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District-Level Systems Multiple Years - Parallel Programs

District-Level Systems Multiple Years - Parallel Programs. SUN Community School (Multnomah County) After-school Program Enrichment & Academics 1/3 academically focused Not always linked to school day Two Lead Agencies Site Coordinator Activity Leaders Family engagement/education.

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District-Level Systems Multiple Years - Parallel Programs

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  1. District-Level SystemsMultiple Years - Parallel Programs SUN Community School (Multnomah County) • After-school Program • Enrichment & Academics • 1/3 academically focused • Not always linked to school day • Two Lead Agencies • Site Coordinator • Activity Leaders • Family engagement/education Child & Family Enrichment (District – 21st CCLC) • After-school Program • Reading & Math • District intervention programs • “Red-Zone” students • One Lead Agency • Site Coordinator • Instructors

  2. District-Level SystemsAH-HA! • Combine programs under one umbrella and use 21st CCLC funds to supplement and enhance academic SUN Community School • Align with District Initiatives (RTI, Data Teams) to more tightly link school-day and after-school

  3. District-Level SystemsRTI & Title I • Due to budget/staffing/resources, only serve K-2 in RTI/Title I • Universal Screening 3 X Year – DIBELS • Serve lowest 20% (Doesn’t address all students in need of intervention) • Intensive vs. Strategic • Tier 2 (aka: 20%, Yellow Zone) Data Teams in place at all schools • Meet every 4-6 weeks by grade level • Protocol – Intervention Programs by area of need, Time, Group Size • Progress Monitoring, decision rules

  4. School-Level SystemsLeverage Programs/Staff/Funding School-day After-school SUN Site Coordinator (County) SUN Site Assistant (21st CCLC) Activity Leaders (TI EAs; 21st CCLC) • Title I Reading Specialist (TI) • Title I Educational Assts (TI) • Title I Student Support TOSA / SUN Reading Teacher • (TI & 21CCLC) • Sits in on Tier 2 meetings • Trained in DIBELS & RTI Intervention Programs • Title I delivery model, after-school • Progress monitoring, data tracking • Adhere to RTI protocols

  5. Program ElementsOutcomes • 80% of students in reading interventions will meet end of year DIBELS goal • Increase ELPA scores for ELL students in Rosetta Stone ELD • Provide at least 2 STEM opportunities with 80% of participating students increasing scores on unit assessments • Provide 6 parent literacy/engagement workshops/classes • Overall student enrollment (SUN) = 260+

  6. Program ElementsChallenges • Reading intervention programs focus primarily on fluency. After looking at the data year 1, we amended our Outcomes related to DIBELS: • 1.1a: 80% of students participating in reading interventions will meet end of year DORF Words Correct goal. • 1.1b: 80% of students participating in reading interventions will meet their Ambitious Fluency Growth Rate.

  7. Data CollectedReading

  8. Program ElementsChallenges • Student engagement in the second hour of SUN • Staff turnover/training • Teachers want to serve the neediest students • Recruitment • Attendance • Scheduling time and opportunities for fidelity checks • Universal Screening schedule doesn’t align with SUN program terms • Time for screening and program placement tests

  9. PartnershipsRoles & Responsibilities

  10. PartnershipsClear Decision Rules STAY any student not at end of 3rd grade book EXIT any student at end of 3rd grade book IF not at end of year DIBELS goal consider other interventions Other Factors: ATTENDANCE 5 absences in 30 days (1 term) BEHAVIOR team decision, document efforts PARENT/CHILD how do we communicate to ensure continued CHOICE commitment?

  11. PartnershipsCommunication • Meet Quarterly • Grant Manager, RTI Coordinator, Principals, Program Managers from Lead Agencies, SUN Site Manager, SUN Reading Teacher, Title I Teacher, SUN Program Assistant, others as needed (ELL, EAs) • Central point of contact • Building level & District level • Leverage with other SUN program elements • Family Engagement, Connection to County Resources, EKT • Data collection/program evaluation • Included in School Improvement Plans/CAPs • Shared goals, ownership

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