1. District-Level Systems Multiple Years - Parallel Programs SUN Community School (Multnomah County) After-school Program Enrichment & Academics – 1/3 academically focused – Not always linked to school day Two Lead Agencies Site Coordinator Activity Leaders Family engagement/education Child & Family Enrichment (District – 21 st CCLC) After-school Program Reading & Math – District intervention programs – “Red-Zone” students One Lead Agency Site Coordinator Instructors

2. District-Level Systems AH-HA! Combine programs under one umbrella and use 21 st CCLC funds to supplement and enhance academic SUN Community School Align with District Initiatives (RTI, Data Teams) to more tightly link school-day and after- school

3. District-Level Systems RTI & Title I Due to budget/staffing/resources, only serve K-2 in RTI/Title I – Universal Screening 3 X Year – DIBELS – Serve lowest 20% (Doesn’t address all students in need of intervention) – Intensive vs. Strategic Tier 2 (aka: 20%, Yellow Zone) Data Teams in place at all schools – Meet every 4-6 weeks by grade level – Protocol – Intervention Programs by area of need, Time, Group Size – Progress Monitoring, decision rules

4. School-Level Systems Leverage Programs/Staff/Funding School-day Title I Reading Specialist (TI) Title I Educational Assts (TI) After-school SUN Site Coordinator (County) SUN Site Assistant (21 st CCLC) Activity Leaders (TI EAs; 21 st CCLC) Title I Student Support TOSA / SUN Reading Teacher (TI & 21CCLC) Sits in on Tier 2 meetings Trained in DIBELS & RTI Intervention Programs Title I delivery model, after-school Progress monitoring, data tracking Adhere to RTI protocols

5. 80% of students in reading interventions will meet end of year DIBELS goal Increase ELPA scores for ELL students in Rosetta Stone ELD Provide at least 2 STEM opportunities with 80% of participating students increasing scores on unit assessments Provide 6 parent literacy/engagement workshops/classes Overall student enrollment (SUN) = 260+ Program Elements Outcomes

6. Reading intervention programs focus primarily on fluency. After looking at the data year 1, we amended our Outcomes related to DIBELS: – 1.1a: 80% of students participating in reading interventions will meet end of year DORF Words Correct goal. – 1.1b: 80% of students participating in reading interventions will meet their Ambitious Fluency Growth Rate. Program Elements Challenges

7. Data Collected Reading

8. Student engagement in the second hour of SUN Staff turnover/training Teachers want to serve the neediest students – Recruitment – Attendance Scheduling time and opportunities for fidelity checks Universal Screening schedule doesn’t align with SUN program terms – Time for screening and program placement tests Program Elements Challenges

9. Partnerships Roles & Responsibilities

10. Partnerships Clear Decision Rules STAYany student not at end of 3 rd grade book EXITany student at end of 3 rd grade book IFnot at end of year DIBELS goal consider other interventions Other Factors: ATTENDANCE5 absences in 30 days (1 term) BEHAVIORteam decision, document efforts PARENT/CHILDhow do we communicate to ensure continued CHOICEcommitment?

11. Meet Quarterly – Grant Manager, RTI Coordinator, Principals, Program Managers from Lead Agencies, SUN Site Manager, SUN Reading Teacher, Title I Teacher, SUN Program Assistant, others as needed (ELL, EAs) Central point of contact – Building level & District level Leverage with other SUN program elements – Family Engagement, Connection to County Resources, EKT – Data collection/program evaluation Included in School Improvement Plans/CAPs – Shared goals, ownership Partnerships Communication