Transcript Response to Intervention Highland Pacific Elementary School

Response to Intervention
Does it work for
ELL & Poverty Children
Highland Pacific Elementary School
San Bernardino City Unified School District
CASP
March 12, 2009
Brad McDuffee, Vicky Rogers, Keith Drieberg, Ph.D
AYP
• AYP – Adequate
Yearly Progress
– Federal Measure
– Mandated by No Child
Left Behind (NCLB)
– Status Bar Model
API
• API – Academic
Performance Index
– State Measure
– Mandated by
California Public
Schools
Accountability Act
(PSAA)
– Growth Model
AYP Targets, 2002 – 2014
Elementary and Middle Schools
CST’s
grades 2-8
Percent Proficient – English/Language Arts
Percent Proficient – Math
School wide structures
• Establish the position of
Intervention Specialist to oversee
the implementation and integrity of
the Center
Establish grade level
universal access and
support time for grade
levels
A. Students do not miss direct
classroom instruction
B. Congruent pullout supports
c. Establish bell schedule around
support center schedule
d. Establish P.E., Music and cafeteria
schedule around support schedule
e. Establish the number of students to be
served
f. Prioritize funding for maximum support
during the school day
g. Identify the type of support necessary
h. Maintain the understanding of support not
abdication
4) Universal access groupings
for specific purpose
a. Screenings
b. Assessment
c. Establish the groupings
d. Establish criteria for intervention
adjustment and exit
5) Center structure
•
Establish instructional focus from
data (Fluency, Comprehension,
other)
•
Decide on instructional strategies
d. Resources, materials & training
e. Data review time Collaboration
(Psych/RSP/LSS/Administration)
f. Adjust interventions as indicated by
weekly data review
Data graph of
Oral Reading Fluency
6) Classroom collaboration
a. Bi monthly meetings with grade level
teams and spans
b. Monthly meeting with classroom teacher
c. Calibration of Center data with CST data
and strands
Paradigm Shift
• Eligibility focus
– Diagnose and Place
– Get label
• Outcome focus
– Problem Solving and
Response to
Intervention
– Get help
“Response to Intervention: The Tiered Process in CCSD 2007-2008” presentation,
Cobb County School System
Tier I Problem-Solving:
Data and Skills Needed
Tier I - Assessment
Discipline Data (ODR)
Benchmark Assessment
School Climate Surveys
Universal Screening
FCAT
Universal Screening
District-Wide Assessments
Tier I - Core Interventions
School-wide Discipline Positive
Behavior Supports
Whole-class Interventions
Core Instruction
10 - 15%
80 - 90%
Tier II Problem-Solving
Data and Skills Needed
1 - 5%
Tier II - Assessment
Behavioral Observations
Intervention Data
Group Diagnostic
Universal Screening
Progress Monitoring
10-15%
80 - 90%
Tier I Assessment
Tier II - Targeted Interventions
Targeted Group Interventions
Increased Intensity
Narrow Focus
Linked to Tier I
Tier I - Core Interventions
80
10 -- 90%
15%
Questions?
Supplementary Slides
API is designed to reward
movement/growth of students toward
Proficient and Advanced
+125
+175
+200
+300
AYP
Federal Growth Measure
• Schoolwide and all subgroups must have 95% tested
• Significant subgroups – 100 students or more with valid
scores OR 50 or more students who make up at least 15
percent of the total valid scores
• Each student continuously enrolled in school from the
October California Basic Educational Data Systems
(CBEDS) date to the testing date, with valid score on
CSTs (Elem or MS) or CAHSEE (HS)
Advanced
• Based on Proficiency Levels
Proficient
– Percent of Students Proficient
Basic
– and Advanced Only
Below Basic
Far Below Basic
API
State Growth Measure
• Schoolwide and all subgroups must have
95% tested
• Significant subgroups – 100 students or
more with valid scores OR 50 or more
students who make up at least 15 percent
of the total valid scores
• Each student continuously enrolled in
school from the October California Basic
Educational Data Systems (CBEDS) date to
the testing date, with valid score on CSTs
(Elem, MS, HS), CAT6 (3rd and 7th), and
CAHSEE (HS)
• Gives credit for students at any of the five
proficiency levels
• Every valid student’s score on each test
taken contributes to the school’s API
Advanced
Proficient
Basic
Below Basic
Far Below Basic