.

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.