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COWtown

Getting from Community Of Whiners-town to Collaborative Academic Support Team-opia. COWtown. CASTopia. Neverstreaming. Elk Grove Unified School District. Doing our community’s most important work. We teach . . . . 60,000 students We operate . . . 59 schools We serve 320 sq. miles —

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COWtown

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  1. Getting from Community Of Whiners-town to Collaborative Academic Support Team-opia COWtown CASTopia Neverstreaming

  2. Elk Grove Unified School District Doing our community’s most important work • We teach . . . . 60,000 students • We operate . . . 59 schools • We serve 320 sq. miles — 1/3 of Sacramento County Serving a community proud of its schools www.egusd.net

  3. Flowchart For Problem Resolution Is It Working? NO YES Don’t Mess With It! Did You Mess With It? YES YOU IDIOT! NO Anyone Else Knows? Will it Blow Up In Your Hands? You’re S*@~#D! YES YES Can You Blame Someone Else? NO NO NO Hide It Look The Other Way Yes NO PROBLEM!

  4. The “Catch 22” of Special Education • Students must be 2 years behind “ability” to be eligible • No services until criteria are met • 2 years behind can beTOO FAR BEHIND! • “Catching up” can take a lifetime IDEA 97 requires that every effort be made to provide for student needs in general education. Elk Grove Unified School District

  5. Research Regarding Learning Disabilities and Reading Disabled Individuals • Reading disabilities affect at least 10 million children in the United States • Reading disabilities reflect a persistent deficit rather than a developmental lag • 80% of students who fall behind in reading by the end of first grade are still significantly behind in fourth grade, despite conventional intervention practices • Longitudinal studies show that of those children who are reading disabled in the third grade, approximately 74% remain disabled in the ninth grade • Distinguishing between disabled readers with and without an IQ-achievement discrepancy appears invalid • Children with and without discrepancies show similar information processing, genetic, and neurophysiologic profiles. Elk Grove Unified School District

  6. Statistics about students with reading, spelling, and writing delays: • In the U.S., 44% of fourth grade students read at “below basic” levels. Only 5-6% of these students should legitimately be classified as having severe, intrinsically-based learning disorders. The others are likely to be suffering from consequences of inappropriate teaching, low standards, and/or disadvantageous environmental consequences. • Of the population of identified learning disabled students, 80% have primary weakness in reading, with related deficits in spelling and writing. • Based on research published in multiple sources, conducted by the N.I.C.H.D., the U.S. Dept. of Educ., the U.S. Dept. of Spec. Ed.

  7. DATA Points from the REAL World • Only 58.5 % of students identified as Learning Disabled in California graduate (a 31% INCREASE since IDEA); LD students drop out at twice the rate of non-disabled. • The CA High School Exit Exam failure rate for Special Education students is over 70% • Poverty is the single greatest predictor of academic failure in the United States. The average income for an adult identified as Learning Disabled is $12,000/year. • The State of California uses 3rd Grade reading scores as part of the formula to predict the number of prison cells needed. The arrest rate for students with disabilities who dropped out of school is 56 percent as compared to 16 percent of those who graduated.)

  8. EGUSD Academic Progress1992 - 2004 92/93 Pre-Neverstreaming

  9. Serving At Risk Students: Striking a Balance Early success in the classroomInterventionPrevention Special help based on entry & exit criteria Providing students instruction that serves them best Elk Grove Unified School District

  10. A New ERANCLBPresident’s Commission on IDEA Major Recommendation 1: Focus on Result – not on process. Major Recommendation 2: Embrace a model of prevention not a model of failure. Major Recommendation 3: Consider children with disabilities as general education children first.

  11. Adequate Yearly Progress (AYP) Eligibility CriteriaResponse To Intervention (RTI) Eligibility must be interdependent upon instructional supports and other interventions provided through general education. In the primary grades, students who are achieving at a low level and who demonstrate deficits on periodically-administered assessments should be provided with intensive, supportive instruction…there is no reason to differentiate between low achieving students and students with “real” learning disabilities. An instructional support team, or early intervention model, using a systematic individualized data based problem-solving process would be a required component under IDEA.

  12. A New EraIdentification ProcessAYP/RTI Multidisciplinary teams need to use multiple methods of assessment, selected on an individualized basis, that relate to referral concerns and that are linked to potential intervention strategies, both instructional and non-instructional (behavioral, motivational, social-emotional). Curriculum-based assessment and other functional and authentic assessment methods should be routinely included. There is a growing body of research indicating positive outcomes for such models when they incorporate problem solving or Instructional Support Teams. In its reauthorization, IDEA should encourage states and districts to expand the use of these types of noncategorical models.

  13. What is C.A.S.T.? NCLB CAST is an intervention/prevention service delivery model which incorporates all educational resources available to serve at risk students and their families. It is not a Special Education Program. AYP/RTI • CAST • enhances a student’s school experiences • intensifies support services • surrounds students with accelerated learning opportunities within the mainstream of general education Elk Grove Unified School District

  14. 1. How do you put a giraffe into a refrigerator? 2. How do you put an elephant into a refrigerator? The following short quiz consists of 4 questions and tells whether you are qualified to be a “professional”... Open the refrigerator, put in the giraffe, and close the door. This question tests whether you tend to do simple things in an overly complicated way. WRONG ANSWER: Open the refrigerator, put in the elephant, and close the door. Open the door, take out the giraffe, put in the elephant, and close the door. This tests your ability to think through the repercussions of your actions.

  15. 3. The Lion King is hosting an animal conference; all the animals attend except one. Which animal does not attend? 4. There is a river you must cross, but it is inhabited by crocodiles. How do you manage it? The elephant - the elephant is in the refrigerator. This tests your memory. Even if you did not answer the first three questions correctly, you still have one more chance to show your abilities. You swim across. All the crocodiles are attending the animal meeting. This tests whether you learn quickly from your mistakes.

  16. According to Andersen Consulting Worldwide, around 90% of the professionals they tested got all questions wrong. Many preschoolers got several correct answers. Andersen Consulting says this conclusively disproves the theory that most professionals have the brains of a four year old…

  17. Special education enrollment has dropped from over 16% of enrollment to just under 9% in 7 years • Number of new pupils assessed were only 0.6% of total enrollment • Plus, we’ve had due process hearingsover this time Two Can We Do Something Completely Different? We called it “Neverstreaming” Elk Grove Unified School District

  18. CASTIs... An intervention/prevention service delivery model which incorporates all educational resources available to serve at risk students and their families CASTIs NOT... A special education service delivery model Elk Grove Unified School District

  19. The Two Components of Special Education as it relates to CAST... Provides students at risk of school failure immediate access to intervention and prevention services Intensive Service Learning Center Addresses the needs of at risk families and students through proactive services Regional Teams Elk Grove Unified School District

  20. Provides a comprehensive, seamless educational model to prevent school failure. • Provides supportive and preventative services available to students and families exhibiting academic and/or social-emotional needs The Goal Of CAST Is Two-Fold Elk Grove Unified School District

  21. Structure Pattern Process Information Identity Relationship The System

  22. An Intervention/Prevention Model That Maximizes Resources • General Education • Parents • Community Resources • Administrators • Counselors • Psychologists • Opportunity • GATE • Preventative Health Care Services • Speech and Language Specialists • Title 1 • Curriculum Coach • Regional Teams (RTPTs)* • Cooperative Conference Teams • Program Specialists • Full Inclusion Specialists • Special Educators *RTPT = Regional Team Program Technician Elk Grove Unified School District

  23. The CAST Conference Goal: A seamless support process that delivers services to students based on data and a plan for student success. CAST Conference Team Members Classroom teacher, Specialists, Administrator, RTPT, Categorical Staff Teacher reviews progress of individual students on his/her caseload Team designs immediate interventions for identified students Elk Grove Unified School District

  24. Response To InterventionThree Tiered Intervention Model • Assessment by response to intervention • Tier 1 • Provide classroom support • Instructional Coach, Categorical Supports, etc. • Tier 2 • Provide more intensive support • Reading Lab, Extended Day, Learning Center, etc. • Tier 3 • Consider special education • Progress Monitoring at all levels

  25. CAST Conference Interventions Need Intervention Tier 1 Students slightly below grade level standards and benchmarks (Basic, Below Basic) Classroom Collaboration Tier 2 Students requiring intense academic interventions (Far Below) Intensive level of service in small group instruction Students requiring social/emotional and behavioral interventions Tier 1 & 2 Regional Services Elk Grove Unified School District

  26. Levels of Intervention *The reading intervention programs are to sufficiently cover content standards from earlier grade levels to allow students in grades 4-8, whose reading achievement is significantly below grade level (i.e., in excess of two grade levels below), to catch up with their peers within a reasonable amount of time. *2002 Reading/Language Arts/English Language Development Adoption

  27. Evidence Collection In-class support C.A.S.T./ Coop Meeting Moderate- modify High- exit Evidence collection- degree of success? Intervention? E.L.L., Twilight, Intersession, L.C. Extended Day, Other site support Eligible? Continued concern Yes IEP SST Request assessment GENERAL EDUCATION Response To Intervention Tier 1 Tier 2 NO YES Tier 3

  28. AYP/RTI NCLB Secondary CAST • Houses (Core Teachers & Support Staff) • Expanded ELA & Math Departments • Reading Specialists, Coaches, Special Education, ELL, and all other categorical supports • Grade Level Teams

  29. Diagnostic Plan for Upper Grades Tier 1, 2 & 3 START Assessment of Reading Comprehension No further assessment indicated Work on grade-level curriculum IF AT GRADE LEVEL If Low Oral Reading (Naming Speed) Word Recognition IF AT GRADE LEVEL Work on vocabulary and Comprehension strategies If Low IF AT GRADE LEVEL Work on spelling, sight word recognition, fluency, vocabulary, and comprehension strategies Phonics Assessment If Low IF AT GRADE LEVEL Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies Phoneme Segmentation If Low Phonemic Awareness

  30. Secondary CAST CST Baseline Data Tier 1 Evidence of Intervention Core with Differentiated Instruction (Progress Monitoring) Benchmark Strategic Intense Diagnostic Screening Intervention Indicated Tier 2 & 3 Tier 1 Core with Small Group Instruction in deficit area (progress monitoring) Intense Intervention Curriculum (minimum 90 minutes) (intense progress monitoring)

  31. Q. How are interventions determined by the CAST team? A. The CAST Conference Team identifies appropriate strategies and interventions by using the evidence collected through screening and assessment. The procedures of diagnostic and prescriptive teaching are followed to best meet student needs. Elk Grove Unified School District

  32. Individual Curriculum Adaptation PlanNine Types of Curriculum Adaptations Used with permission of Diana Browning Wright

  33. Learning Centers/Reading Labs The Intensive component serves students at risk through a Learning Center or Reading Lab model The Reading Lab/Learning Center provides prescriptive teaching for the disabled reader • The curriculum is designed to meet the individual needs of each student and may include: small group instruction, one-on-one, or direct instruction, based on diagnostic and prescriptive teaching • Reading Labs and Learning Centers are staffed by general education, Title 1 and/or special education instructional staff Elk Grove Unified School District

  34. Service Model for Success Regional Teams • Regional Teams will work together • Address early warning signs • Serve FAMILIES not just individuals • Coordinate NOT ISOLATE - service disciplines • Utilize support professionals more effectively • Community Agency partnerships Elk Grove Unified School District

  35. Collaborative Academic Support Teams -Neverstreaming One Year of Intervention Over 30,000 Students received Prevention & Intervention Services through C.A.S.T. since ’95 8-12 Weeks of Prevention

  36. Intensive Intervention StudentsStanford 9 *NCE Grades 2-6Total Reading Gain/Loss Total Reading Average Gain NCE+10.92 *Normal Curve Equivalents

  37. CAST is Improving Student Achievement! Roll Call for a Group of Superstars! NameGrade NCE Total Reading Eyad 4-5th +21.3 Devin 2-3rd +21.5 Juliana 5-6th +20.6 Abigail 2-3rd +21.2 Sarah 4-5th +24.6 Drew 2-3rd +21.5 Margarita 3-4th +20.4 Aiming toward Academic Excellence

  38. Intensive Intervention StudentsStanford *NCE Grades 2-6Total Math Gain/Loss Total Math Average Gain NCE+10.80 *Normal Curve Equivalents

  39. Neverstreaming’s Language! Secondary Results A Student Services and Curriculum and Instruction Partnership Improving Student Learning

  40. Secondary Language! ResultsStanford 9 NCE Gains by Ethnicity 2-3 years growth in one year

  41. Initial Assessments for Special Education Services have declined over the past 5 years. Average Daily Attendance is up an average of 3 days per year over the last 5 years. District-Wide Psychological Assessments and Attendance Year 96-97 1,329 Year 04-05 1089 1996 ADA 37,000 2005 ADA 60,000

  42. EGUSD EnrollmentGenEd & SpEd 2000-2005

  43. Learning Disabled (LD) Trends… 5

  44. Learning Disabilitiesvs.District ADA ’90-91 thru ’04-’05

  45. Effects of Neverstreaming on Special Education Population and Growth Special Education Growth & Budget • The Special Edge, January reported: • “Neverstreaming: Signs That Prevention Can Work” • California Department of Education review found Neverstreaming“a fiscal success”.

  46. How To Get a CAST Process Started? • Pick the schools that are ready to go! Establish a core-leadership • Establish a Multi-Year Phase In - Have a couple of pilot schools to begin, add new schools after first year - • Account for Instructional Staff - Older Staff? Young Teachers? Population to change? • Establish an agenda for staff development opportunities - provide site tours once a month • Be flexible - evolve as you grow • Involve the entire multi-disciplinary team Elk Grove Unified School District

  47. System Approach Focus on Student Learning Diagnostic Progress Monitoring Summative Staff Dissatisfaction with student performance Selection of a Research-Based & Proven Intervention District Coordinator & Leadership Professional Development Linked to Curricular intervention Development of Staff Curricular Knowledge & Pedagogical Skill Principal Leadership School Coordinator In-Class Coaching Elements of Success

  48. How do you plan to start? • What resources do you haveNOW? • Title 1? • Reading Specialists? • Special Ed staff • paraprofessionals, LEP aides, other • instructional assistants, parents? What is “etched in stone”? • Schedules; recess, preps, grade level commitments, and transportation • Road blocks and hurdles - can you go “around”? Is there a “back door”? • Who on your staff is willing to try new things? • Can YOU think outside the box??? • What existing programs do you have • at your site? • Results project? • Success for All? • Existing programs for at-risk learners? • Programs for social/emotional or • behavior?

  49. Yes … but will it make the boat go faster?

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