OUSD RESPONSE TO INTERVENTION MODELS – INTERNATIONAL COMMUNITY SCHOOL
2010
International Community School
2825 International Blvd
Oakland, CA 94601
(510) 532-5400
School Overview
ICS currently has 264 students, 85% of whom are designated English Language Learners. This
year, intervention has been a significant focus of time, energy and funding. ICS currently has 8 staff
members on their intervention team: an Interventions Coordinator, a STIP sub, an After School Program
staff member, 3 Americorps members, one Teacher on Special Assignment, and a Reading Recovery
teacher shared with the adjacent elementary school. The most highly trained interventions staff
member – the Reading Recovery teacher – works with the younger grades. The Interventions Team staff
receives regular professional development specifically geared towards training them on reading
development and strategies for helping struggling students.
This year the most important change for ICS was moving to master scheduling. They now have a
common intervention block Monday through Thursday from 10am – 11am for 2nd through 5th graders.
This has made scheduling intervention possible for students at varying levels across grades.
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – INTERNATIONAL COMMUNITY SCHOOL
2010
UNIVERSAL SCREENING AND DIAGNOSTIC ASSESSMENT
Assessments
 mClass assessments for Kindergarten through 2nd grade
 DRA: 3rd-5th, 2nd bilingual
 Language for Learning and Language for Writing Assessments for additional information
 Examining the Adept as possible language assessment for ELLs
Data Analysis Meeting Times
 Extended days on regular days allow for 1:00 release on Wednesdays
 Every other Wednesday is a Collaboration Meeting (PLC) with debrief for last 45 minutes to ensure
accountability
 Remaining Wednesdays are common prep time and professional development
QUALITY CORE INSTRUCTION

Teacher early release days (Wednesdays) are split between collaboration and professional
development

Professional Development is differentiated depending on teacher need and skill level

Read, Think, Apply framework has been taught as a common ground for all teachers, all classrooms
CERTAIN ACCESS

The principal made a specific decision to first focus on the structure of interventions to build
capacity and understanding among teachers. Currently, one intervention teacher is assigned to
each classroom teacher for 30-60 minutes, 4 days each week depending on the grade level.

The future goal is to distribute intervention resources based on student need, assigning resources
based on which students are struggling most, instead of by teacher.
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – INTERNATIONAL COMMUNITY SCHOOL
2010
RESEARCH BASED INTERVENTIONS


Kindergarten through 2nd grade intervention groups
o DIBELS based activities
o OCR Intervention Guide
o Reading Recovery Strategies
nd
2 through 5th intervention groups
o Read-Think-Apply with Guided Reading
o Standards Based interventions
PROGRESS MONITORING

The school is still working to develop systematic progress monitoring structures. The Intervention
Coordinator has plans to visit other schools to observe their process.

Currently the teachers look at formative assessments, benchmark assessments and anecdotal
information to assess “response”. The Principal considers this an area of growth for the future.
QUALITY PROBLEM SOLVING

Social Worker shared between ICS and adjacent elementary school coordinates Student Study Team

No formal referral form is used at this time; however, school is looking at the best method for
formal record keeping in this area.

At the beginning of the year, Social Worker met with each teacher to review their class lists and any
relevant SST history on the student

Principal is looking into Coordination of Services Team structure for future.
COLLLECTIVE RESPONSIBILITY

Administrative focus on PLCs has helped build a culture of collective responsibility. Teachers look at
student data as a team to make decisions about how best to support student learning.

Teachers are generally encouraged to be aware of the class below them – the students they will
have next year. Also, teachers are often consulted about students they had the year before.

Some teachers have experience in more than one grade level which helps them to see beyond their
own grade when thinking about student learning.

This year the staff is engaged in a bilingual inquiry project that has helped teachers look at all
students across grade levels.
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – INTERNATIONAL COMMUNITY SCHOOL
2010
INTERNATIONAL COMMUNITY SCHOOL
INTERVENTION STRUCTURE
Tier I

Guided Reading time happens at least 4 days each week in most classrooms 1st – 5th

Workshop happens in some classrooms

Some teachers have skills in differentiation but this is not yet systematic through the school
Tier II

All: Each teacher is assigned an Intervention Specialist to work with the classroom at a
designated time for Tier II intervention

Kindergarten:
o

1st grade
o

Monday through Thursday the Reading Recovery Specialist pulls a small group for 30
minutes from the Kindergarten classes
Two days each week, the Reading Recovery Specialist pulls small groups for 30 minutes
(2 days Spanish bilingual classroom, 2 days English language classroom).
2nd – 5th grades
o
An Intervention Block is scheduled from 10:00am -11:00am Monday – Thursday
o
One member of the Intervention Team works with a group from each class for this time.
o
The Intervention Team is composed of an Interventions Coordinator, STIP sub, After
School Program staff, 3 Americorps staff, Reading Recovery teacher shared with
adjacent school, TSA
Tier III: None at this time
January 2010