What is RISE?

Founded in 2007, R.I.S.E serves children in the parish of Christ the King who attend Marquette School with diagnosed special needs including Down’s syndrome, Autism, Cerebral Palsy, and Developmental Delays. Additionally, students with mild learning disabilities receive services and support from modifications and instruction provided by Special Education teachers, teacher assistants and Paraeducators within inclusive classrooms. 

Today, the program helps about 60 students with learning differences find success in the classroom through varying levels of support. Marquette was the first, and remains the only, parish school in the Tulsa Diocese to implement a program for children with special needs.

Mission Statement

Our mission is to provide children with special needs the opportunity for an inclusive Catholic education in their homes parish school. Marquette strives to ensure that students with disabilities are offered a challenging, faith-based education with high expectations of academic, social and spiritual growth. We embrace the reciprocal benefits that inclusive education brings to our families, our school, and our parish community.
 

Guidelines

The RISE program welcomes children with disabilities of families who have been registered parishioners for two years, to the extent that we are able to provide appropriate support, resources and accessibility. Prior to applying through Marquette’s enrollment process, you may request a tour and talk with the principal and RISE Learning Resources Coordinator. A recent copy of educational, psychological and/or behavioral testing may be requested to determine if the support and resources available within Marquette are in the best educational interest of the child, family, and learning community.

Levels of Support

• Tier I - Students receive academic and behavioral support from a one-to-one or shared para. These students have modifications to the curriculum to ensure success and learning. There must be documented developmental or academic evaluations by a qualified professional.

• Tier II - Structured for students who require academic support on a daily basis for success in the classroom with the curriculum. These students may need alternate strategies for acquiring reading and math skills or additional instruction. Student learning outcomes are the same level as peers. There must be a psychoeducational or neuropsychological evaluation submitted by the 3rd grade year to continue receiving daily intervention and support.

• Tier III - Serves students who need occasional support for academic success such as an alternate setting for testing, brain breaks, or tests read aloud.