Curriculum

Innocademy’s Curriculum

Below is a brief overview of Innocademy’s curriculum. These resources support our teachers’ work of teaching the common core standards that have been adopted by 42 states. For grade level guides to the standards for English Language Arts and Math, visit corestandards.org

Brief Overview

SubjectCurriculumAssessmentsTo learn more, click...
English Language Arts:
Reading, Writing,
Phonics
Teachers College Reading & Writing ProjectFountas & Pinnell
Running Records
NWEA Reading
Fluency Y5- 1st
NWEA MAP 2-8th
M-STEP 3-7th
PSAT 8th
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Spanish Language Arts
(for Las Huellas
students)
SenderosFountas & Pinnell
Running Records
NWEA Reading
Fluency: Y5- 1st
NWEA MAP 2-8th
M-STEP 3-7th
PSAT 8th
Learn More
Daily Spanish
(for Classic Students)
Teaching Proficiency
Through Reading &
Storytelling
Unit assessments &
projects
Learn More
MathK-5th: Investigations in
Numbers, Data, and
Space
6th-8th: Connected
Mathematics Project 3
(CMP3)
Unit assessments
Delta Math K-8th
NWEA MAP K-8th
M-STEP 3-7th
PSAT 8th
Learn More

Learn More
Social StudiesTCIUnit assessments &
projects
M-STEP 5th & 8th
Learn More
ScienceMystery Science K-5th
Project Learning Tree
& Project Wild
Outdoor Discovery
Center partnership
Unit projects
M-STEP 5th & 8th
Learn More

Learn More
Social Emotional
Learning
Second StepN/ALearn More

Global MindsetEmpowering Students
to Improve the World in
Sixty Lessons
N/ALearn More

Daily Second Language

Daily second language is an integral part of providing our students with a global education. All students receive some form of daily second language instruction from kindercademy to our oldest friends. Some students receive daily second language as part of our Spanish Immersion program.

Those not in our Spanish immersion program receive Spanish 4 to 5 times a week for 30-45 minutes a day depending on their age. During this time, students experience a mini immersive experience that allows them to learn to read, write, listen, and speak in Spanish. Our students also explore the cultures and traditions of Spanish-speaking countries. Our daily second language focus helps cultivate our students’ global education as well as prepare them for experiences abroad in their middle school years!

Specials

In addition to our core curriculum of ELA, Math, Science, Social Studies, and Spanish, “Specials” classes are offered in 45 minute classes per week throughout the year for students in Kindercademy through Middle Friends (about 4th grade):

Art

There are no rules in art, just inspiration. Students grow creatively as they study art history, the masters, elements, principles, and culture. Students are exposed to art, encouraged to express themselves, and then celebrated as individuals whose work is personal and meaningful.

Innogineering

Innogineering is a STEAM focused class where basic principles of engineering and design are explored with hands-on activities and projects in a fun and creative environment.

Music

Music is an integral part of educating the whole child at Innocademy. Music helps child development by stimulating neural pathway development leading to greater gains in core academics; growing an appreciation for other communities’ music and cultures both; and developing each child’s own passion within music.

Culture

Our Las Huellas friends are given the opportunity to dive more into the cultures of Spanish-speaking countries. They explore these cultures through music, dance, art, literature, customs, and holidays.

Learn To Be Fit

L2BF is fully intended to be a foundation to develop a lifelong healthy lifestyle and enhanced quality of life. Motor skills are developed in games and sports. Cognitive skills are developed with a focus on nutrition, strategy, and physiology. Students apply personal and social values in their activities while interacting with one another and respecting individual differences.

IES Student Support Services: Overview

Multi-Tiered System of Supports (MTSS)

 

IES utilizes a Multi-Tiered System of Supports (MTSS) in order to best support students’ learning and social-emotional needs. MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. The principles and practices of an MTSS are based upon what research has shown to be effective in creating successful and sustainable system change and providing the most effective instruction to all students.  The MTSS framework includes a variety of programs and supports, including those listed later on this document.

 

What are the essential components of MTSS?

As defined by MDE, the essential components of MTSS are:

  • Team-Based Leadership
  • Tiered Delivery System
  • Selection and Implementation of Instruction, Interventions and Supports
  • Comprehensive Screening & Assessment System
  • Continuous Data-Based Decision Making

Data Dig/Intervention Process

All students in grades K-8 are screened three times a year to monitor progress throughout the curriculum. District reading and math assessments and NWEA Measures of Academic Progress (MAP) are used as assessment tools.  The Data Dig process uses the results of these assessments to determine which students  may require additional support in reading and math. 

 

Who are the members of the Data Dig Team?

The Data Dig team may consist of the school lead, classroom teacher, speech and language pathologist, reading interventionist, school psychologist, and resource room teacher. 

 

What is the Purpose of the Data Dig?

The Data Dig is a collaborative process of instruction, assessment, and intervention. It is designed for the early identification of students who are struggling in reading and math. The Data Dig revolves around providing targeted instructional interventions with regular progress monitoring. The goal of the Data Dig process is to increase the likelihood of successfully mastering reading and math skills within the regular classroom.

 

How does the Data Dig/Intervention process work?

The Data Dig team collects data on students from the universal screening conducted three times a year for all K-8 students and analyzes the data to determine if there are any students showing a need for more support in the area of reading and math. The team then makes recommendations for how students will be grouped, what interventions will be provided at the Tier II and Tier III level, how students will be monitored for progress, and what staff member/s will be appointed to work with each student. Tier movement is happening all of the time. Students are able to move throughout the tiers during the entire school year depending on their current academic needs.

 

Child Study Team (CST)

The Child Study Team process was developed to ensure students are provided reasonable accommodations and modifications within the general education setting in order to best support academic, behavioral, and social-emotional growth.

What is the purpose of CST?

The purpose of the Child Study Team process is to work together to identify the student’s learning/behavioral strengths and needs, to put strategies into action, and  to take frequent progress monitoring data in order to evaluate the effectiveness of the interventions and to determine if any changes/modifications are needed

 

What is the CST process?

Any staff member that participates in a student’s academic process may recommend a student for the CST process. The team should consider specific areas of concern, including social-emotional concerns, behavioral concerns, and/or academic concerns. 

The CST follows these steps:  

  • Review the student’s strengths, interests, and talents.
  • Discuss reasons for referral, overall performance level, and behavior in the learning environment.  
  • List interventions previously tried and their rate of success. (School  interventions may include accommodations, modifications, and behavior plans. Home interventions may include follow up with health/mental health  concerns, behavior plans, academic support, etc)   
  • Brainstorm interventions that address concerns 
  • Select interventions to try
  • Develop a plan for carrying them out  
  • Agree on a time to meet again to discuss progress.
  • Put the intervention plan into action and evaluate it over time.  **Interventions should be implemented, tracked and documented over at least 2 six-week periods.  
  • The CST meets every 4-6 weeks to discuss the success, or lack thereof, of the intervention. The CST will evaluate whether as a result of the  intervention, the student’s performance improves, remains the same, or regresses. 
    • If the interventions are effective and the student seems to be back on  track, the team should continue with the plan and hold future meetings as  needed. This suggests the student will benefit from instruction in the  general education setting with continuing interventions.  
    • If the interventions don’t bring about desired change, the team may decide  to:  
      • try another round of interventions or alter the current ones
      • refer the student for a special education evaluation to find out if  he/she is eligible for special education services as a student with a  disability. Proper documentation of the interventions attempted and outcome tracking must be provided upon referral to the special education staff.

Special Education

In accordance with the Child Find process, IES offers evaluations to children suspected of having a disability that impacts their ability to fully participate in the educational setting (at no charge to families) in order to identify students who may be in need of special education services. IES has a full diagnostic staff that conducts student evaluations and provides support services to students, teachers, and parents.  Diagnostic staff may include the following: teacher consultants/special education resource teachers, speech language pathologists, school social workers, school psychologists, occupational therapists, and physical therapists.  We value partnering with parents and students to develop Individualized Education Programs (IEPs) for students who are eligible for special education services. IES offers a wide continuum of programs and services for students who qualify for special education. 

Evaluations for Specific Learning Disabilities

Currently, IES uses an evaluative model commonly referred to as “pattern of strengths and weaknesses” (PSW) to determine initial eligibility for a specific learning disability (SLD).  The PSW model involves two main components.  The first component is to review the student’s response to targeted interventions in the general education setting.  Prior to considering SLD eligibility, it should be clear that intensive general education interventions were attempted but unsuccessful in correcting the academic delays.  The second component is to review existing data and administer assessments in an effort to determine if a pattern of strengths and weaknesses can be identified.   

Additional Resources:

  • Section 504 Plans:

https://www.michigan.gov/documents/mde/504Plans_721430_7.pdf

  • Procedural Safeguards:

https://www.oaisd.org/downloads/special_education/procedural_safeguards_notice_550307_7.pdf

Electives

Middle School students (about 5th through 8th grade) have the option to choose their “Specials” classes so they are called “Electives”.  Students are encouraged to choose Electives that they are passionate about, as well as ones that will help them to explore new fields!

Las Huellas 5th grade Technology Class(1st year middle school students required )

This class is a required class for all 5th grade students.  The goal of this class is to introduce students to digital citizenship.  We will learn how to appropriately interact with other online to keep ourselves safe and to work collaboratively with others.  We will learn how to use the digital tools required in various classrooms. We will also learn how to care for and responsibly use the Chromebook that students have been assigned to use.

The Good, The Bad, and the Ugly of Sports in America:

Want to talk about sporting events? Want to discuss the good, the bad, and the ugly things in sports? Well in this elective we will read primary texts from sports journalists closely, discuss, write about the issues these texts address, and watch short clips about the people or the events.

Art:

We will be doing a variety of two dimensional projects using pencil, charcoal, pastels , markers, tempera paint and watercolor.  We will also be learning about contemporary and historic artists and appreciate their contributions to society. Our artwork will be both realistic and abstract.

Wellness:

The healthier you are, the easier it is to overcome challenges.  In this elective we will take on the task of being healthy by learning about and practicing activities rooted in lifetime fitness,  including, but not limited to, yoga, nutrition and making healthy physical and social decisions. There may be food donations that are requested for the course throughout the semester.

Choir:

Choir is a musical elective that meets twice a week for 55 minutes per rehearsal. Students will learn the fundamentals of singing, improve vocal range and tone quality, read notes in a musical score, and have fun making music in a group setting. Opportunities for small group percussion, dance, and solo singing will present themselves throughout the year as well. The Innocademy choir will perform for the greater school community at various times during the school year. I am looking forward to making music with you!

Classic Middle School Technology Class

(1st year middle school students required)
This class is a required class for all 5th grade students.  The goal of this class is to introduce students to digital citizenship.  We will learn how to appropriately interact with other online to keep ourselves safe and to work collaboratively with others.  We will learn how to use the digital tools required in various classrooms. We will also learn how to care for and responsibly use the chromebook that students have been assigned to use.

Great Debates: Who did it better?

In GD: Who did it better?, Students will actively research specific, discuss and debate the top people of their fields, characters from books, actors in movies, athletes in Sports, etc.  Students will be assigned a chosen category to research, and create an argument based on that viewpoint using evidence to defend their argument Students will debate their arguments before the class to determine which side has crafted the most reasonable argument using relevant evidence. A major emphasis in debates is the preparation and presentation of your argument, so students must think on their feet and be ready to use a counter argument at a moment’s notice.

First Tech Challenge Robotics:

In FTC robotics, students will design, build, program, and compete on a team of 6-10 students.  To learn more about FIRST TECH CHALLENGE go to https://www.firstinspires.org/node/2071.  If you sign up for this course, you are commiting to attending the regional competition in Allendale on SATURDAY December 1.  The competition will be an all day event where your team will compete against 40 robotics teams from other schools.  The cost of the course is largely covered by Innocademy, however we are looking for sponsors as well and a $7 dollar tee shirt fee is required.  Time outside of class may be needed as well to complete the robot for the competition.

L2BF (Learning to be Fit):

This semester in L2BF students will learn some new games along with a few favorites. Students will not only learn how to play a sport but also the history, positions and strategies involved. Most importantly, students will learn how to work together as a team and how to be a good sport!

Meghan and Cati’s Elective : Book Club / Hispanic Culture

All Las huellas fifth and sixth grade students will take this elective, Mondays and Tuesdays. Students will read, study, and discuss  a novel of authentic Hispanic culture. First semester book club will read Cajas de carton  by Francisco Jimenez. The author has created a moving autobiography that some critics have compared to John Steinbeck’s Grapes of Wrath. The story, as The Circuit, begins in Mexico when the author is very young and his parents inform him that they are going on a very long trip to “”El Norte.”” What follows is a series of stories of the family’s unending migration from one farm to another as they search for the next harvesting job. Each story is told from the point of view of the author as a young child.

Zombie Based Geography

The Zombie Based Geography narrative follows the different stages of the zombie outbreak: Pre-planning, the outbreak, after the outbreak, survival, resettlement and rebuilding society. Students apply the knowledge and critical thinking that meets geography standards instead of just memorizing maps and capitals. The goal is to practice higher order thinking skills and think like a geographer. The zombie apocalypse scenarios are NOT designed to be scary, gory, inspire fear, or instill any sort of spiritual or religious message. Zombies here are merely a storyline narrative that most students are aware of. It’s designed to be more of a “think your way out of a real-life problem” with the threat being zombies—versus military, fantasy (such as wizards or goblins), or violence scenarios.

Film History:

Film History explores the progression in technology has influenced the filming process and how various genres of movies are affected by the continuous modifications of technology. Students will discuss and research directors and producers and explore the basic concepts of cinematography.

Coding 101:

We will explore a variety to tools and robots to introduce ourselves to the world of coding such as Dashes, Ozobots, Spheros, Bloxels, and Scratch.  Using drag-and-drop blocks will empower students to create graphics, animations, and games.