Student Support Services

Delaware County Christian School (DC) views all students as valued, unique image-bearers of God, and we believe that Christian education is a means used by God to develop a Christian mindset so that every student can fulfill God’s will in his or her life. Student Support Services exists to work with diverse nontraditional learners and provide them with the tools to fulfill the plans that God has set for them and their unique learning styles. These students need accommodations and/or supplemental services to experience maximum success in the regular classroom. Our ongoing goal is to support and stretch these students in order for them to succeed in our Christian, college preparatory, school program.Our faculty provide a safe learning environment that nurtures and challenges students. They care deeply about each student’s well-being and his or her success in school, and their desire is for their students to find joy in learning. They want to inspire young men and women to aspire to fulfill the plans that the Lord has for them!

We follow the research-based MTSS tiers of intervention, as outlined below.

Tiers of Intervention

Tiers of intervention are simply different levels of support a school uses to help students succeed. Think of it like a staircase: most students do well on the first step, and as needs increase, the support becomes more personalized.

Tier 1: Support for All Students
This is what every student receives in the classroom. It includes strong teaching, clear expectations, routines, and basic academic and social-emotional support. Most students succeed with these strategies alone.

Tier 2: Extra Support for Some Students
If a student is struggling, the school adds targeted help in a small group or short-term setting.. The goal is to address concerns early before they grow bigger.

Tier 3: Intensive, Individualized Support
For students who continue to struggle, support becomes more individualized and frequent. This could include one-on-one instruction, specialized interventions, or evaluations to better understand how the student learns and what they need.

The key idea is that support increases based on need. Schools regularly review progress and adjust support so each child gets what they need to grow.

The image is a pyramid-shaped diagram titled %22Tiers of Intervention%22 from the Delaware County Christian School, with examples of different levels of intervention, from universal interventions at the base to intensive interventions at the top.

Early Childhood Center

Within each division, the overall purpose of Student Support Services is to be a resource for parents, faculty, and students. However, within each division, as students are at different stages of maturity, our support is more specifically targeted. In the Early Childhood Center, our goals are to support the ECC Admissions Committee to determine the most developmentally appropriate placement for each child, support the kindergarten teachers and students by providing early reading skills instruction as needed, and collaborate with the Intermediate Unit Staff who provide additional support services as needed, which are determined by the Intermediate Unit Staff. For our youngest learners, Student Support Services desires to start each student on a path to academic success and personal motivation to be a life-long learner.

RTI (Response to Intervention):

This small group reading skills instruction, which is adapted from the Wilson Reading and Fundations programs, is available for students in kindergarten who demonstrate that they would benefit from additional early literacy skills instruction. Placement is based on the Aimsweb fall, winter, and spring assessments, and teacher recommendations. It is designed with the flexibility to have students enter and exit from the group, based on need or progress. This is short-term small group support provided to strengthen reading skills.

CCIU Services:

The Chester County Intermediate Unit provides a reading specialist who will evaluate and work with kindergarten students who qualify for reading remediation. The CCIU also provides DC with a speech/language therapist. The therapist screens all students in kindergarten and makes referrals based on student’s needs.

Lower School

Within each division, the overall purpose of Student Support Services is to be a resource for parents, faculty and students. However, within each division, as students are at different stages of maturity, our support is more specifically targeted. At the Lower School our focused goal is to partner with parents to identify and provide or obtain the most appropriate support for their student, in the classroom, through Student Support Services, or through the Intermediate Unit, as their child gains and strengthens the skills and motivation to be a life-long learner.

PACE (Plan–Act–Check–Evaluate) is DC’s executive functioning enrichment program designed to help students strengthen skills like planning, organization, time management, focus, and self-reflection. Implemented initially in third grade, PACE provides structured, hands-on “missions” that build visual working memory and self-awareness, which are key components of academic success and lifelong independence. Through guided practice, reflection, and real-world application, students learn to plan their actions, evaluate their performance, and develop strategies they can carry into every classroom and beyond. Rooted in our commitment to equip each student for a life of impact, PACE is one way DC intentionally supports diverse learners in meaningful, research-informed ways.

Reading Replacement:

This instruction is intended for students who may be one to two years below grade level in reading. This is determined by a psycho-educational evaluation, STAR or Aimsweb assessments, and standardized testing results as well as input from the classroom teacher. In the younger grades, the Wilson Reading Program may be used in place of the classroom curriculum. In fourth and fifth grades, this individual or small group instruction approximates the classroom curriculum with modifications used in the reading level of books, pacing, volume, and level of work expected each day. Instructional goals are included in the student’s support plan that describes the specially designed instruction. Reading replacement meets 5 days per week during the student’s classroom reading instruction. Reading grades are given by the reading replacement teacher. This is one of the most intensive individualized levels of support offered.
This is a contracted service that can be provided at an additional cost.

Learning Support:

This service provides academic assistance for students who have documented learning needs based on a current psycho-educational evaluation. Learning support provides help with organizational and study skills, assistance in completing classwork, homework, and projects, reinforcement of content and skills, test preparation, and proctoring. Students may meet in small groups or individually. This is one of the most intensive individualized levels of support offered.
This is a contracted service that can be provided at an additional cost.

Reading Help:

This service is provided in an inclusion style setting within the general education classroom for students in the Lower School. Students are identified through the results on the STAR fall, winter and spring reading assessments, standardized testing, classroom assessments, report card grades and upon teacher recommendation This is a moderate level of support.

Math Help:

This service is provided in an inclusion style setting within the general education classroom for students in the Lower School. Students are identified through the results on the STAR fall, winter and spring math assessments, standardized testing, classroom assessments, report card grades and upon teacher recommendation.

RTI (Response to Intervention):

This small group reading skills instruction, which is adapted from the Wilson Reading and Fundations programs, is available for students in 1st-2nd grade who demonstrate that they would benefit from additional early literacy skills instruction. Placement is based on the Aimsweb fall, winter, and spring assessments, and teacher recommendations. It is designed with the flexibility to have students enter and exit from the group, based on need or progress. This is short-term small group support provided to strengthen reading skills.

CCIU Services:

The Chester County Intermediate Unit provides a reading specialist who will evaluate and work with students who qualify for reading remediation. The CCIU also provides DC with a speech/language therapist. The therapist screens students in kindergarten through second grade and makes referrals based on students’ needs. The Chester County Intermediate Unit provides a math specialist who will evaluate and work with students who qualify for math remediation.

Middle School

Within each division, the overall purpose of Student Support Services is to be a resource for parents, faculty and students. However, within each division, as students are at different stages of maturity, our support is more specifically targeted. Based on the developmental characteristics of Middle School students, our focused goal during these three years is to team with teachers to support students as they develop the skills of organization and time management.

Resource Room:

Resource Rooms are available for students in 6th, 7th, and 8th grades and a student can be enrolled for a minimum of 2 blocks or as many as 4 blocks per 8-day cycle depending on need.
Resource Room enrollment can be recommended by classroom teachers, by parents, or as a result of psycho-educational testing for students who need academic support. Students enrolled in Resource Room are not required to have a psycho-educational evaluation unless an Accommodation Plan is needed. Resource Room is scheduled during study halls or in place of World Language. Individualized or small group instruction is provided in executive functions, note-taking, and study skills. Students are assisted through reinforcement of new concepts, re-teaching of material, and strengthening of academic skills in areas such as reading, math, and written expression. Students receive help with establishing short- and long-term goals, planning for long-term assignments, test preparation, and organization of time and materials. The goal of Resource Room is for each student to achieve independence and success in the classroom setting.
This is a contracted service which is available at an additional cost.

Accommodation Plans:

Students with documented disabilities, attention deficits, executive function difficulties, and/or serious health concerns may qualify for an accommodation plan. Current documentation, within the last three years, (or one year in the case of a medical issue) is required and must be given to the Director of Student Support Services to be kept on file to substantiate the accommodation plan.

Math and Reading Help Groups:

Students in middle school can be recommended for math or reading help groups. These help groups happen once a week and students are given access to additional math and reading resources. Students are recommended for these help groups based on the NWEA MAP, which students take three times a year as well as teacher feedback.

Student Support Services Faculty:

The team of support teachers at DC is incredibly gifted; they know their students well and are committed to helping them become the best learners that they can be. Their role is one of supporting students and teachers in the classroom and encouraging parents as they fulfill their role in their children’s lives. They are also available as resources for parents and teachers. The Student Support Services faculty members encourage both students and parents to follow the principles in Matthew 18 and go directly to faculty members with their concerns; the team’s role is one of advocating for students, if needed, once the appropriate steps have been followed.

Upper School

Within each division, the overall purpose of Student Support Services is to be a resource for parents, teachers, and students. However, within each division, as students mature, our support is more specifically targeted. At the Upper School level, we recognize that our time with these students is drawing to a close, so our focused goal during these four years is to support students as they develop the competence and confidence necessary to become independent, successful learners.

Resource Room:

Resource Rooms are available for students in 9th through 12th grades, and a student can be enrolled for a minimum of 2 blocks or as many as 4 blocks per 8-day cycle depending on need.
Resource Room enrollment can be recommended by classroom teachers, by parents, or as a result of psycho-educational testing for students who need academic support. Students enrolled in Resource Room are not required to have a psycho-educational evaluation unless an Accommodation Plan is needed. Resource Room is scheduled during study halls. Individualized or small group instruction is provided in executive functions, note-taking, and study skills. Students are assisted through reinforcement of new concepts, re-teaching of material, and strengthening of academic skills in reading, math, and written expression. Students receive help with establishing short and long-term goals, planning for long-term assignments, test preparation, and organization of time and materials. The goal of Resource Room is for each student to achieve independence and success in the classroom setting.
This is a contracted service which is available at an additional cost.

Accommodation Plans:

Math and Reading Help Groups:

Students in the upper school can be recommended for math or reading help groups. These help groups happen once a week and students are given access to additional math and reading resources. Students are recommended for these help groups based on the NWEA MAP, which students take three times a year as well as teacher feedback.

Student Support Services Faculty:

The team of support teachers at DC is incredibly gifted; they know their students well and are committed to helping them become the best learners that they can be. They are also available as resources for parents and teachers. In addition to serving the students, their role is one of supporting teachers in the classroom and encouraging parents as they fulfill their role in their children’s lives. The Student Support Services faculty members encourage both students and parents to follow the principles in Matthew 18 and go directly to faculty members with their concerns; the team’s role is one of advocating for students, if needed, once the appropriate steps have been followed.