Marquette’s RISE Program was developed as a result of the school's mission to provide a positive and successful learning environment for all students, including those with special needs. Since its founding in 2006, the RISE Program has grown to help students receive support at varying levels. This may include additional time learning in the study skills/resource room, or assistance in the classroom. Our focus is on what the child can do, building upon each student’s strengths and helping them grow in areas where extra help is needed to achieve success.

RISE embraces children with a wide range of abilities and the reciprocal benefits that inclusive education brings to our families, our school, and our parish community.

Mission Statement

Our mission is to provide children with special needs the opportunity for an inclusive Catholic education in their home 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.