Academic Support

Welcome! It is our goal that ALL students are supported at Jordan Elementary School. Some of these supports may include MTSS and/or ELL/ML.

What is MTSS?

In education, Multi-Tier Systems of Support (commonly abbreviated MTSS) is an approach to academic intervention to provide early assistance to children who are at risk or already underperforming as compared to appropriate grade- or age-level standards. MTSS seeks to prevent academic delay through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. MTSS is a multileveled approach for aiding students that is adjusted and modified as needed.

What is ELL/ML?

Methods to be used in providing ELL (English Language Learners) or ML (Multilingual) students appropriate English language development services, as well as services to enable the students to benefit from the district's academic and special programs.

ELL Curriculum

The overall emphasis in this course will be on increasing social and academic English proficiency in both interpretive (listening, reading, and viewing) and productive (speaking, writing, and representing) language using the WiDA Model. Language Arts, Science, Social Studies, and Math content are embedded into language development instruction.

Support is provided for K-4 McGraw Hill 2020 Wonder’s curriculum.

Other resources include: WiDA, Logic of English, Heggerty, RAZ-Kids, Kid Inspired ESL, SnapWords

ELD Standard 1

Social and Instructional Language
English language learners communicate for social and instructional purposes within the school setting.

Learning Target:
I can engage with adults and peers in purposeful social and instructional dialog.

Advanced:

Student engages in dialog beyond what is expected at grade level

Proficient:

Language use is fluent and clear; at grade level
Word choice is precise
Includes sufficient detail and elaboration
Multiple exchanges of information

Developing:

Language use is usually fluent and clear; approaching grade level
Word choice lacks precision, but does not obscure meaning
Some details may be missing, but meaning is not obscured
More than one exchange of information; student can engage in turn taking though it may be limited

Language is neither fluent nor clear; difficult to follow or understand
Student struggles to chose words or communicate ideas
Insufficient details, meaning is obscured
Student struggles to engage in turn taking; does not engage in dialog with others

Insufficient:

Not observed

ELD Standard 2

Language of Language Arts
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

Correctly uses grade level language arts vocabulary
Is able to participate in grade level tasks without accommodation or modification of materials
Successfully completes formative and summative assessments; is at or above grade level

Proficient:

Correctly uses grade level language arts vocabulary
Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

Developing:

Attempts to use grade level language arts vocabulary
Participates in grade level tasks with accommodation; some modification of materials may be necessary
Formative and summative assessments are below grade level; student is at risk

Novice:

Does not attempt to use grade level language arts vocabulary
Participates in grade level tasks only with substantial accommodations and/or modification of materials
Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

Not observed

ELD Standard 3

Language of Mathematics
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

Correctly uses grade level mathematics vocabulary
Is able to participate in grade level tasks without accommodation or modification of materials
Successfully completes formative and summative assessments; is at or above grade level

Proficient:

Correctly uses grade level mathematics vocabulary
Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

Developing:

Attempts to use grade mathematics vocabulary
Participates in grade level tasks with accommodation; some modification of materials may be necessary
Formative and summative assessments are below grade level; student is at risk

Novice:

Does not attempt to use grade level mathematics vocabulary
Participates in grade level tasks only with substantial accommodations and/or modification of materials
Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

Not observed

ELD Standard 4

Language of Science
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

Correctly uses grade level science vocabulary
Is able to participate in grade level tasks without accommodation or modification of materials
Successfully completes formative and summative assessments; is at or above grade level

Proficient:

Correctly uses grade level science vocabulary
Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

Developing:

Attempts to use grade level science vocabulary
Participates in grade level tasks with accommodation; some modification of materials may be necessary
Formative and summative assessments are below grade level; student is at risk

Novice:

Does not attempt to use grade level science vocabulary
Participates in grade level tasks only with substantial accommodations and/or modification of materials
Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

Not observed

ELD Standard 5

Language of Social Studies
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.

Learning Target:
I can use grade level academic vocabulary to share my ideas and demonstrate understanding of language arts skills and concepts.

Advanced:

Correctly uses grade level social studies vocabulary
Is able to participate in grade level tasks without accommodation or modification of materials
Successfully completes formative and summative assessments; is at or above grade level

Proficient:

Correctly uses grade level social studies vocabulary
Is able to participate in grade level tasks with minimal accommodation; no modification of materials is necessary
Formative and summative assessments are at or approaching grade level; no accommodations or modifications are necessary; student is not at risk

Developing:

Attempts to use grade level social studies vocabulary
Participates in grade level tasks with accommodation; some modification of materials may be necessary
Formative and summative assessments are below grade level; student is at risk

Novice:

Does not attempt to use grade level social studies vocabulary
Participates in grade level tasks only with substantial accommodations and/or modification of materials
Formative and summative assessments are two or more grade levels below; student is high risk

Insufficient:

Not observed

RTI Curriculum

Kindergarten

RtI Reading – Kindergarten will support these standards with one or more of the following intervention curricula:

PRESS
Orton-Gillingham – Sonday Systems
Heggerty Phonemic Awareness
Foundations in Sounds

Proficiency Targets

Key Ideas and Details
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, settings and major events in a story.
Craft and Structure
- Ask and answer questions about unknown words in a text.
- Recognize common types of texts (e.g., storybooks, poems).
- With prompting and support, name the author and illustrator of a story and define the role of each in retelling the story.
Integration of Knowledge and Ideas
- With prompting and support, describe the relationship between illustrations and the story in which they appear.
- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Grade 1

RtI Reading – Grade 1 will support these standards with one or more of the following intervention curricula:

PRESS
Orton-Gillingham – Sonday Systems
Heggerty Phonemic Awareness
Foundations in Sounds

Proficiency Targets

Key Ideas and Details
- Ask and answer questions about key details in a text.
- Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- Describe characters, settings, and major events in a story, using key details.
Craft and Structure
- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
- Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
- Use illustrations and details in a story to describe its characters, setting, or events.
- Compare and contrast the adventures and experiences of characters in stories.

Grade 2

RtI Reading – Grade 2 will support these standards with one or more of the following intervention curricula:

PRESS
Orton-Gillingham – Sonday Systems
Heggerty Phonemic Awareness
Foundations in Sounds

Proficiency Targets

Key Ideas and Details
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- Describe how characters in a story respond to major events and challenges.
Craft and Structure
- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Grade 3

RtI Reading – Grade 3 will support these standards with one or more of the following intervention curricula:

PRESS
Orton-Gillingham – Sonday Systems
Heggerty Phonemic Awareness
Foundations in Sounds
Read Naturally

Proficiency Targets

Key Ideas and Details
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Craft and Structure
- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.
- Refer to parts of stories, dramas, and poems when writing or speaking about a text.
- Distinguish their own point of view from that of the narrator or those of the characters.
Integration of Knowledge and Ideas
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
- Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Grade 4

RtI Reading – Grade 4 will support these standards with one or more of the following intervention curricula:

PRESS
Orton-Gillingham – Sonday Systems
Heggerty Phonemic Awareness
Read Naturally

Proficiency Targets

Key Ideas and Details
- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- Determine a theme of a story, drama, or poem from details in the text; summarize the plot.
- Describe in depth a character, setting, or events in a story or drama, drawing on specific details in the text.
Craft and Structure
- Determine the meaning of words or phrases as they are used in a text, including those that allude to significant characters found in mythology.
- Explain major differences between poems, drama, and prose, and refer to the structured elements of poems and drama.
- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narratives.
Integration of Knowledge and Ideas
- Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions to the text.
- Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.