Multi-Tiered System of Support
At Sage Oak Charters Schools we use a Multi-Tiered System of Support in order to provide for our students. Using this system allows us to provide the early intervention and personalized support each student needs to be successful learners, while at the same time streamline and focus our resources for our teachers, parents, students, and staff.
Tier 1: Universal Supports
Tier 1 resources are universal supports that are available to all Sage Oak students. These resources are geared to be preventative in nature and provide that something extra in order to meet the student's individual needs.
Tier 2: Targeted Supports
This supplemental support is designed to close one to two-year learning gaps and includes our GROW and SOAR Intervention programs, our English Language Development program, and Title 1 supports for our homeless and foster students.
Tier 3: Intense Targeted Support
Tier 3 resources are in place to provide support for our most struggling students. At this level, a collaborative approach is used by our Student Success Team to provide highly personalized intervention strategies and to determine if 504 Plan or Special Education evaluation may be needed to support student growth.
The GROW Intervention program supports students in grades 1-8 who are at least one full year below grade level proficiency in math and/or Language Arts. The program will run for 22 weeks, LP2-LP9. Qualification for the program is based on iReady scores and the teacher's informal or formative assessment. The GROW Intervention Program has two levels of support. Students that are one year below grade level proficiency will be placed in Level 1 - Expanded Support and students who are two or more years below grade level proficiency will be placed in Level 2 - Intensive Support. Participation in the GROW Intervention Program is required for all qualifying students.
For each qualifying area, the student will have an Intervention Plan that is shared between the parent and teacher to monitor student progress and participation. Each student will be required to complete a minimum of 45 minutes/week of independent practice using the school-provided platform. All necessary accounts will be provided to all qualifying students.
Student progress will be consistently monitored for growth throughout the school year. The teacher will monitor student progress weekly through the school platform and will proctor the iReady Diagnostic mid-year in December and again at the end of the year in May.
The SOAR Intervention program supports students in grades 9-12 who are at least one full year below grade level proficiency in math and/or ELA. The program will run for 22 weeks, LP2-LP9. Qualification for the program is based on iReady scores and the Education Advisor's informal assessment. Participation in the SOAR Intervention Program is required for all qualifying students.
For each qualifying area, the student will have an Intervention Plan that is shared between the student, parent, and EA to monitor student progress and participation. Students will be required to complete a supplementary assignment on the school-provided platform. Accounts will be provided to all qualifying students.
In order to ensure optimal student support, students will meet virtually with their EA each week of the program. Student progress will be consistently monitored for growth throughout the school year. The teacher will monitor student progress weekly through the school platform and will proctor the iReady Diagnostic mid-year in December and again at the end of the year in May.
English Language Development Program
All students who have been designated as English Learners will be required to participate in our ELD Program in order to gain English Language proficiency as quickly as possible.
Designated EL Instruction
Along with the use of BrainPOP ELL, K-2nd grade students will participate in our weekly virtual ELD book club, Stellar Stories, as a part of the designated instruction component to provide crucial listening and speaking opportunities.
Our third through twelfth grade EL students will use Rosetta Stone as their EL curriculum which also has a strong listening and speaking component.
Integrated EL Instruction
In addition to ELL lesson differentiation found in the core curriculum, an SDAIE checklist has been provided to teachers as a planning tool to ensure key strategies are used for our EL students so they can fully access the core curriculum in math, ELA, sciences, and social sciences.
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 struggling academically due to their limited English skills. 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.
Title 1 Resources
Resources provided to our Title I-eligible students are provided to help bridge the equity gap and ensure our English learners, students in foster care, and students experiencing homelessness have the technology they need to fully participate in their education. Additionally, Tales2go audiobook subscriptions will be provided to all of our socio-economically disadvantaged, EL, homeless, and foster students to provide exposure to sophisticated language, spark imagination, and support reading comprehension regardless of a student’s reading ability and consistent access to books.
The McKinney-Vento Homeless Assistance Act defines homelessness as a student who lacks a fixed, regular, and adequate nighttime residence. This definition includes students who:
- are “doubled-up” or sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason.
- are living in motels, hotels, trailer parks, camping grounds, or shelters.
- have a primary nighttime residence that is a public or private place not designed for or ordinarily used as regular sleeping accommodations for human beings.
- are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.
- are migratory children and unaccompanied youth (not in the physical custody of a parent or guardian) who qualify as homeless because they are children who are living in similar circumstances listed above.
In order to identify and support children and youth experiencing homelessness, Sage Oak is required to administer a housing questionnaire annually to all parents and guardians. Students identified as homeless under the McKinney-Vento Homeless Assistance Act, have the right to:
- attend school.
- enroll immediately, even if they are missing records and documents normally required for enrollment.
- stay in the school they attended before becoming homeless (school of origin) if the parent/guardian so chooses.
- participate fully in their education and receive equal access to all school programs and activities.
Please view our list of resources here or if you have any questions regarding our homeless/foster youth resources please contact our liaison:
Kristin Aschbrenner, Lead Coordinator, Title I