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State of the District: Intervention Programs
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Implementation of Key Initiatives

  • All schools utilize a Student Study Team (SST) process to bring parents, administrators, teachers, and support staff together to identify appropriate interventions for students experiencing academic and/or behavioral difficulties.
  • All teachers have received extensive training in the differentiation of instruction. Differentiation strategies are used in all classrooms to support the targeted needs of each student.
  • Teachers administer an extensive range of reading assessments in grades K-5 (assessments vary by grade level) to more closely identify the ability levels of each student.  Assessments include DIBELS, Slausson Oral Reading (SORT), Qualitative Spelling Inventory (QSI), Developmental Reading Assessment (DRA), Emerging Lit Survey, Scholastic Reading Inventory (SRI), and Houghton Mifflin Summative Assessments.
  • All K-5 teachers, district-wide, administer a collaboratively developed beginning-of-the-year math assessment and benchmark assessments each trimester. These assessments provide important information about each student’s math ability level so that ability grouping both within the classroom and within a grade level (at some sites) can effectively be implemented.
  • Reading specialists at all sites provide targeted interventions for identified students during the school day both within and outside of the classroom setting. In addition to extended learning time during the school day, schools also provide small group and one-to-one support opportunities before and after school in both reading and math.
  • The research-based Do the Math intervention program has been implemented at all K-5 sites to provide intensive intervention support to identified students in grades 2-5. Teachers at each site have been trained to deliver the program either before or after school four days per week for ten week sessions.  
  • A three week Summer Program is offered to identified students from across the district in kindergarten and first grade to provide intensive support in reading/language arts.  Students are placed in very small groups of eight to nine students per class and are taught by a credentialed district teacher/reading specialist.
  • An extended school year summer program is also offered for designated special education students to support instruction in reading.
  • Assessment focused meetings at each site (aka CASTE meetings, Assessment Wall meetings, Intervention meetings) are held three times each year at every school to provide a laser-like focus on the needs of every child, particularly those who are low performing so that specific services can be provided to meet their individual needs.
  • At the middle school level, the Scholastic Reading Inventory (SRI) reading assessment is given three times per year to provide teachers with information focused on the reading and comprehension levels of each student.
  • The research-based Scholastic Read 180 program is in the process of being implemented at Stanley Middle for special education, general education, and EL students who are two or more levels below grade level and need intensive, structured reading support.
  • Math shadow classes, offered during the school day at Stanley, provide additional, targeted support for students who need support in math.
  • Do the Math Now! is also in the process of being implemented at Stanley. Special education and general education students in need of intensive math support will participate in the program either during the school day and/ before and after school.
  • Support for math instruction is also provided by teachers after school in both drop-in and structured classes.

How do we measure success?

  • Data collected from students who attended the Summer Program shows significant gains by most students in reading fluency and comprehension.
  • Formal feedback collected from teachers who have taught the summer program and from parents whose children attended shows that the configuration of the Summer Program and the intensive nature of the instruction are powerful and effective.
  • CST data collected from students who participated in Do the Math shows significant growth.
  • District CST scores in reading/language arts and math continue to show growth over a five year period.
  • Data from math benchmark assessments shows that students are becoming much more adept at not only solving computation problems but those that involve problem solving and reasoning.
  • Scholastic Reading Inventory (SRI) is now used to measure growth in reading comprehension at least three times per year for students in grades 2-8.
  • Data collected from students who attended the Summer Program shows significant gains by most students in reading fluency and comprehension.
  • Formal feedback collected from teachers who have taught the summer program and from parents whose children attended shows that the configuration of the Summer Program and the intensive nature of the instruction are powerful and effective.
  • CST data collected from students who participated in Do the Math shows significant growth.
  • District CST scores in reading/language arts and math continue to show growth over a five year period.
  • Data from math benchmark assessments shows that students are becoming much more adept at not only solving computation problems but those that involve problem solving and reasoning.
  • Scholastic Reading Inventory (SRI) is now used to measure growth in reading comprehension at least three times per year for students in grades 2-8.

What are the challenges?

  • Time to offer math intervention during the school day can be difficult due to scheduling.
  • K-5 SRI scores cannot be imported into SRI at Stanley at this time, so it is difficult to access longitudinal data. We are working to figure this out.
  • Budget issues have impacted the number of Summer Program classes we are currently able to offer.
  • Continuing to identify excellent, targeted interventions that will meet the needs of each student.
  • Ensuring that consistent funding is available to provide necessary interventions and increase participation in the Summer Program.

What are the next steps?

  • Continue to monitor and evaluate the impact of newly implemented intervention programs including Read 180 (at Stanley), Do the Math (2-5), and Do the Math Now! (at Stanley).
  • Begin preparing for the 2012 Summer Program, and increase enrollment in the program if the budget permits.
  • Continue to monitor and evaluate data from newly implemented benchmark assessments in math at the K-5 level.