Academic Support
Academic support is developed to promote and implement a well-integrated system connecting students with high quality, standards-based instruction and intervention that is matched to their academic, social-emotional, and behavioral needs. This system monitors and analyzes data to track the progression of students within the tiers to assist with targeted remediation or acceleration, dependent on the students’ individual needs.
Special Education Overview
Our special education teams and services work to keep you informed of and supported in the educational trends related to standards-based instruction, accommodations, and classroom assessment for students with a disability.
Accommodations play an important role in educational settings, particularly for students whose disabilities interfere with performing learning task (such as reading a book, taking notes in class, or writing an essay) or testing tasks (such as getting through the items within the time limit or filling in the circles on a multiple-choice test). A critical part of teaching and assessing students with disabilities, then, is providing them with accommodations that support learning and that support their ability to show what they know and can do.”
It is our goal to provide educators and administrators current information and resources in the areas of instructional accommodations and assessment for students with a disability. Please contact your district or school special education teams to take advantage of state guidance documents, professional development training opportunities and other resources designed to support all students with a documented need, including students with a disability.
Highly effective school environments prioritize the academic achievement and social skills of all students.
We identify research-based strategies and practices that support positive behavioral outcomes for all students. Implementation of effective strategies and best practices within a variety of host settings, improves school climate and student outcomes.
Accommodations play an important role in educational settings, particularly for students whose disabilities interfere with performing learning task (such as reading a book, taking notes in class, or writing an essay) or testing tasks (such as getting through the items within the time limit or filling in the circles on a multiple-choice test). A critical part of teaching and assessing students with disabilities, then, is providing them with accommodations that support learning and that support their ability to show what they know and can do.”
It is our goal to provide educators and administrators current information and resources in the areas of instructional accommodations and assessment for students with a disability. Please contact your district or school special education teams to take advantage of state guidance documents, professional development training opportunities and other resources designed to support all students with a documented need, including students with a disability.
Bennett Ranch Elementary Alternative Instructional Course Catalog
- Kindergarten
Course Name on Schedule: Math K
Course Name on SchoolsPLP: K Mathematics
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course introduces addition and subtraction, counting to 100, one-to-one correspondence, writing numbers 0-20, and shapes. Course introduces and reinforces basic concepts of mathematics such as counting whole numbers and understanding patterns.
Course Name on Schedule: Reading, Writing, Communication K:
Course Name on SchoolsPLP: K Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course engages students in activities to develop their reading skills. Course content may emphasize storytelling or reading aloud and evoke a written, oral, or pictorial response. The course aligns with state standards for kindergarten.
Course Name on Schedule: Science K or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: K Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course encourages students to observe and describe the properties of organisms, systems, and the environment. Students may raise questions, identify patterns, and record observations.
Course Name on Schedule: Social Studies K or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: K Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course provides initial foundations in the social studies disciplines: history, geography, civics and government, and economics.
- 1st Grade
Course Name on Schedule: Math1
Couse Name on SchoolsPLP: 1st Mathematics
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course helps build a conceptual foundation in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; time and non-standard length units.
Course Name on Schedule: Reading, Writing, Communication 1
Couse Name on SchoolsPLP: 1st Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course focus on reading skills and may emphasize recognition of and response to various types of text; extension of vocabulary; and the connection of language to the expression of ideas. Course aligns to state standards for grade 1.
Course Name on Schedule: Science 1 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 1st Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course allows students to identify interactions and patterns in objects and events and to record observations in written or visual form. Students investigate systems of living organisms and the environment
Course Name on Schedule: Social Studies 1 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 1st Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course develops foundational skills in the social studies disciplines: history, geography, civics and government, and economics.
- 2nd Grade
Course Name on Schedule: Math 2
Couse Name on SchoolsPLP: 2nd Math
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course continues to build a conceptual foundation in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. Students begin to incorporate the context of time and money.
Course Name on Schedule: Reading, Writing, Communication 2
Couse Name on SchoolsPLP: 2nd Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course focuses on reading skills and may build students’ skills in independent reading by increasing reading fluency, vocabulary, and recognition of word and language patterns. Course aligns to state standards for grade 2.
Course Name on Schedule: Science 2 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 2nd Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course continues to introduce students to basic scientific processes and principles. Course content may include the identification of patterns, classification, and sequencing, or manipulation of systems to observe interactions between parts and record the effects of change.
Course Name on Schedule: Social Studies 2 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 2nd Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course helps students reach greater understanding of the social studies disciplines: history, geography, civics and government, and economics
- 3rd Grade
Course Name on Schedule: Math 3
Couse Name on SchoolsPLP: 3rd Mathematics
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course emphasizes number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement.
Course Name on Schedule: Reading, Writing, Communication 3
Couse Name on SchoolsPLP: 3rd Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course focuses on reading skills and may emphasize independent reading in a variety of assignments. Some emphasis may also be placed on presentation skills. Course aligns to state standards for grade 3.
Course Name on Schedule: Science 3 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 3rd Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course involves observation, measurement, and description of simple systems. Course content may include the scientific process; life and environmental science; and physical, earth, and space science.
Course Name on Schedule: Social Studies 3 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 3rd Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course builds on previous knowledge and introduces concepts in the social studies disciplines: history, geography, civics and government, and economics. Instruction of the disciplines is often integrated for instructional purposes.
- 4th Grade
Course Name on Schedule: Math 4
Couse Name on SchoolsPLP: 4th Mathematics
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course emphasizes number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement.
Course Name on Schedule: Reading, Writing, Communication 4
Couse Name on SchoolsPLP: 4th Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course engages students in oral expression and listening: communication skills; Reading for all purposes: comprehension, fluency, word study/vocabulary; Writing and Composition: conventions, informative/explanatory writing, narrative, opinion, writing process; Research Inquiry & Design: documentation, identifying evidence, short research projects
Course Name on Schedule: Science 4 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 4th Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course explores complex systems, such as plant and animal adaptation, forces and motion, and physical and chemical changes in matter, or content consistent with state academic standards. Students may identify the causes and effects of change, make predictions, and gather data from multiple sources.
Course Name on Schedule: Social Studies 4 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 4th Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course continues to develop skills in history, geography, civics and government, and economics.
- 5th Grade
Course Name on Schedule: Math 5
Couse Name on SchoolsPLP: 5th Mathematics
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course emphasizes number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement, including exploring the concept of volume.
Course Name on Schedule: Reading, Writing, Communication 5
Couse Name on SchoolsPLP: 5th Language Arts
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course focuses on reading skills and may emphasize independent reading in a variety of assignments and require students to respond to different material in different ways. Course aligns with state standards for grade 4.
Course Name on Schedule: Science 5 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 5th Science
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course builds on the study of various systems. They may include identification and description of cycles, comparisons of forms of matter and energy, forces, or content consistent with state academic standards. Students may make comparisons and interpret and analyze information.
Course Name on Schedule: Social Studies 5 or Sci/Social S: Units of Inquiry
Couse Name on SchoolsPLP: 5th Social Studies
Credit Hours: .50 Instructional Provider: SchoolsPLP
Description: Course continues to develop skills in history, geography, civics, and government, and economics for grade-level standards.
SchoolsPLP Course Catalog Attached
Gifted Education
School District 49's strategic plan fully embraces and supports gifted learners through its fifth Big Rock, "Every Student": "District 49 will ensure educational experiences are individualized, capable of launching every student toward success." If you have any questions about gifted education in District 49, please contact the district gifted coordinator, Diane Neff.
District 49 Definition of a Gifted Student/Child. A student/child between 4 and 21 whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet educational programming needs. Gifted students/children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all social-economic, ethnic and cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
- General or specific intellectual ability
- Specific academic aptitude
- Creative or productive thinking
- Leadership abilities
- Visual arts, performing arts, musical or psychomotor abilities
District 49 Gifted Education Vision. All Gifted students will accomplish challenging post-secondary work/force goals and become productive, creative citizens capable of succeeding in their area of strength.
District 49 Gifted Education Mission. Ensure gifted student growth and achievement through systems of support, programming, and advocacy.
District 49 is dedicated to identifying and providing exceptional programming for gifted students. Schools throughout the district are committed to identifying those students who meet the district and state criteria of a “gifted learner.” Teachers work collaboratively with Gifted Specialists to develop Advanced Learning Plans for all our identified gifted students to ensure gifted children are challenged and experience academic growth throughout the year.
Gifted needs are addressed using a variety of instructional strategies and programming options. District 49 offers early access for highly gifted kindergarten and first-grade students who do not meet the age requirements for enrollment. Elementary schools provide differentiation instruction through grouping, advanced learning opportunities, and after-school academic classes, clubs, and contests. Our middle schools provide a wide range of honor and enrichment classes as well as many academic after-school opportunities. High school students have many opportunities to individualize their learning by choosing to attend one of our Career Academies, earn an International Baccalaureate Diploma, select from a wide variety of Advanced Placement courses, or take concurrent enrollment courses, which provide both high school and college credit simultaneously. Additionally, for students who desire a self-paced online curriculum, Falcon Virtual Academy provides a rigorous, digital learning environment. In District 49, we strive to provide gifted students with a wide range of opportunities to support their academic, social, and emotional development.
District 49 believes that parents are partners when it comes to meeting the needs of gifted learners. Parents and teachers work together to ensure children are not only challenged but also valued for their unique abilities. The gifted education website is designed to provide parents of gifted learners support and resources as well as provide information on District 49 gifted education and associated processes and procedures.
Culturally and Linguistically Diverse Education
District 49’s Culturally and Linguistically Diverse Education (CLDE) team supports the growth of every multilingual learner, so each student becomes academically and socially fluent. The CLDE program provides rigorous instruction to multilingual learners to develop their listening, speaking, reading and writing skills, so they achieve grade-level proficiency and become successful in the workforce and post-secondary environments. The Board of Education expects the entire district staff to take ownership in assuring our multilingual learners demonstrate language proficiency and ultimately improve in achievement. CLDE teachers and paraprofessionals empower each learner, through differentiated instruction, research-based instruction and assessments and 21st century skills. As a team committed to student success, the program leverages student and family assets in order to create productive citizens in a global society.
A copy of the department handbook can be found here: https://docs.google.com/document/d/1Wauw_YNHqgu60Q1Js2mXIE6Y7wboxuMtlqHBt2FcV-o/edit?usp=sharing
Middle school- English language learners who qualify are offered CLDE or resource support. Teachers offer this in the form of an elective class, but there are also co-teaching models and push-in support provided in the core content classrooms. Teachers monitor the progress of students in their core instruction and provide resource support when deemed necessary. In the elective CLDE class, students receive differentiated instruction in reading, writing, speaking, and listening depending on their specific language goals as identified in the English language plan.
The following skills are emphasized: social communication, academic vocabulary, grammar, reading strategies, writing skills, as well as the use of technology to better access curriculum. Teachers have access to the Colorado Department of Education approved intervention programs Imagine Learning and Lexia Power Up to master reading and speaking skills on technology. Accounts can be accessed at home to help fill literacy gaps in students of all age groups.
Elementary English Language LearnersEnglish language learners typically receive intensive English language development daily. Many CLDE teachers provide this service utilizing a “pull-out” model. This means the students are pulled out of the general education setting for this intensive English instruction. Pull-out never occurs during core instruction, and many teachers utilize supplementary curriculum supports to address the skills and content students are learning in their core instruction.
Some teachers and paraeducators offer a "push-in" and co-teaching model to facilitate English language acquisition within the general education classroom. By providing accommodations within the students' general education setting, students learn along with their peers and have access to the curriculum.
The following skills are emphasized: social communication, academic vocabulary, grammar, reading strategies, writing skills, as well as the use of technology to better access curriculum. Teachers have access to the Colorado Department of Education approved intervention programs Imagine Learning and Lexia to master reading and speaking skills on technology. Accounts can be accessed at home to help fill literacy gaps in students.