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Supplemental Programs

In addition to the core programs, students who have been identified as needing additional and supplemental instructional support and English learners students with language needs are provided with supplemental programs and services to assist them to develop their full potential. They include intervention, remedial, and enrichment programs.

For students who have an Individualized Education Plan (IEP) or 504 Plan, please refer to the services outlined in their IEPs or 504 Plan.  For more information or questions regarding IEPs or 504 Plans, please contact your school principal or Student Services at the following website:

English Learner Program

Students who are identified as English learners by the English Language Proficiency Assessment for California (ELPAC) and local assessments are placed in specially designed classes and programs based on their language proficiency levels. English learners, grouped by their language proficiency levels, receive daily differentiated English language development (ELD) instruction based on their diagnosed language needs. Supplemental ELD programs and materials, and district-adopted curriculum, including Benchmark ELA/ELD & HM Collections & Read 180, are used to promote their language proficiency. To ensure access to the core curriculum, Guided Language Acquisition by Design (GLAD), Designated and Integrated English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE) strategies, and primary language support (when available) are utilized in content area instruction. In addition, extended-time programs, including before/after-school and summer programs, such as a summer school program for English learners, provide targeted instruction at various proficiency levels.  

For more information about CSD English Learner Programs, visit our district website:

Targetted Assistant Title I Program

Targeted Assistance Title I programs and services are provided for students who are below grade level as identified by the District-adopted multiple state and local measures. The design and implementation of programs and services for these students are guided by the principles of the Response to Intervention (RtI) approach. High-quality first teaching is promoted and monitored through ongoing professional development, focusing on the design and delivery of standards-based instruction and the use of effective teaching techniques and differentiation strategies. Diagnostic tests are administered at the beginning of the school year to identify students' learning needs. In-class programs include the use of research-based strategies for at-risk students (e.g., the Guided Language Acquisition by Design (GLAD) instructional model, Math Talks, Guided Reading, Cloze Reading, etc.), supplemental intervention materials and programs (e.g., Leveled Literacy Interventions (LLI), Do the Math Intervention, PAPER Online High Dosage Tutoring), integration of technology (e.g., READ 180, FastForword, Imagine Learning Language & Literacy, Imagine Math, ), and expanded provision of individualized and small-group instruction by instructional assistants. Students with intensive needs in reading and mathematics are placed in extended-time programs, including before/after-school programs and summer programs, to receive additional support. Student progress is monitored and program effectiveness is measured through the use of both district-wide and teacher-generated assessments in an ongoing manner. Assessment data are examined and improvement steps are identified through regularly scheduled professional learning community activities.

Benchmark Phonics Tier 3 Intervention