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All Students ◦ PBIS: The Spartan Way ◦ Link Crew: 9th grade transition
Within the School Day ◦ CAHSEE Intervention Classes ◦ English Learner course sequence ◦ AVID ◦ Attendance Interventions
Outside the School Day ◦ CAHSEE Boot Camp ◦ After School Tutoring ◦ Credit Recovery
Ethnicity Percent of Pop.
2013-14
Percent of Pop.
2012-13
Percent of Pop.
2011-12
Percent of Pop.
2010-11
Percent of Pop.
2009-10
African-American 2% 1.6% 1.6% 1.6 % 1.4 %
American Indian 1% 0.5% 0.5% 0.6 % 0.7 %
Asian 10% 9.8% 10.9% 11 % 10.5 %
Filipino 2% 2.2% 1.8% 1.5 % 1.8 %
Hispanic 40% 38.5% 36.7% 35.2 % 30.9 %
Pacific Islander 1% 0.8% 0.8% 0.8 % 0.6 %
Caucasian 43% 45.8% 46.5% 48.2 % 53 %
Other 1% 0.8% 1.2% 1.1 % 1.1 %
School Year Numbers of Students % of Student Population 2013-2014 737 30.0% 2012-2013 682 27.2% 2011-2012 683 27.9% 2010-2011 658 26.9 % 2009-2010 546 21.9 % 2008-2009 395 16.2 %
Year Grade 9
Grade 10
Grade 11
Grade 12
LEP Total % LEP
2013-2014 51 48 28 31 158 6% 2012-2013 49 45 46 35 175 7% 2011-2012 50 54 54 47 205 8.2% 2010-2011 63 63 67 36 229 9 % 2009-2010 65 64 60 35 224 9 % 2008-2009 62 54 35 32 183 7.5 %
Free and Reduced Lunch
English Learners
Students with Disabilities = 214 students
Spirited: pride in Self, School and community
prepared: on time and ready to go
achieve: your beSt effort
reSpectful: of Self Staff and peerS
truStworthy: reliable, honeSt
adaptive: handle change and diverSity
noble: high intellect and moral level
Recognized that SST’s were going straight to testing for special education
Also recognized that we were spending a lot of resources and time (students out of class) and students weren’t qualifying
Established the CAST process to provide interventions
Share: What interventions do you have at your school for ALL students?
Appointment in the North
CAHSEE Intervention Classes ◦ Both in the general education setting and in the
special education setting (English and Math) English Learner Course Sequence Special Education Courses ◦ Collaborative/Co-Teaching ◦ Double Block Read 180 classes for SPED/LEP
AVID Attendance Interventions ◦ PLASCO for Tardies ◦ Single Period and Full day truancy interventions
Long Term English Learners CST/CMA Proficient/Advanced Core English CST/CMA Basic and CELDT 3,4,5 CORE English + Advanced Reading CST/CMA Below Basic or Far Below ELD Transitional Basic and CELDT 3,4,5 English + Reading CST/CMA Below Basic or Far Below English Intensive Basic and CELDT 1,2,3 and 9th grade Double Block
Less than 5 Years English Learners EL Year #2-5 CST/CMA Proficient/Advanced Core English CST/CMA Basic and CELDT 3,4,5 CORE English + Advanced Reading CST/CMA Below Basic or Far Below ELD Transitional English or
Basic Intermediate ELD + Reading
EL Year #1: CELDT 1-4 ELD Intermediate or ELD Beginning
Full Day Truancies ◦ Weekly contact by administrator ◦ Given a week to clear by parent/guardian ◦ Saturday detention to recollect ADA
Single Period Truancies ◦ Weekly contact by administrator ◦ Given a week to clear by parent/guardian if start of
the day or teacher if within the school day ◦ Given 2 detentions for each period if not cleared
Share: What interventions do you have at your school within the school day?
Appointment in the West
CAHSEE Boot Camp ◦ 6 weeks before the March CAHSEE ◦ Offered before and after school 3 days a week ◦ Incentives for attending ◦ Targets English learners and 10th graders scoring
between 325 and 375 ELA CST After School Tutoring Credit Recovery ◦ Four days a week, 2 hours each day
Share: What interventions do you have at your school outside the school day?
Appointment in the South
Share: What interventions do you have at your school for special populations?
Appointment in the East
Contact Information: Rebecca Roberts, Ed.D. [email protected] (714) 628-5509 Tamette Rappa, [email protected] (714) 628-5508