This document outlines academic interventions at a high school in several areas: All students have access to PBIS programs to support behavior and Link Crew to aid the transition to 9th grade. Within the school day, there are CAHSEE preparation classes, courses for English learners, AVID, and attendance support. Outside of school, a CAHSEE boot camp, after school tutoring, and credit recovery are offered. The school also provides targeted support for special populations including SPED, ELs, and long-term ELs through leveled English courses and co-teaching models.

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