Learning Support
Picture students working in groups and having intriguing intellectual discussions about topics that are relevant and interesting to them. Although the classroom population includes a great diversity of backgrounds, experiences, languages, and cognitive abilities, each child is contributing meaningfully to the conversation and you can see their authentic engagement through their animated faces.
Inclusion coupled with high expectations is at the heart of The Academy’s approach to supporting diverse learning needs. The Academy has a strong staff of experienced learning support specialists who work hard to implement a high quality multi-tiered system of supports (MTSS) with the core belief that all children can succeed.
MTSS is a framework that uses implementation science to create one integrated system from a wide range of student support options. At The Academy this includes support for students struggling with academics, behavioral or social-emotional challenges, advanced students, students with disabilities, multi-lingual learners, and more. Our system is designed to support the needs of all students and recognize each individual as a valued and contributing member of our community.
Special Education
Special education services and supports are provided to students whose identified disabilities impact their ability to access a Free and Appropriate Public Education (FAPE). All students are considered general education students first, and special education exists to offer the additional support necessary for students with disabilities to meaningfully participate in and benefit from the general education curriculum. These services are governed by the Individuals with Disabilities Education Act (IDEA), a federal law reauthorized in 2004, which ensures that eligible students receive specially designed instruction and related services tailored to meet their unique needs.
The Academy Special Education services are offered in a variety of ways including:
- Direct instruction
- Co-teaching
- Push In services
- Consultation
- Accommodations or modifications as identified on a student’s IEP (Individualized Education Plan).
The Academy provides the following services:
- Occupational Therapy
- Speech-Language
- Mental Health/Social Emotional
- Deaf and Hard of Hearing
- Physical Therapy
- Academics and Executive Functioning
- Behavioral
The Academy provides a moderate needs programming option for special education students who meet the criteria for this increased level of support.
In our Moderate Needs programs, The Academy builds skills and relationships in a safe and consistent environment in an academic school setting. Students who come to the Moderate Needs program frequently have had behavior challenges and/or significant academic needs that require more structure and time to build school-ready behaviors and/or academic skills.
The Moderate Needs program supports any student with behavioral and/or academic needs, including students who have qualified for:
- Special Education (SPED)
- Serious Emotional Disability (SED)
- Developmental Delay (DD)
- Health Impairment (HI)
- Autism Spectrum Disorder (ASD)
Our Moderate Needs program models, teaches and reinforces school-ready skills through integration into the general education classroom and in the special education setting.
For additional information, please contact:
Sarah Gramarossa sarah.gramarossa@theacademyk12.org
English Language Development
The Academy offers an English Language Development (ELD) program designed to support students whose first language is not English. An ELD Coordinator oversees the program and works closely with students to promote their success across all subject areas.
Elementary and Middle School ELD Programming
ELD teachers support students’ English language development through small group direct instruction or through coteaching in the general education classroom. Students benefit from ELD strategies to help them access grade-level content area learning and ELD staff collaborate with classroom teachers to ensure multilingual learners are demonstrating success toward grade-level expectations.
High School ELD Programming
Students take specific English language arts and content-area courses that are designed to meet students’ English language development needs. ELD courses count toward high school graduation requirements. ELD staff collaborate with content area teachers to ensure students are demonstrating success toward grade-level expectations. English Language Learners may register for an ELD class or a Regular Language Arts class, depending on their level of proficiency. Many content area teachers have advanced training in order to provide appropriate language accommodations. Many Multilingual Learners register for advanced classes in addition to receiving ELD support.
Seal of Biliteracy
The Academy of Charter Schools' Seal of Biliteracy is a recognition for students who can demonstrate a high level of proficiency in at least one world language in addition to English by high school graduation.
CDE Minimum Requirements for the Seal of Biliteracy for HS Diplomas
The Academy uses the AAPPL Assessment- Assessment Towards Performance of Proficiency in Languages.
For more information about the Seal of Biliteracy, please contact:
Alma Serrano-Reyes alma.serranreyes@theacademyk12.org
For additional information on ELD programming, please contact:
Sarah Gramarossa sarah.gramarossa@theacademyk12.org
Gifted & Talented
Every child deserves a challenging educational experience and the support they need to flourish. The Academy offers gifted and talented programming options and supports to address the unique needs and strengths of advanced learners. These programming options include a Blended Honors program in Middle School and High School, pull out groups focused on GT identification areas and STEAM project based learning (WILD Program) in Elementary School as well as individualized Advanced Learning Plans to address student goals. The Academy also offers various clubs and school sponsored activities for gifted and talented students to pursue their interests and passions.
We believe administration, teachers, families, and the community share the responsibility of providing relevant and challenging opportunities to develop the individual potential of advanced learners. Students, in turn, are responsible for maximizing those opportunities.
Our program ensures students are challenged to achieve their highest potential, and that curriculum and learning opportunities are in line with their specific needs, interests, and abilities. We identify gifted learners and work with school personnel and parents to monitor their growth and achievement. Gifted students include gifted students with disabilities (i.e. twice-exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations.
High Achieving vs. Gifted Learners
Generally, a high achieving student is one who works hard to succeed, is attentive in class, learns with ease, memorizes facts, correctly answers questions, and earns good grades. In comparison, a student who might be considered gifted in a particular area is performing at an outstanding level of accomplishment compared to grade level peers (scoring in the 95%ile or higher on a standardized measure), generates complex, abstract ideas, comprehends complex ideas, infers and connects concepts, is self-directed in learning, and can answer content-related questions but also ask complex questions. No two gifted children are alike. The Academy identification team ensures that gifted determinations are made according to the unique traits and characteristics of each child in the identification process.
Gifted & Talented Identification
Universal Screening for Gifted Education is conducted in 2nd grade and 6th grade. Universal Screening is completed using the Cognitive Abilities Test (CogAT). Students are not expected to do any special preparation for this test. The Academy follows Colorado Department of Education (CDE) guidelines for identification practices. The Academy accepts and encourages referrals from all sources, including parents, educators and students for all grade levels of students.
For additional information, please contact:
Suzie Galbraith PK-2nd suzie.galbraith@theacademyk12.org
Alexandra Dockhorn 3rd-5th alexandra.dockhorn@theacademyk12.org
Kathleen Frederick 6th kathleen.frederick@theacademyk12.org
Meggin Schleicher 7th-8th meggin.schleicher@theacademyk12.org
Angela Smith 9th-12th angela.smith@theacademyk12.org
Early Access
Early Access is defined as early entrance to kindergarten or first grade for highly advanced gifted children who meet statewide criteria and for whom comprehensive acceleration is deemed necessary by the school team. Early access is not an acceleration pattern recommended for the majority of age 4 or age 5 gifted children. The purpose of Early Access is to identify and serve the few highly advanced gifted children who require comprehensive academic acceleration.
- Four years of age by October 1 may qualify for kindergarten
- Five years of age by October 1 may qualify for first grade
Early Access Timeline for the 2026-2027 school year
Parents can submit the Early Application Portfolio from August 4, 2025 - January 9, 2026. Parents will be notified by February 6, 2026 whether their student will be moving forward in the Early Access identification process. The school testing window and team determination period is February 6, 2026 - March 6, 2026. Parents will be notified of the Early Access team’s decision by March 13, 2026. Parents must apply through the lottery by January 15, 2026. Qualification for Early Access does not guarantee an offer of admission.
For Additional Information Contact:
Suzie Galbraith
Lower Elementary Principal
303-289-8088, ext. 548
suzie.galbraith@theacademyk12.org