Student Support

Multi-Tiered System of Support

Tier 1: Universal Supports
Tier 1 ALL students have access to Tier One support. This includes  best teaching practices that are evidence and research base, additional support provided by the gen Ed teacher, appropriate and rich curriculum choices that are research based and a high level of collaboration between all educational partners.

Tier 2: Targeted Supports
Targeted small groups designed to remediate academic and social, emotional gaps. Small groups are taught by intervention and literacy specialists utilizing evidence and research based methodology and curriculum.

Tier 3: Intense Targeted Support
Tier 3 is designed for  students that are most academically, social, emotional or behaviorally vulnerable and require a more intensive level of support. This may include students with disabilities or those that do not respond to Tier Two intervention support.

GROW & SOAR Programs

The GROW & SOAR intervention programs are intended to support students in Kindergarten through 12th grade that are well below grade level in Early Literacy Skills, English Language Arts and Mathematics. Qualification is based on results from the iReady diagnostic assessments, easyCBM and teacher recommendations. 

English Language Development Program

Students identified as English Learners will be supported through Sage Oak’s English Language Development Program. The English Language Instruction program is designed to promote the acquisition of English language proficiency as well as full and equitable access to the core curriculum. 

English Language Development (ELD) is a structured method of teaching in English that builds vocabulary, comprehension and fluency skills. Intervention, literacy and ELD instructors work with small groups to provide designated support, or whole class providing integrated ELD/ELA instruction.  Specially Designed Academic Instruction in English (SDAIE) is a specific method of teaching grade-level content (i.e. social studies, science, math, etc.) that helps English learners master content skills as they improve their English proficiency. English Learners will participate in the ELD Program until they are reclassified as English language proficient (RFEP). 

The ELD program has two main components; Designated and Integrated English Language Instruction, both supported by the ELD team and Intervention teachers.

Designated EL Instruction

Students participate in a virtual class that provides designated ELD  instruction. The class is focused on the California English Language Development Standards, in skills needed for academic content learning in English.

Integrated EL Instruction
Students participate in a virtual class that provides integrated ELD and ELA curriculum and teaching strategies. The goal is to offer a core curriculum that not only assists students in meeting ELA standards but also provides differentiated instruction that weaves together ELA and ELD. This is an immersive English acquisition program. Teachers will support students by incorporating SDAIE strategies into lesson planning to ensure these supportive strategies are used so that students can fully access core curriculum. 

Long-Term English Learner (LTEL) Support
Long-term English learner (or LTEL) is a formal educational classification given to students who have been enrolled in American schools for more than six years, who are not progressing toward English proficiency, and who are also struggling academically. In order to support our LTEL students, they will be required to participate in a series of 4 classes to help prepare for the ELPAC exam in the spring. SDAIE strategies will be required in core subjects for these students, with a special focus on academic vocabulary development.

Youth Experiencing Homelessness & Foster Youth

Youth experiencing homelessness can enroll in school even if they have uncertain housing, a temporary address or no permanent physical address.  They are guaranteed enrollment in school by the federal McKinney-Vento Act and California state law.  

The McKinney-Vento Act defines homeless children and youth as individuals who lack a fixed, regular, and adequate nighttime residence. This definition also includes:

• Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason
• Children and youth who may be living in motels, hotels, trailer parks, shelters
• Children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings
• Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, or
• Migratory children who qualify as homeless because they are children who are living in similar circumstances listed above
• With friends or family because they are a runaway or unaccompanied youth
• In temporary foster care or with an adult who is not a parent or guardian

To enroll or attend school, if you live under any of these conditions, you do not need to provide:

• Proof of residency
• Immunization records or TB skin test results
• School records
• Legal guardianship papers

Student’s  may:

• Participate fully in all school activities and programs for which you are eligible
• Continue to attend the school in which you were last enrolled even if you have moved away from that school’s attendance boundary or district.
• Contact the district’s homeless youth liaison to resolve any disputes that arise during the enrollment process.

For information on the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) (42 United States Code § 11431-11435) please click here.

Please view our list of resources by clicking here. If you have any questions regarding homeless/foster youth resources or if you are in need of support please contact the McKinney Vento liaison:

Theresa Tedesco, Assistant Director of Student Services
ttedesco@sageoak.education