This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines: 1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites. 2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities. 3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements. 4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.

1. Intensive Intervention &
Instruction on the Move!
Sydney Quon, Director LAUSD SELPA
Jackie Mora, Specialist-behavior Intervention LAUSD
Kim Dammann, Special Education Director KIPP Schools
Amie Baral, Intensive Support Program Specialist
Chime Charter

2. Session Objectives
1) Gain knowledge of how to creatively structure tier 3
intervention and instructional programs
2) Gain knowledge on how to develop tier 3 programs
that serve multiple grade levels at multiple school sites
within a district/network
3) Gain knowledge on effective strategies and
programming for working with students with
disabilities

3. Background
 82 schools: elementary, middle school, high
school running mainly inclusive programs
 Vary in number of students: 250-3,500
 Average students with disabilities: 9%
-1.8% with moderate-severe disabilities
 Geographic area covered: 770 square miles
 Increase need for support for students with
more significant needs (academic &
behavior)

4. Tiered Intervention Approach

5. Discussion
From a central office standpoint, how do
you provided support to schools?
 What does your needs assessment consist
of?
 What are some of the factors you consider in
determining the level of support needed per
school?
 What about staffing considerations?

6. Tiered System Approach to Support
Intensivespecial
education staff
model lessons/strategies, IEP
development & participation, direct
student support services
Strategic-special
education teachers,
support staff and
intervention staff
Universal-general and
special education staff,
administrators and support
staff
targeted small group trainings,
consultation, case management
support, coaching
professional
developments,
conferences, trainer of
trainers

7. Panel Discussion
 Please pass any index cards with
questions you have to the front
 We will infuse questions from the
audience into the panel discussion
 We will also take applicable questions
from the audience as they arise

8. Intensive Support Services
Assessing the need:
 Number of referrals for placement to a more
restrictive environment
 “Counseling Out”
 Increase in the number of requests for support for
modifying curriculum, alternate curriculum support,
certificate of completion track
 Increase in number of students with
moderate/severe disabilities applying and being
accepted to Charters

9. Intensive Support Services
Students Served include, but not limited too:
 Students on the Autism Spectrum
-Including Asperger's
 Emotionally Disturbed (ED)
-Depression, Psychosis, Anxiety, ObsessiveCompulsive, Conduct Disorders
 Intellectually Disabled (ID)

10. Intensive Support Services
Services Provided:
 Professional development, trainings
 Consultation
 Curriculum and lesson modification
 Assistance with IEP development/writing
 Attendance at IEP meetings
 Limited direct services with students

11. Intensive Support Services
Outcomes of support provided:
 0 students returned to an SDC placement since 20112012 school year
 0 SLD and a decrease in AUT students sent to NPS
since 2011-12 school year
 Development of “hybrid” support models and shared
programs within the network of schools
 Capacity built within school staff to retain students
in an inclusive models
 Increase of number of students with
moderate/severe disabilities attending Charters

12. Intensive Diagnostic Education Center (IDEC)
 Individual and small group instruction (2-3 students)
 Intensive instruction on temporary basis (9-12 months)
 Uses evidence-based practices
 Staffed by teacher and paraprofessional
 Consultation with Moderate/Severe teacher
 Mild/Moderate & Moderate/Severe students
 8 or fewer students (grades 4-12)
 Transitional class for students coming from more
restrictive placements (SDC)
 GE setting for all classes, except ELA and Math
 Multidisciplinary approach (include DIS), when possible

13. IDEC
Rotational Model:
1) Direct Instruction with teacher
2) Independent/Guided practice with
paraprofessional
3) Blended Learning/Computer-based

14. IDEC
Minutes:
ELA
720 per week (12 hours)
144 per day (2.4 hours)
Math
300 per week (5 hours)
60 per day (1 hour)
*Morning sessions and afternoon to reach maximum
# students possible

15. IDEC
Referral/Diagnostics:
Students receive battery of diagnostic tests
determine:
Qualification into program
Curriculum/instructional programs to be used
Student groupings
Strengths and weaknesses of each student
•
•
•
•

16. IDEC
ELA Diagnostics
Math Diagnostics
 Measures of Academic
 Measures of Academic








Progress (MAP) - RIT
Lexile
Basic Reading Inventory
San Diego Quick
Gray Oral Reading Test
(GORT)
Accelerated Reader
Curriculum-Based
Assessments
Teacher Input
Parent Input




Progress (MAP) - RIT
Curriculum Based
Assessments
Teacher Input
Parent Input
WJ (if available)

17. IDEC
Curriculum & Programs
 Lexia
 Achieve3000
 Linda Mood Bell - V/V
 Unique Learning
 Kurzweil/Firefly
 Touch Math
 ST Math
 Vmath
 Measures of Academic Progress (MAP)

18. Baseline Data - Non-IDEC and IDEC
 Insert Chart with current data prior to presentation

19. IDEC Data & Instruction - Lexia

20. IDEC Data & Instruction - Lexia

21. IDEC
Data & Instruction - ST Math

22. IDEC
Progress Monitoring:
Use data to regroup students based on skill needs
Regrouping occurs often based on student
progress
Tailor made tracking document that informs
instruction
Teacher inputs data into weekly progress
monitoring tool
Data transferred to tracking document
***Document is still a work in progress
•
•
•
•

23. IDEC
Preliminary Results
Standards Assessments
(Non-IDEC)
Approx. gain of 30 points

24. IDEC
Preliminary Results
Standards Assessments
(IDEC)
Approx. gain of 180 points!!!

25. Behavior Support
Needs Assessment Data :
 Consultation for individual “HOT” cases
 Behavior (Individual Student, Classroom and School-Wide)
 IEP Writing
 FBA/FAA Data Tools and Development
 BII and BID duties/qualifications/training
 Behavioral Training
 #1 support most asked for: Change of placement
observation requests
 We as a team knew they also needed Behavioral
Support because we looked at the DATA:

26. Behavior Support
2012-2013 LAUSD Suspension Data:
•
1% suspension rate district-wide
• Huge improvement
•
23% of LAUSD suspensions are
special education students

27. Behavior Support
2012-2013 Charter Data:
Total number of students enrolled: 88,567
# of Suspension Incidents
 5,722 total

1,291 of the total incidents
were Special Ed students

2,373 of the total incidents
were African American
students
# of Students Suspended
 4,058 total

790 of the total students
suspended were Special Ed
students

1,505 of the total students
suspended were African
American students
Disproportionality?

28. Behavior Support
Offenses by Category for 2012-13
Category 1: 1%
Category 2: 9%
Category 3: 90%

29. Adapted from:
Sprague & Walker, 2004
Targeted Support based on DATA & Needs:
Targeted/
Intensive
(High-Risk schools)
Individual Interventions
School visits for face to face consultation and support.
Trainings: All listed in Universal section for entire school,
select group or individual staff (as needed).
Attend IEP meeting for individual cases that are ”High Risk”.
Set-up “home” school visits to see if LRE is appropriate.
Consultation:
Selected
(At-Risk Schools)
Small Group Strategies
Universal
(All Schools)
School-wide,
Culturally Relevant
Systems of Support
Suspension - Expulsion
Threat Assessment - Crisis Situations
IEP Writing – BSP/BIP and FBA Development
SWPBIS
Classroom Management: observations/strategies
Individual Students
Paraeducator strategies and support
Training and Support:
School Wide Positive Behavior Intervention Support
(SWPBIS) and Positive Behavior Support (PBS)
Classroom Management Strategies
Implementation of Accommodation/Modification in GE
IEP writing – BSP and FBA development & implementation
Strategic Alternatives to out-of-school suspensions
Responding to Behavior 101
Defusing Disruptive Behavior
Non-Violent Crisis Intervention (NCI)
Suspension Data is shared on a monthly basis

30. Online Behavioral Trainings
Ethics of Discipline:
Suspension Alternatives
Boosting Classroom Management:
Fundamentals of CHAMPs and
Discipline in the Secondary
Classroom (DSC)
4 Modules offered & a Free Book
Positive Behavior
Support

31. Behavior Support
How do we know the support is working/helping?
 Survey data from training evaluations are analyzed which
guides our next steps as well as future training
development.
 A confidential rating sheet has also been used, if charter
staff are not satisfied with training and direct supports
given, we make changes to our supports.
 # of requests for 2012-2013 = 42 total
 # of requests for 2013-2014 = 46 as of Dec. 2013
 AND…

32. Behavior Support
Change of Placement due to Behavior for
Fully Autonomous Charter Schools
Placements back
into the District:
2011-2012 = 0
2012-2013 = 0
2013-2014 = 0
(as of Dec. 2013)
NPS Placements:
July- Dec. + Jan.-June = Total
 2011-2012: 3 + 4 = 7
 2012-2013: 5 + 4 = 9
 2013-2014: 1 + ? = ?

33. Charter School Suspension Data Comparison
 Sept. 30, 2012
 956
events
 1,831 days
 Nov. 4, 2012
 1,840 events
 3,497 days
 Sept. 30, 2013
 505
events
 864 days
 Nov. 4, 2013
 1,170 events
 2,050 days

34. Additional
Questions/Comments
ADDITIONAL
QUESTIONS OR
COMMENTS

35. Contact Information
SYDNEY QUON:
sydney.quon@lausd.net
JACKIE MORA:
jacueline.mora@lausd.net
KIM DAMMANN:
kdammann@kippla.org
AMIE BARAL:
amie.baral@gmail.com