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

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

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

School-Level SystemsLeverage Programs/Staff/Funding

School-day• Title I Reading Specialist (TI)

• Title I Educational Assts (TI)

After-school• SUN Site Coordinator (County)

• SUN Site Assistant (21st CCLC)

• Activity Leaders (TI EAs; 21st CCLC)

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

• 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+

Program ElementsOutcomes

• 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.

Program ElementsChallenges

Data CollectedReading

• 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

Program ElementsChallenges

PartnershipsRoles & Responsibilities

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 continuedCHOICE commitment?

• 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

PartnershipsCommunication