State Expectations – English General & Special Education Students

1. Response to InterventionHigh School ReadingOxnard Union High School DistrictMartha Mutz, Assistant Superintendent, Educational ServicesFranky Ramirez, District Resource Teacher English/Social ScienceOscar Hernandez, Assistant Principal, Rio Mesa High SchoolMona Pinon, English/Reading Teacher, Channel Islands High SchoolEarl Carter, Special Education Teacher, Channel Islands High SchoolKathy Glasmeier, English/Reading Teacher, Oxnard High School

2. State Expectations – EnglishGeneral & Special Education Students

3. State Guidelines are in the supplemental packet.

4. Levels of Service

5. Working with the Culture

6. State ExpectationsTextbook Selection for Reading Intervention

7. Textbook Adoption Process

8. Textbook SelectionCollaborative Process

9. Teachers Influenced by Data from REACH Program

10. Teacher Committee • Mona Pinon, English/Reading Teacher, Channel Islands High School • Earl Carter, Special Education Teacher, Channel Islands High School

11. Reading Task Force Curriculum Work

12. Reading Task Force Curriculum Work Details are in the supplemental packet.

13. Student Pre-assessment - State GuidelinesMcDougal Littell Textbook Test

14. Look for the Student Placement Flow Chart in the supplemental packet.

15. District Data Crunching • Data compilation • Data communication • Student placement • Communication with 8th grade teachers

16. It all boils down to scheduling…

17. Scheduling General & Special Education 9th & 10th Graders

18. A detailed scheduling memo sent to counselors is in the supplemental packet.

19. Scheduling Reading Levels K-5Oscar Hernandez, Assistant Principal, Rio Mesa HS • Reading K-3.0 • Reading 3.0-3.9 • Reading 4.0-4.9 • Reading 5.0-5.9

20. State ExpectationsProfessional Development • SB 472 • Legislation that connects professional development with the board-adopted, standards-based curriculum in order to increase achievement in R/LA and mathematics • Institute Content Requirements • Cover the state standards and Framework for R/LA • Present the research base and rationale for a student outcome-driven approach for instruction and improvement • Provide teachers with in-depth training on how to fully implement the approved instructional program

21. Instructional Program • Adopted Curriculum – Franky Ramirez, District Resource Teacher, English/Social Science • Strengths of REACH relative to student growth – Kathy Glasmeier, English/Reading Teacher, Oxnard HS • Strengths of Edge relative to student growth – Mona Pinon, English/Reading Teacher, Channel Islands HS

22. Student Monitoring and Movement • Quarterly monitoring of improvement in all reading programs using SDRT standardized assessment tool • Calibration of data from SDRT with the formative and summative assessments built into the adopted reading program • Teacher input for best movement/placement of students with rationale and data support before any movement occurs • Articulation with counselors and Master Schedule A.P. before Fall/Spring placement in reading program

23. Institutionalize the Change • District Curriculum Committee & School Board Approval • Course outlines and numbers • Reading Task Force • Addition of 10th grade • Addition of Summer School • Administrators’ Meetings

24. Reading Growth • September 2007, 9th grade students needing intensive intervention in reading = 943 • September 2008, 10th grade students needing intensive intervention in reading = 536

25. Q & A

26. Thank you