1. 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

2. AYP – Adequate Yearly Progress –Federal Measure –Mandated by No Child Left Behind (NCLB) –Status Bar Model API – Academic Performance Index –State Measure –Mandated by California Public Schools Accountability Act (PSAA) –Growth Model AYPAPI

3. AYP Targets, 2002 – 2014 Elementary and Middle Schools CST’s grades 2-8

4. Percent Proficient – English/Language Arts

5. Percent Proficient – Math

7. School wide structures Establish the position of Intervention Specialist to oversee the implementation and integrity of the Center

8. Establish grade level universal access and support time for grade levels A. Students do not miss direct classroom instruction B. Congruent pullout supports

9. c. Establish bell schedule around support center schedule d. Establish P.E., Music and cafeteria schedule around support schedule

10. 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

11. 4) Universal access groupings for specific purpose a.Screenings b.Assessment c.Establish the groupings d. Establish criteria for intervention adjustment and exit

12. 5) Center structure Establish instructional focus from data (Fluency, Comprehension, other) Decide on instructional strategies

19. d. Resources, materials & training e. Data review time Collaboration (Psych/RSP/LSS/Administration) f. Adjust interventions as indicated by weekly data review

20. Data graph of Oral Reading Fluency

22. 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

23. Paradigm Shift Eligibility focus –Diagnose and Place –Get label Outcome focus –Problem Solving and Response to Intervention –Get help

24. “Response to Intervention: The Tiered Process in CCSD 2007-2008” presentation, Cobb County School System

25. 10 - 15% Tier I Problem-Solving: Data and Skills Needed 80 - 90% 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

27. 80 - 90% 10 - 15% 1 - 5% Tier II Problem-Solving Data and Skills Needed Tier II - Targeted Interventions Targeted Group Interventions Increased Intensity Narrow Focus Linked to Tier I 80 - 90% 10-15% Tier II - Assessment Behavioral Observations Intervention Data Group Diagnostic Universal Screening Progress Monitoring Tier I - Core InterventionsTier I Assessment

30. Questions?

31. Supplementary Slides

32. +125 +175 +200 +300 API is designed to reward movement/growth of students toward Proficient and Advanced

33. 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) Based on Proficiency Levels –Percent of Students Proficient –and Advanced Only Far Below Basic Below Basic Basic Proficient Advanced Proficient Advanced

34. 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 (3 rd and 7 th ), 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 Far Below Basic Below Basic Basic Proficient Advanced