Student Support & Intervention

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

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

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)/Tiffany Owusu (Whiteman).

Gifted and Talented Program

If you'd like to know more information about this new policy, please check the DPS GT Family website or contact our GT Team: Rick Nielsen, GT Coordinator at rick@denverlanguageschool.org or Alejandra Pascal alejandrap@denverlanguageschool.org. 

Click here for the gt family website

Report Harassment or Bullying

If you are a student, parent, community member, or employee who needs to raise a concern of harassment or discrimination, please first contact the Gilpin or Whiteman directly so we can address your concern at the site level immediately.

Some examples of harassing or bullying behavior taken from the DPS website:

• Hijab pulling

• Derogatory names such as terrorist or referencing involvement in 9-11

• Exclusion from or interruption of prayer time

• Refusal to acknowledge and/or making denigrating comments about holidays or other religious practices

• Refusal to play or work with someone of a different race, use of racial slurs, committing repeated microaggressions and failing to correct the behavior

• Punching/hitting/kicking, verbal attacks, and/or ongoing teasing against another person because of protected class characteristics rooted in race (e.g. skin color, lightness or darkness of skin tone, facial features, style of dress or hair)

• Refusal to learn and correctly use pronouns, deadnaming, asking questions or making statements about another’s genitalia (e.g. to determine their sex)

• Denial of access to programming or facilities, including bathrooms aligning with gender

• Use of derogatory slurs about sexual orientation or gender expression

• Targeted questions, taunts, or spreading rumors about same gender sexual/romantic interests or sexual activity

• Ongoing teasing about gender expression (e.g. wearing nail polish, dressing in skirts versus pants, styling hair a certain way), denying the existence of transgender identity

• Deliberate use of and exposure to symbols typically associated with hatred and oppression, such as swastikas or nooses, targeted hate speech or threats

• Taunting about not belonging or not being welcome, for example “Go back where you came from,” 

• Threats to deport or call ICE

• Ongoing teasing about a family’s language, fluency in communicating or understanding English, and/or cultural practices, for example food, dress, celebrations, family type and size

• Repeated teasing about differences in ability, manipulating or taking advantage of someone due to disability

• Mocking behaviors like manner of speech and movement when rooted in disability, denying or limiting access such as refusing to allow students with disabilities to attend school field trips or counseling them out of extracurriculars, refusing to enroll students with disabilities, repeatedly questioning the validity of student’s disability, for example “ADHD is not real.”