3. 
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

4. 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 %
10%
9.8%
10.9%
11 %
10.5 %
2%
2.2%
1.8%
1.5 %
1.8 %
40%
38.5%
36.7%
35.2 %
30.9 %
1%
0.8%
0.8%
0.8 %
0.6 %
43%
45.8%
46.5%
48.2 %
53 %
1%
0.8%
1.2%
1.1 %
1.1 %
Ethnicity
Asian
Filipino
Hispanic
Pacific Islander
Caucasian
Other

5. Free and Reduced Lunch
School Year
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
Numbers of Students
% of Student Population
737
682
683
658
546
395
30.0%
27.2%
27.9%
26.9 %
21.9 %
16.2 %
Students with
Disabilities =
214 students
English Learners
Year
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
Grade
9
Grade
10
Grade
11
Grade
12
LEP Total
% LEP
49
45
46
31
35
158
47
175
6%
205
8.2%
224
9%
51
50
63
65
62
48
54
63
64
54
28
54
67
60
35
36
35
32
229
183
7%
9%
7.5 %

6.  Spirited: Pride in self, school and community
 Prepared:
 Achieve:
on time and ready to go
your best effort
 Respectful:
of self staff and peers
 Trustworthy:
reliable, honest
 Adaptive: handle change and diversity
 Noble: High intellect and moral level

8. 


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

9. Share: What interventions do you have at
your school for ALL students?
Appointment in the North

10. 
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

11. 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
Basic and CELDT 3,4,5
ELD Transitional
English + Reading
CST/CMA Below Basic or Far Below
Basic and CELDT 1,2,3 and 9th grade
English Intensive
Double Block

12. 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
Basic
ELD Transitional English or
EL Year #1: CELDT 1-4
Intermediate ELD + Reading
ELD Intermediate or
ELD Beginning

13. 
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

14. Share: What interventions do you have at
your school within the school day?
Appointment in the West

15. 
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

16. Share: What interventions do you have at
your school outside the school day?
Appointment in the South

18. Share: What interventions do you have at
your school for special populations?
Appointment in the East

19. Contact Information:
Rebecca Roberts, Ed.D.
rroberts@orangeusd.org
(714) 628-5509
Tamette Rappa,
trappa@orangeusd.org
(714) 628-5508