COWtown

Getting fromCommunity

OfWhiners-town

toCollaborative

AcademicSupport

Team-opia

Elk Grove Unified School District

We teach . . . . 60,000 students We operate . . . 59 schools We serve 320 sq. miles — 1/3 of Sacramento County

Doing our community’s most important workDoing our community’s most important work

Serving a community proud of its schoolsServing a community proud of its schoolswww.egusd.netwww.egusd.net

Flowchart For Problem Resolution

Don’t Mess With It!

YES NO

YES

YOU IDIOT!

NO

Will it Blow UpIn Your Hands?

NO

Look The Other Way

Anyone ElseKnows? You’re S*@~#D!

YESYES

NO

Hide ItCan You Blame Someone Else?

NO

NO PROBLEM!

Yes

Is It Working?

Did You Mess With It?


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 be TOO 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 DistrictElk Grove Unified School District

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.

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.

DATA Points from the REAL WorldDATA Points from the REAL World

Only 58.5 % of students identified as Learning Disabled in California Only 58.5 % of students identified as Learning Disabled in California graduate (a 31% INCREASE since IDEA); LD students drop out at graduate (a 31% INCREASE since IDEA); LD students drop out at twice the rate of non-disabled.twice the rate of non-disabled.

The CA High School Exit Exam failure rate for Special Education The CA High School Exit Exam failure rate for Special Education students is over 70%students is over 70%

Poverty is the single greatest predictor of academic failure in the Poverty is the single greatest predictor of academic failure in the United States. The average income for an adult identified as United States. The average income for an adult identified as Learning Disabled is $12,000/year. Learning Disabled is $12,000/year.

The State of California uses 3The State of California uses 3rdrd Grade reading scores as part of the Grade reading scores as part of the formula to predict the number of prison cells needed. The arrest rate formula to predict the number of prison cells needed. The arrest rate for students with disabilities who dropped out of school is 56 percent for students with disabilities who dropped out of school is 56 percent as compared to 16 percent of those who graduated.) as compared to 16 percent of those who graduated.)

EGUSD Academic Progress1992 - 2004

0

20

40

60

80

Reading 92/93Reading 03/04Lang. 92/93Lang. 03/04Math 92/93Math 03/04

Reading 92/93 18 30 31 15 26

Reading 03/04 53 48 48 48 52

Lang. 92/93 25 17 38 24 39

Lang. 03/04 58 48 53 52 53

Math 92/93 53 51 56 22 42

Math 03/04 67 65 61 57 63

2nd 3rd 4th 5th 6th

92/93 Pre-Neverstreaming


Early success in the classroomInterventionPrevention

Special help based on entry & exit criteria

Providing students instruction that serves them best

Serving At Risk Students: Striking a Balance

A New ERANCLB

President’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.

Adequate Yearly Progress (AYP) Eligibility Criteria

Response 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.

A New EraIdentification Process

AYP/RTIMultidisciplinary 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.


What is C.A.S.T.?

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.

CAST

•enhances a student’s school experiences

•intensifies support services

•surrounds students with accelerated learning opportunities within the mainstream of general education

NCLB

AYP/RTI

The following short quiz consists of 4 questions and tells whether you are qualified to be a “professional”...

1. How do you put a giraffe into a refrigerator?

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.

2. How do you put an elephant into a refrigerator?

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.

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?

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…


Can We Do Something Completely Different?

•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

We called it “Neverstreaming”


CASTCAST IsIs......An intervention/prevention service delivery model which incorporates all educational resources available to serve at risk students and their families

CASTCAST Is NOT...Is NOT...A special education service delivery model


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

Regional Teams

Addresses the needs of at risk families and students through proactive services


The Goal Of CAST Is Two-Fold

•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 SystemThe System

StructureStructure

ProcessProcessPatternPattern

InformationInformation

IdentityIdentityRelationshipRelationship


An Intervention/Prevention Model That Maximizes Resources

•General Education•Parents•Community Resources•Administrators•Counselors•Psychologists•Opportunity•GATE

•Regional Teams (RTPTs)*•Cooperative Conference Teams•Program Specialists•Full Inclusion Specialists•Special Educators

•Preventative Health Care Services•Speech and Language Specialists•Title 1•Curriculum Coach

*RTPT = Regional Team Program Technician


Goal: A seamless support process that delivers services to students based on data and a plan for student success.

The CAST Conference

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

Response To InterventionThree Tiered Intervention Model

Assessment by response to intervention Tier 1

Provide classroom support Instructional Coach, Categorical Supports, etc.

Tier 2Provide more intensive support

Reading Lab, Extended Day, Learning Center, etc.

Tier 3Consider special education

Progress Monitoring at all levels


CAST Conference Interventions

Students requiring intense academic interventions (Far Below)

Students slightly below grade level standards and benchmarks (Basic, Below Basic)

Students requiring social/emotional and behavioral interventions

Intensive level of service in small

group instruction

Classroom Collaboration

Regional Services

Need InterventionTier 1

Tier 2

Tier 1 & 2

Levels of InterventionLevel Time Per Day Curriculum Target Population

Tier 1 Benchmark Regular CORE Students Slightly Below Standards

Tier 1 Strategic Regular CORE With Embedded Intervention

Students 1–2 Years Below Standards

Tier 2 Intensive 2 – 3 hours per day

Intensive Intervention Program

Struggling Readers, Special Education, ELL

*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

GENERALEDUCATION

EvidenceCollection

C.A.S.T./Coop Meeting

Intervention?NO YES

E.L.L., Twilight,Intersession, L.C.

Extended Day,Other site support

Evidence collection-degree of success?

Moderate-modify

High-exit

Continuedconcern

SSTRequest assessment

Eligible?

YesIEP

In-classsupport

Response To Intervention

Tier 1

Tier 2

Tier 3

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

AYP/RTINCLB

Diagnostic Plan for Upper Grades

Assessment of Reading

Comprehension

START

If Low

Oral Reading (Naming Speed) Word Recognition

If Low

Phonics Assessment

If Low

Phoneme Segmentation

If Low

Phonemic Awareness

No further assessment indicated

Work on grade-level curriculum

IF AT GRADE LEVEL

Work on vocabulary and

Comprehension strategies

IF AT GRADE LEVEL

Work on spelling, sight word recognition, fluency, vocabulary, and comprehension strategies

IF AT GRADE LEVEL

Work on phonics, spelling, sight word recognition, fluency, vocabulary, and comprehension strategies

IF AT GRADE LEVEL

Tier 1, 2 & 3

CST BaselineData

Evidence ofIntervention

DiagnosticScreening

InterventionIndicated

BenchmarkStrategicIntense

Core withDifferentiatedInstruction

(Progress Monitoring)

Core with Small GroupInstruction in deficit area

(progress monitoring)

Intense Intervention Curriculum

(minimum 90 minutes)(intense progress monitoring)

Tier1

Tier1

Tier2 & 3

Secondary CAST


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.

Individual Curriculum Adaptation PlanNine Types of Curriculum Adaptations

QuantityAdapt the number of items that the learner is expected to learn or complete.

TimeAdapt the time allotted for learning, task completion, or testing.

Level of SupportIncrease the amount of personal assistance with a specific learner(s).

InputAdapt the way instruction is delivered to the learner.

DifficultyAdapt the skill level, problem type, or the rules on how the learner may approach the work.

OutputAdapt how the student can respond to instruction.

ParticipationAdapt the extent to which the learner is actively involved in the task.

Alternate GoalsAdapt the goals or outcome expectations while using the same materials.

Substitute CurriculumProvide different instruction and materials to meet the learner’s individual goals.

Used with permission of Diana Browning Wright


•Learning Centers/Reading Labs

The Reading Lab/Learning Center provides prescriptive teaching for the disabled reader

The Intensive component serves students at risk through a Learning Center or Reading Lab model

•Reading Labs and Learning Centers are staffed by general education, Title 1 and/or special education instructional staff

•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


Service Model for Success

•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

Regional TeamsRegional Teams

Over 30,000 Students received Prevention & Intervention Services

through C.A.S.T. since ’95

8-12 Weeks of Prevention

One Year of Intervention

Intensive Intervention Students

Stanford 9 *NCE Grades 2-6

Total Reading Gain/Loss

11.17

10.58

11.39

10.54

10

10.2

10.4

10.6

10.8

11

11.2

11.4

11.6

2-3rd 3-4th 4-5th 5-6th

Total Reading Average Gain

NCE+10.92

*Normal Curve Equivalents*Normal Curve Equivalents

Name Grade 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

CAST is Improving Student Achievement!

Roll Call for a Group of Superstars!

Aiming toward Aiming toward Academic Academic ExcellenceExcellence

13.59

8.79 8.86

11.96

0

2

4

6

8

10

12

14

16

2-3rd 3-4th 4-5th 5-6th

Intensive Intervention StudentsStanford *NCE Grades 2-6

Total Math Gain/Loss Total Math Average Gain

NCE+10.80

*Normal Curve Equivalents*Normal Curve Equivalents

Gray Oral Reading Test III Percenti le Gain/Loss Comprehension

15.611 .98

42.8

29 .98

0

10

20

30

40

50

Pre

Post

Pre 15.6 11 .98

Post 42.8 29 .98

Middle School High School

Neverstreaming’s Language! Secondary Results

Improving Student Learning

A Student Services and Curriculum and A Student Services and Curriculum and Instruction PartnershipInstruction Partnership

Secondary Language! ResultsStanford 9 NCE Gains by Ethnicity

12.611.1

8.49.810.3

16.9

7.99.29

8.110.1 10.6

15.313.3

02468

1012141618

Am. IndianAsianFilipinoHispanicAfr.AmWhitePac. Isl.

Am. Indian 12.6 11.1

Asian 8.4 9.8

Filipino 10.3 16.9

Hispanic 7.9 9.2

Afr.Am 9 8.1

White 10.1 10.6

Pac. Isl. 15.3 13.3

Reading Language

2-3 years growth in one year

• Initial Assessments for Special Education Services have declined over the past 5 years.

District-Wide Psychological Assessments and

Attendance

• Average Daily Attendance is up an average of 3 days per year over the last 5 years.

Year 96-97

1,329

1996 ADA 37,000

2005 ADA 60,000

Year 04-051089

EGUSD EnrollmentGenEd & SpEd 2000-2005

60,049

5,626

58,67047,423 49,740 52,232

55,613

4,292 4,421 4,760 4,970 5,466

010,00020,00030,00040,00050,00060,00070,000

District CBEDS 47,423 49,740 52,232 55,613 58,670 60,049

SPED CBEDS 4,292 4,421 4,760 4,970 5,466 5,626

% SPED 9.1% 8.8% 9.1% 8.9% 9.3% 9.3%

2000 2001 2002 2003 2004 2005

Learning Disabled (LD) Trends…9.39.38.99.199.1

4.85.25.3 5.6 5.4 5.2

0

1

2

3

4

5

6

7

8

9

10

% of Districtin SpEd

% of SpEdthat are LD

% of Districtin SpEd

9.1 9 9.1 8.9 9.3 9.3

% of SpEdthat are LD

5.3 5.6 5.4 5.2 5.2 4.8

2000 2001 2002 2003 2004 2005

5

Learning Disabilitiesvs.

District ADA ’90-91 thru ’04-’05

27,000

59,000

15452855

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

ADALD % of GenEdLinear (LD )

ADA 27,000 59,000

LD 1545 2855

% of GenEd 5.7 4.8

'90-'91 '04-'05

• The Special Edge, January reported:– “Neverstreaming:

Signs That Prevention Can Work”

• California Department of Education review found Neverstreaming“a fiscal success”.

-1.00

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

Growth Budget

93-9494-9595-96

Effects of Neverstreaming on Special Education Population and Growth

Special Education Growth & Budget


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

Elements of Success• System Approach• Focus on Student

LearningDiagnosticProgress

MonitoringSummative

• 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

How do you plan to start?

What is “etched in stone”?• Schedules; recess, preps,

gradelevel 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 resources do you have NOW?•Title 1?•Reading Specialists?•Special Ed staff•paraprofessionals, LEP aides, other instructional assistants, parents?

What existing programs do you haveat your site?•Results project?•Success for All?•Existing programs for at-risk learners?•Programs for social/emotional or behavior?

Yes … but will it make the boat go faster?

Contact informationElk Grove Unified School District

9510 Elk Grove-Florin Rd.

Elk Grove, Ca. 95624

(916)686-7780

Bill Tollestrup, Director of Special Education and Neverstreaming

[email protected]

Terry deBoer, Program Specialist

[email protected]

COWtown

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