• Wasatch Learning Academy

    School & Families Student Success Compact

    Effective schools are a result of families and school staff working together for each child’s success in school. This learning compact invites all stakeholders to share responsibility in the educational process endeavor of all students. Staff, families, and students will share the responsibility for improved student academic achievement.

     

    As a STUDENT my focus will be on:

    • Attending to lessons rested and ready to learn.
    • Actively participating in my education through goal-setting and my best efforts.
    • Completing assignments.
    • Reading to myself and others at home every day.
    • Being safe, being kind, and being a responsible learner in class and at home.

     

    As a FAMILY our focus will be on:

    • Providing an environment that encourages learning and supports education.
    • Seeing that our child attends to school regularly and on time.
    • Reading to our child and listening to our child read daily.
    • Supporting our student, the teachers and the school, including school-required assessments to monitor student achievement.
    • Contacting the classroom teacher if we are having concerns or questions.
    • Supporting school rules and policies and reinforce the student expectations of being safe, being kind, and being a responsible learner in school and at home.

     

    As EDUCATORS our focus will be on:

    • Providing high quality, best practices instruction every day.
    • Creating an online classroom environment where parents, students, and I are partners in learning.
    • Encouraging student achievement and honoring student successes.
    • Providing communication opportunities that share student progress throughout the year.
    • Supporting our student, families, and the school, including attendance of school events and advising extended learning opportunities.
    • Supporting school rules and policies and reinforce the student expectations of being safe, being kind, and being a responsible learner in school and in our community.

     

    Multi-Tiered Systems of Supports (MTSS) is a process that is used at Wasatch Learning Academy and throughout the Wasatch County School District to close the achievement gap by identifying students at risk and providing targeted teaching to help them succeed.  Here’s a look at the increasing levels of MTSS supports we utilize at Wasatch Learning Academy:

    Tier 1: Core Instruction

    All students receive high-quality, scientifically based instruction in reading and math, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.

     

    Tier II: Small Group Instruction/Intervention

    In Tier II, students not making adequate progress in the core curriculum are provided with increasingly intensive small group instruction matched to their needs on the basis of levels of performance and rates of progress. On and above grade level students are provided with small group instruction that is tailored to provide them with additional enrichment in both math and reading.  This is accomplished through WINN time (What I Need Now), which is protected time for literacy and math on a daily basis (M-Th).  School intervention staff are encouraged to assist during our grade-level WINN times.

     

    Tier III: Small Group Intensive Interventions

    At this level, students receive individualized, intensive interventions that targets the students’ skill deficits for the remediation of existing problems and the prevention of more severe problems.  This is also accomplished through WINN time (What I Need Now), which is protected time for literacy and math on a daily basis (M-Th).  School intervention staff are encouraged to assist during our grade-level WINN times.

     

    At Wasatch Learning Academy we believe that one of the key aspects of tiered instruction is the importance of collaboration among all education professionals in our building. The beauty of this approach is evident when administration, teachers, specialists, and families engage in discussions about how all students are performing inside and outside the regular education classroom.