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. rroberts@orangeusd.org (714) 628-5509 Tamette Rappa, trappa@orangeusd.org (714) 628-5508