Positive Behavior Support

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The Arts21st Century Skills
Positive Behavior Support
K 2 LiteracyResults
Response to Intervention
Priorities
English Language Learners
Pre-School Articulation
Full Service Schools
Extended Day Kindergarten
Student Learning and Achievement
OSFS at Nyeland
Writing Across the Curriculum
Technology
Professional Learning Communities
Above and Beyond Program
Continuous Math Improvement
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The Students We Serve!

• In an average classroom in the Rio School
• District
• 13 speak English as their primary language
• 16 speak Spanish as their primary language
• 1 speaks something other than English or Spanish
• 1 student is black or African American
• 2 students are White
• 1 student is Filipino
• 25 are Hispanic
• 24 students receive free or reduced lunch
• 5 students are migrant
• 1 student is homeless

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Every Child Opportunities to Write Share Their
Voice
Patternships with Parents
Patterns
Every Child a Reader
High Expectations A Culture of Excellence!
Every teacher a teacher of english language
development in every classroom
Continue to Foster Math Successes
Insist on Excellent First Time Teaching
Monitor DataAre Students Learning?
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K 2 ResultsEarly Literacy (CLU)
Professional Learning Communities and Data
Programs
3-8 GLADEnglish Language Learners
Professional Development
Building CapacityGrowing People
Judy Bowers (VCOE) K-5 Writing
6-8 Middle School Math Program Re-organization
Envision Math Calibration
CSUCI Middle School Dialogic Reading and Writing
Align, Align, Align ....
After-School Programs.VCOE Boys and Girls Club
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Curriculum and Instruction Supports school sites and other partners to provide a variety of services that support student learning.
Assessment and Accountability All students participate in a rigorous student assessment program from the California Standards Test to trimester benchmark assessment toon going measurement of student work cycle.
DataTargetsResults! Data Driven
Instruction by Student by Need
AssessAnalyzeAct
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
English Language Learners We offer students who are acquiring English a comprehensive and developmental English Learner program. The central purpose of this program is to ensure that our second language learners achieve academic parity with their English counterparts. Two primary goals of the program include the following Academic achievement in all subject areas Fluency and Literacy in English The children in English Learner programs are provided the same course of study as all students in the district at the same grade level and are held to the same standards while receiving systematic English instruction. The two types of programs in the Rio School District include Structured English Immersion and Dual Immersion. English learners at all levels of English acquisition are given daily English Language Development (ELD) with Specially Designed Academic Instruction in English (SDAIE) and/or Guided Language Acquisition Design (GLAD) instruction as appropriate. The expectation is that students advance one language level per year as measured by the CELDT.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Response to Intervention (RTI) Response to Intervention (RTI) forms the foundation of high quality instruction. In Rio, we call this instruction First Time Instruction. RTI provides interventions to struggling learners based on student needs. RTI is designed as an early intervention program to prevent long-term academic failure. RTI is a general education program but can also be implemented in special education settings.
Academic Pyramid
Wellness, Social and Emotional Pyramid

Tier 3 Decision Making IPT Team Analysis,
Interpretation and Application from data from
Tier 3 Interventions. Very frequent progress
monitoring weekly Tier 3 Instruction
Individual and small group, Learning Centers,
Triumphs Math Grades 6-8, keystones ELA Grade
6-8, Language ELA Grades 4-5
Tier 3 Decision Making IPT Tier 3 Instruction
5 Community Day School Program

Tier 2 Decision Making Intervention Plan Form,
Intervention Plan, Intervention Report District
Trimester Assessments Results-Conditional,
Analysis Interpretation and application of data
from Tier 2 Interventions. 4-6 week progress
monitoring. Tier 2 Instruction ELD Catch-up
Program for 3s, Learning Centers-Middle Schools,
RTI-Time Group and Regroup 30 minutes daily
Tier 2 Decision Making Tier 3
Decision Making Tier 2 Instruction OSFS
identification and individual plans to meet the
social, emotional and physical needs of below
basic and far below basic students. OSFS
Interview/Contact Counseling

Tier 1 Decision Making Site PLCs/Data Teams
6-8 week Progress Monitoring STAR Data, Results,
Results Conditional Assessments, District
Trimester Assessments, Result Assessments, Rio
4/5 Intervention Placement Criteria. Tier 1
Instruction First Time Teaching-Reteaching,
Small Group Instruction, Differentiated Teaching,
Extended Day Kindergarten, Reading Results,
Writing, GLAD Strategies 3-8, Pre-School
Articulation, AVID 6-8, Increased articulation
with OUHSD, Rio Learning Academy,After School
Programs (targeted intervention)
Tier 1 Decision Making Tier 1
Instruction Counselors at every site, Middle
School Advisory, 40 Developmental
Assets, Positive Behavior Support
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Title I Program Title I is a federally funded program which provides financial assistance to school districts with high numbers or high percentages of economically disadvantage children. The program is designed to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments. Schools with a free and reduced lunch count of at least 40 can operate a school wide program which allows all children in the school to be served. All of the schools in the Rio School District operate a school wide program. Title I funding can be used to support additional academic support, professional development, extended learning opportunities and parental involvement activities.
Title III Program Title III is a federally funded program whose purpose is to ensure that English learners attain English proficiency and meet the same challenging academic content and achievement standards that are expected of other students. School Districts are accountable for increasing the English proficiency and core academic content knowledge of English learners. Title III funds must be used to implement language instruction educational programs designed to help English learners achieve standards.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
School wide Positive Behavior Support School-Wide Positive Behavior Support (SWPBS) is a research-based approach to dealing with behaviors and social skills on school campuses. SWPBS uses the idea that children need to be taught how we want them to behave before we can expect them to behave in appropriate ways. Three to five simple, general and positively worded expectations are agreed upon. Expectations such as Be Safe and Be Responsible are typical. In turn, specific Procedures that flesh out the Expectations are developed. For example, Be Safe can have a Procedure for how children walk in the cafeteria line instead of running, which fits in with the idea of safety. SWPBS also posits that children will be able to follow rules better if they are recognized for doing what they should, instead of being punished for doing the wrong thing. SWPBS uses natural consequences instead of direct punishment. SWPBS uses data to determine the effectiveness of behavior interventions. Office referrals, suspensions and other discipline related information can be used to measure the effectiveness of the program.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Professional Development Professional Development
Reading Results K-2 California Reading and Literature Project (CRLP) Results for English learners is organized around three key elements standards-based assessments, research-based instruction and intervention linked to current instructional materials across content areas, teamwork and data analysis through a professional learning community model. Special attention is given to selecting and interpreting assessments that informs instruction, including a focus on academic English language development for English learners.
K-5 Writing (VCOE) 6-8 Writing (CSUCI) We have continued to expand and deepen our writing. This years teacher professional development provides a powerful framework for the teaching of writing at all grade levels. Sites are implementing writing walls to support the writing process.
Technology Teacher Training Learn 360
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Professional Development Professional Development
Guided Language Acquisition Design (GLAD) GLAD, a language acquisition and literacy professional development model, includes strategies that promote English language acquisition, academic achievement, and cross-cultural skills that are tied to the standards. This model consists of the following components focus and motivation, input, guided oral practice as well as reading and writing. Strategies designed to build background knowledge, activate prior knowledge, provide comprehensible input and output, promote the development of academic language as well as reading and writing are foundational to this model. Also, the integration, of listening, speaking, reading, and writing into all content areas and the interrelating of science, social studies, and literature, underscores research that language is acquired most effectively when the emphasis is on meaning and the message. Although the GLAD model is intended for English language acquisition for English language learners, it is valuable for acquisition of language for all students. GLAD training results in teachers renewed commitment to high expectations and high standards for all students. The results for students have been continued gains in standardized test scores as well as renewed involvement in a classroom that is, not only student-centered, but fosters a sense of identity and voice.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Principals Network We are supporting schools in their efforts to improve student achievement through the use of Effective Classroom Walkthrough protocols as a data collection tool to assist schools in the implementation of programs and instructional strategies as reflected within individual schools Plan for Student Achievement. In closing, through regularly scheduled Leadership Team Meetings and Elementary and Middle School Principal Huddles, as well as having Rio Real Elementary School serve as a professional development dissemination model site we are supporting principals as they implement district wide and/or site specific initiatives.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Curriculum Team Leaders In order to continuously improve our instructional programs, our teachers work in grade level teams. Teachers from each site participate as members of curriculum teams. Each grade level team sets short and long term content area goals. They monitor and determine district level assessments and plans for staff development.
Middle School Curriculum Council The Middle School Curriculum Council is a standing committee whose primary goal is the ongoing improvement of the districts middle school program. The Council reviews student achievement data programs, and courses currently in place, They identify strengths of the middle school programs and opportunities for improvement as well as current issues and research in middle school education. Minutes of the meetings are sent out to all middle school teachers and administrators.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Grade Level/Department Meetings Four times a year grade level and department teams meet to collaborate, analyze student work, review needed next steps to improve student learning. October 12, 2011 January 13, 2012 February15, 2012 March 14, 2012
Professional Learning Communities and Data Professional Learning Communities for each school site analyze assessment data on a regular basis to ensure student learning. The Rio School District values a collaborative culture with a focus on learning for all students.
Beginning Teacher Support and Assessment (BTSA) The BTSA induction program is designed to support the professional development of newly-credentialed, beginning teachers.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Pre-School Program The Rio School District has established preschool programs at each of its six elementary school campuses. In the 2011-2012 school year there are over 400 students attending preschool each day. Funding is provided by the State Department of Education, Federal Government and First 5 Ventura County. With this diversified funding all families can qualify for a preschool program within the district regardless of income. The preschool programs are free or utilize a sliding fee scale. Each school site has its own selection process and set of enrollment qualifications, priority will be given to 4 year-olds and children whose families meet state and federal poverty income guidelines. Programs include half-day and full-day sessions, depending on the school site. Class sizes range from 17-24 students, with a maximum student-teacher ratio of 10 to 1.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Full Service Schools A Full-Service School is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, health and social services, youth and community development and community engagement leads to improved student learning, stronger families and healthier communities. Schools and districts become centers of the community and are open to everyone all day, every day, evenings and sometimes weekends. Using public schools as hubs, community schools bring together many partners to offer a range of support and opportunities to children, youth, families and communities. Partners work to achieve these results Children are ready to learn when they enter school and every day thereafter. All students learn and achieve to high standards. Young people are will prepared for adult roles in the workplace, as parents and as citizens. Families and neighborhoods are safe, supportive and engaged. Parents and community members are involved with the school and their own life-long learning.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Extended Day Kindergarten Kindergarten is a Smart Start in the Rio School District An Extended Day Kindergarten Program increases learning time by 183 hours or seven more weeks of instruction. The Boys and Girls Club of Oxnard will continue to extend the day by providing students a thematic based after school program known as Kinder Camp. Kindergarten Program goals include Increasing time and structures that support student learning Developing social skills Offering a balance of small group, whole group and individual activities Catching kids before they fall Emphasized language development and literacy skills Increased time for extended learning experiences Increased opportunities for Response to Intervention Decreasing Special Education placements
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Transitional Kindergarten This newly developed program builds on existing readiness efforts, setting children on a path to develop the skills they will need to be successful in kindergarten. Our transitional kindergarten serves as a bridge for children who, in essence, need the gift of time, time that is essential to absorb and express ideas, learn more about friendships, assert independence, and examine the world around them. The Transitional Kindergarten Program offers a comprehensive curriculum that meets the needs of five-year-old children adapted to best suit their abilities. Transitional kindergarten will expose students to kindergarten standards and curriculum through developmentally appropriate activities. As children acquire skills, they advance at their own individual pace to the next level.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Kinder Camp After School Programs Designed to enrich the Rio School Districts Extended Day Kindergarten, Kinder Camp reinforces academics and life skills including group behavior, listening to directions, and learning to express needs. Outdoor play, arts and crafts, science, creative experiences, quiet time, and supervised homework guidance all make for after school learning and fun. We continue to work principals, teachers and afterschool staff in the ongoing creation of a value added After School Program through the alignment of curriculum and activities within the school day and outside of the school day, not only in Kinder Camp, but in all 1st-8th Grade After School Programs.
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Educational Services DepartmentSupporting
Student Learning and Achievement
Program name Description
Parent Education School Improvement Leadership Training English Language Advisory Committee (ELAC)/District English Language Advisory Committee (DELAC) Leadership Training English Language Development (ELD)
Middle School AVID Program Advancement Via Individual Determination (AVID) provides a program of instructional support for middle school students to succeed in rigorous curriculum and stay college bound!!!
GATE Above and Beyond Program This year the district Gifted and Talented Education (GATE) program has been redesigned. This redesign will be implemented in January 2012. Above and Beyond provides Gifted and Talented Students an opportunity to learn with their age appropriate peers, their intellectual peers, and time to work alone.
The Arts in Rio This year a planning committee of Rio Arts Advocates are developing a Strategic Plan of the Arts as a direction setting document for the newly formed Rio Schools Education Foundation.
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Partners Boys and Girls Club, CLU, CSUCI and
Ventura County of Education
Ed. Services Huddle
Communication
Huddles
People
Middle School Huddles
Collaboration
6-8 Curriculum Council
Leadership Team
Professional Learning Communities
Grade Level Team Leaders
Building TeamsBuilding People
Administrative Academy
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Areas of Responsibility Educational
Services Jeff Turner, Assistant
Superintendent of Educational Services
Angela Randolph,
Director of Special Projects
Veronica Rauschenberger, Office of Student
Family Services Coordinator.
Edward Jones, Director of Pupil Personnel
Services Jeff Linder,
Assessment Coordinator, Teacher on Special
Assignment
Mike Vollmert, Director of Technology
Kathryn Aragon,
Student Data System Specialist
Lucy
Arceo, Administrative Secretary
Wanda Kelly, Teacher on
Special Assignment
Jeff Turner Angela Randolph Ed Jones Mike Vollmert Veronica Rauschenberger
Educational Services Department Student Achievement Professional Learning Communities( PLC)/Data Teams Office of Student and Family Services (OSFS) Oversight State Testing Program Administrative Academy Curriculum Team Leaders Curriculum Council Instructional Materials Adoption Process Title II Professional Development Beginning Teacher Support and Assessment (BTSA) Gifted and Talented Education (GATE) Full Service Schools Migrant After-School Program R.T.I. Ed. Services Budget Pre-School Walk-throughs Special Projects English Language Programs California English Language Development Test(CELDT) Williams Single Plan for Student Achievement (SPSA) School Accountability Report Card (SARC) School Site Council District English Language Advisory Council (DELAC) Supplemental Educational Services (SES) Professional Development-Guided Language Acquisition by Design (GLAD) State Federal Grants/Buy-outs Title I III Categorical Program Monitoring Gifted and Talented Education (GATE) Pupil Personnel Services Special Education School Wide Positive Behavior Support Program (SPBSP)-R.T.I. 504s Attendance, (including SARB and oversight of attendance clerks) Suspensions and Expulsions, (including expulsion hearings/meetings) Health programs, (including oversight of school nurse and health clerks) Medical Administrative Activities (MAA) Oversee Counselors, Psychologists and Speech Therapists Training for Sped and other support staff Pre-school programs- integration of Sped into programs (collaboration with CDI/CDR) Academic Testing for SPED Students Program Articulation Technology Department IT Technical Support (computers, software, phones, bells, Intercoms) Technology Plan Zangle Student Data System California Longitudinal Pupil Achievement Data System (Calpads) 6-8 Standard Based Report Cards E-Rate Technology Asset Management     Oversee Office of Student and Family Services Student family support Community support (outreach) School Support Intervention (mental/health) Violence/gang prevention (probation) Neighborhood for Learning (NfL) Amy Mills After School Program Liaison Family Outreach Literacy Grant (parent education) Enrollment (overflows, intras/inters/choice) Healthy Start Program Nyeland Center RtI Support (behavior) Homeless/Foster Youth, Family Partner Grant Coordinator
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Areas of Responsibility Educational
Services Jeff Turner, Assistant
Superintendent of Educational Services
Angela Randolph,
Director of Special Projects
Veronica Rauschenberger, Office of Student
Family Services Coordinator.
Edward Jones, Director of Pupil Personnel
Services Jeff Linder,
Assessment Coordinator, Teacher on Special
Assignment
Mike Vollmert, Director of Technology
Kathryn Aragon,
Student Data System Specialist
Lucy
Arceo, Administrative Secretary
Wanda Kelly, Teacher on
Special Assignment
Jeff Linder Echo Lee Lucy Arceo Kathryn Aragon Wanda Kelly
Teacher on Special Assignment Assessment Coordinator Standards Based Report Cards Data wise Implementation State Assessments (CELDT, STAR, ADEPT and PE) Guided Language Acquisition by Design (GLAD) Trainer New Teacher Support (BTSA) P.L.C. (data) Grade Level Teams 6-8 Curriculum Council K-5 VCOE Writing Project   Teacher on Special Assignment District Guided Language Acquisition by Design (GLAD) Trainer and Coach English Language Program Gifted Talented Education (GATE) Facilitator Staff Development     Educational Services Department Administrative Support to Asst. Superintendent Maintain Calendars Customer Service Organizes and Manages Dept. Operations/Activities/Communications/Professional Development Consolidated Application State Assessments (CELDT, STAR and PE) Dept. Website Escape System (budgets) Categorical Program Monitoring (CPM)     Student Data System Specialist CALPADS Data Integrity CELDT gt Orders, Pre-Ids, Corrections STAR gt Orders, Pre-Ids, Corrections Civil Rights Data Collection Zangle Training Help Desk English Learner Reports Teacher on Special Assignment Migrant -Migrant Recruitment -Rio Learning Academy -Summer School -Speech/Debate Program -Packet Program    
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COMMUNICATION AND COLLABORATION PROFESSIONAL
LEARNING COMMUNITIESThe Rio Collaboration Model
a Design for Results
2011-2012 Rio School District Educational Services
Educational Services Team Administrative Academy Grade Level Team Leaders Middle School Curriculum Council (6-8)

Purpose Alignment and coordination of goals that support learning and achievement Provides avenues for collaborative decision making Provides avenues of communication (huddles) Purpose Receive current student achievement information and practice models of analysis Receive and practice current educational pedagogy and models of implementation Receive and practice current issues and research Purpose Analyze grade level needs and design grade level strategies to accomplish next steps Facilitates grade level meetings and table talks Purpose The Middle School Curriculum Council is a standing committee that has its primary goal the ongoing improvement of the districts middle school program. Through its review the Council seeks to Provide students with rigorous educational programs Meet and exceed California State Standards The Council is advisory The Council is kept informed of district curricular committees and their progress Student achievement data Programs and courses currently in place Strengths of the districts programs and opportunities for improvement Current issues and research in middle school education

Directors Special Projects Pupil Services Technology Human Resources Coordinators OSFS Migrant NfL Membership Assistant Superintendent of Educational Services Director of Human Resources Director of Pupil Services Principals and Assistant Principals Director of Technology Coordinator of OSFS Membership One team per grade level K-5 (K-5 teams consist of 6 members each) Criteria for membership -Reflects on practices -Believes everyone contributes -Believes in the capacity of others to grow and develop as leaders Special Educators Psychologists Membership Assistant Superintendent Six teachers representing each middle school District Office as needed Site Administrators as needed

Calendar Meets 2nd Thursday of the month Calendar Meets 1st Wednesday of the Month Delivery System/Calendar Grade Level Meetings (4) Table Talks (2) Meets once every 6 weeks Calendar Meets once every 6 weeks
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Building PeopleBuilding Teams
Representative List 2011-2012
Rep. of Rio del Mar Rio Plaza Rio Real Rio Lindo Rio Rosales Rio del Norte Rio del Valle Rio Vista
Grade Level Team Leaders Rocio Jaramillo Abbey Shaw-Linder Maria Soto Linda Viramontes-Diaz Marisela Valdez Steve Colvin Patricia Alvarez Delia Pitts Cheryl Molina Erin Trujillo Jay Sorensen Nancy Ramos Carmen Vasquez Joan Mayeda Mariela Plascencia Margarita Mosqueda Echo Lee Jeff Linder Mark Jester Sara Juarez Angela Handley Nancy Pearson Anne Stehly Martha Neary Bernardita Rocha Susan Loughman Erin Mooney Sallie Sanchez Sonya Cathcart Melinda Carrillo Elise Legaspi Larry Kelman Karen Mattson JoAnna Mendoza
6-8 Grade Curriculum Council Gail Nakamura-Meagher Pamela Cwiklo Jenny Navarro Mary Walzer Lisa Herrera-Schweider Catherine Stewart Melanie Pabst Louise Argend Amy Murphy
New Teacher Support Provider Jeff Linder Angela Handley Shannon Koenig
Data Facilitators Jovana Tenorio Erin Trujillo Jay Sorensen Echo Lee Jeff Linder Sesar Rosales Erin Mooney Larry Kelman Debbie Phillips April McCarthy Jessica Serrano
ELL Coordinators Linda Viramontes-Diaz Rocio Valadez Joan Mayeda Sara Juarez Soila Rodriguez Maura Villa Patricia Casiano Beth Lindley
Technology Champions Jovana Tenorio Donna Collins Frank Walsh Jay Sorensen Jeff Linder Gus Garcia Robin Van-Eyk Adeline Mendez Sheena Roybal Michelle Geair Kristen Theis
Teaching American History Projects (TAH) Heriberto Rojas Lottie Patten-Hershey Robin Van-Eyk Sallie Sanchez Margaret OSullivan Gena Mathwin Karen Mattson Tina White Carlos Anaya Elizabeth Montano Margaret Dunlevy
We The People Frank Walsh Sallie Sanchez Elizabeth Montano Carlos Anaya
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Programs
Principals Network
Pre-Schools
Response To Intervention
Professional Development Five Big Initiatives
Rio Lindo A Professional Development Academy
Rio Learning Academy
Curriculum and Assessment
Technology
Extended Day Kindergarten
Grade Level Teams/ Department Collaboration
Beginning Teacher Support Assessment
OSFS Full Service Schools
Categorical Program Support
Positive Behavior Support
After- School Programs
Professional Learning Communities and Data
English Language Learners
People
2011
2012
Ed. Services Support Team
Grade Level Team Leaders
6-8 Curriculum Council
Ed. Services Team
EL Coordinators
Technology Champions
Partners VCOE CLU CSUCI
Data Teams
Curriculum Instruction Academy
Middle School Elementary Huddles
Educational Services
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Questions!