Academic Achievements

Making Academic Gains


The Individual Reading Inventory (IRI) is administered to each student upon enrollment and then annually.  Scores from the IRI are used to determine each student’s reading tier and to identify appropriate reading interventions and strategies.

  • Tier 1 – Students whose assessed reading level is within two years of their actual grade level. These students are assigned to the core 4-Blocks reading curriculum.
  • Tier 2 – Students whose assessed reading level is more than two years below their actual grade level or whose IRI scores reveal significant discrepancies across subscales. These students participate in the Scholastic Read 180 program.
  • Tier 3 – Students whose assessed reading level is lower than first grade (i.e., non-readers). These students participate in individualized and intensive reading interventions, such as Wilson Reading.

We consistently see an average increase of  100 lexile points from the beginning of the academic year to the end. This growth is significant  given that almost all SES students are significantly behind academically when they enter the SES schools.  Typical SES student comes to us with an achievement gap ranging from 2-11 years and many middle school and high school students enter our doors as non-readers.


Social-emotional skills are strongly related to academic achievement.  Students who are able to manage their feelings and behavior, interact appropriately with peers and teachers, work persistently towards personal goals, and make good decisions are better able to stay on task in the classroom and focus on learning.  Social-emotional skills are also critical to functioning outside of school: in the community, at work, and in family life.

Student behavior at school is an important indicator of social-emotional functioning.  In order to exhibit appropriate behavior in a school setting, a student must be able to control impulsivity, manage conflicts with others, and deal appropriately with uncomfortable feelings like frustration, disappointment, and anger.  In SES schools, students are referred to Crisis Intervention Behavior Stabilization (CIBS) if they behave inappropriately.  CIBS referrals are one behavioral indicator of social-emotional functioning at school and are similar to an office discipline referral or in-school suspension in a general education setting

CIBS data from the 2012-2013 school year indicates that the average percentage of instructional time that students spent engaged in instruction, as opposed to working in CIBS is consistently above 90% in all of our schools. Additionally, the average number of individual CIBS referrals per student per attendance day is consistently less that 25%. Students in our programs spend more time engaged in positive learning than in their previous educational settings.