OUSD RESPONSE TO INTERVENTION MODELS – MANZANITA SEED ELEMENTARY
2010
Manzanita SEED Elementary School
2409 E27th Street
Oakland, CA 94601
(510) 535-2832
School Overview
Manzanita SEED Elementary School is a K-5 school with 225 students. They have one full-time
Intervention Specialist who works with Kindergarten and 1st grades to support early skill development.
Their overall intervention focus is literacy. Additional intervention is provided by teachers with
collaboration from Special Education staff, including the School Psychologist who has an addition 1/2 day
of purchased time at the school. SEED is dedicated to strategically examining data through multiple
lenses in order to identify at-risk students early and ensure effective intervention.
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – MANZANITA SEED ELEMENTARY
2010
UNIVERSAL SCREENING AND DIAGNOSTIC ASSESSMENT
Assessments
 Kindergarten, 1st grade and 2nd grade
o DIBELS
o DRA
 2nd grade , 3rd grade, 4th grade, 5th grade
o Examine CST scores for low students
o BPST is administered to all Below Basic and Far Below Basic students
Data Analysis Meetings
 Grade level or Content PLCs meet every Tuesday for 1 hour
 Teachers meet individually with the principal 3x/yr and zoom in on specific students’ needs
 Teachers are asked to articulate how they will re-teach skills to the whole group and how they will work with
individual students
 Protocols have been developed to guide this process
QUALITY CORE INSTRUCTION
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The Principal provides differentiated coaching to teachers through one-on-one data conferences
Grade Level and Content PLCs provide support for teachers to learn from colleagues
Peer observation time is allotted
Professional Development focuses on the “Workshop Model” of instruction: “I Do, We Do, You Do”
Individual teachers are sent to off-site Professional Development and bring back information to share
CERTAIN ACCESS
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Kindergarten and 1st grade students have certain access to intervention with the Intervention Specialist who
monitors progress and adjusts groups accordingly
2nd through 5th grade do not have a systematic intervention process at this time.
4th grade is experimenting this year with a model where at-risk student receive targeted phonics instruction
50 minutes 4 days/wk during non-core time or during reading comprehension instruction; intervention is
developed through collaboration between General and Special educators
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – MANZANITA SEED ELEMENTARY
2010
RESEARCH BASED INTERVENTIONS
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No formal curriculum is being used at this time. Activities are focused on phonics and phonemic awareness
skill building.
PROGRESS MONITORING
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DIBELS, through mClass Palm Pilots, is used to progress monitor the Kindergarten and 1 st grade interventions
2nd grade uses DIBELS/DRA for progress monitoring of students who are FBB/BB
4th grade does not have progress monitoring at this time
Additional grade levels do not use progress monitoring at this time
QUALITY PROBLEM SOLVING
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A referral form is used to request an SST
Principal and Psychologist schedule the SST based on these referrals
Ask teachers to bring data to support and explain their concerns for student learning or behavior
Sometimes the Principal or Psychologist are able to check in with the teacher to gather additional information
before the meeting but this is not yet a systematic process
COLLLECTIVE RESPONSIBILITY
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The school is structured for team teaching
Having two types of data meetings – Grade Level and Content (mixed grades) – help teachers to view student
learning over multiple years
o Content teams are : K/1, 2/3, 4/5
A data wall in the Principal’s office – a space that is closed to the public but open to staff – provides a visual
display of where are students are and has helped keep teachers accountable
January 2010
OUSD RESPONSE TO INTERVENTION MODELS – MANZANITA SEED ELEMENTARY
2010
Manzanita SEED
INTERVENTION STRUCTURE
Tier I
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Daily Workshop (small group) time is expected of all teachers every day; during Workshop teachers
target specific student who require additional support in basic skills
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The School Psychologist has additional time to consult with teachers and observe student
functioning
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Regular data conferences through Grade Level and Content PLCs provides time to target and
develop interventions around specific skill deficits
Tier II
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Kindergarten and 1st grade
o One full-time Intervention Specialist works with both K and 1st
o There is a dedicated time every other week for teachers and Intervention Specialist to check
in and develop specific learning goals for struggling students
o Interventions Specialist works daily for 30 minutes with each group of ~4 students pulled
from all classrooms
o Students are identified for intervention based on need grade-wide, not by individual
classroom
o Intervention Specialist monitors student progress using mClass DIBELS monitoring system
2nd and 3rd grades
o The teachers involved in the Academic Interventions Committee use their committee time
to tutor students after school; part of this work is acknowledged to be volunteer at this time
o Teachers use mClass DIBELS monitoring systems to monitor student progress in response to
interventions (2nd grade only)
o While additional time with classroom teachers is valuable, the school is working to find a
more sustainable way to intervene with 2nd and 3rd grade students
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4 grade
o This year the 4th grade teachers collaborate regularly with Special Ed staff at the school to
develop targeted interventions
5th grade
o There are no interventions at this level at this time
Tier III
There are no Tier III interventions available at this time.
January 2010