Data: Paradise Unified School District
Student’s progress is monitored annually through the California STAR testing in reading and math. In addition to this broad barometer of student achievement, PUSD has tri-annual multiple measures of student performance in reading, math and writing. These district assessments are aligned with state standards and have corresponding performance levels (level 1-5: far below basic, below basic, basic, proficient, and advanced). These performance levels correspond with the state performance levels that report student proficiency to parents through the STAR Report. These same performance levels are incorporated in our tri-annual, standards based report card. In addition to these formal assessments, classroom teachers use authentic daily classroom performance to assess student proficiency.
Classroom teachers notify parents if their child is performing below grade level standards based on multiple assessments. This initial contact is typically done by phone or conference. Students performing below the proficient level are immediately referred to the support team utilizing a referral form. The team utilizes diagnostic screening materials to further assess the student and collaborates with the classroom teacher regarding the appropriate intervention. Since general education teachers are team members, the decisions regarding interventions, scheduling and staff are extremely efficient. Prior to participation in an academic intervention, parents receive a permission form that includes an explanation of the intervention. After permission is granted, the parent, student, classroom teacher and an academic support team member sign a compact defining specific responsibility for each person. Rather than the two-to-three month assessment process required for special education, students receive intervention within a few day. Parents have been very receptive to this process and have welcomed the additional support for their child.
The team monitors student progress. Particular attention is focused on student learning rates in response to the intervention. Site teams review students not making acceptable progress, and when a processing deficiency is suspected, a referral for assessment for special education eligibility occurs. Teams report that valuable diagnostic information results from the collaborative interventions provided students referred for special education. A benefit of the collaborative model is the dramatic reduction in special education referrals, another indication that the collaborative model has improved student outcomes.