In addition to the core programs, students with special learning and language needs are provided with supplemental programs and services to assist them to develop their full potential. They include intervention, remedial, and enrichment programs.
The Advancement Via Individual Determination (AVID) program is designed to support the least served students in the middle in completing a college preparatory path. At the intermediate level, identified students are enrolled in AVID courses that incorporate organization skills, Cornell note-taking, Socratic seminars, and study trips to colleges in the instruction program. To effectively prepare all students for academic success, upper grade students also participate in the AVID Path program that utilizes the same strategies with age-appropriate modifications. During the 2016-17 school year, 6th grade teachers participated in AVID elementary training and are implementing similar strategies. The elementary schools that have 6th grades participating are Rice, Dewey, Hillcrest, Willard, and Monterey Vista.
TITLE I PROGRAM
Title I programs and services are provided for students who are below grade level as identified by District-adopted multiple state and local measures. The design and implementation of programs and services for these students are guided by the principles of the Response to Intervention (RtI) approach. Quality first teaching is promoted and monitored through ongoing professional development, focusing the design and delivery of standards-based instruction and the use of effective “Teaching for Success” techniques and differentiation strategies. Diagnostic tests are administered at the beginning of the school year to identify students’ learning needs. In-class programs include the use of research-based strategies for at-risk students (e.g., Thinking Maps and Write…from the Beginning strategies), supplemental intervention materials and programs (e.g., Making Connections, Great Strides, Phonics for Reading, High Point and REWARDS), integration of technology (e.g., READ 180, Accelerated Reader and Orchard), and expanded provision of individualized and small-group instruction by instructional assistants. Students with intensive needs in reading and mathematics are placed in extended-time programs, including before/after-school programs and summer programs, to receive additional support. Student progress is monitored and program effectiveness is measured with the use of both district-wide and teacher-generated assessments in an on-going manner. Assessment data are examined and improvement steps are identified through the regularly-scheduled professional learning community activities.
ENGLISH LEARNER PROGRAMS
Students who are identified as English learners by the California English Language Development Test (CELDT) and local assessments are placed in specially designed classes and programs based on their language proficiency levels. English learners, grouped by their language proficiency levels, receive daily differentiated English language development (ELD) instruction based on their diagnosed language needs. Supplemental ELD programs and materials, including Moving Into English and High Point, are used to promote their language proficiency. To ensure access to core curriculum, Specially Designed Academic Instruction in English (SDAIE) strategies and primary language support (when available) are utilized in content area instruction. In addition, extended-time programs, including before/after-school and summer programs, such as a summer school program for English learners, provide targeted instruction at various proficiency levels.
GIFTED AND TALENTED EDUCATION (GATE) PROGRAM
The Gifted and Talented Education (GATE) services are coordinated by the District GATE program supervisor in collaboration with the site principals and other program administrators to ensure an integrated and coordinated program for the identified students. Students are identified with the use of multiple state and local measures, including CST, District Performance Standards Records, and diagnostic/placement tests. Students are identified through an inclusive process with the participation of school staff, parents, and students, utilizing multiple measures, including the Cummings Checklist, group tests such as the Sages, Naglieri, CogAT, portfolios, anecdotal records, District Performance Standards Records in language arts and math, and interviews.
To ensure quality services, intensive research-based professional development is offered district-wide to teachers serving GATE students in an ongoing manner. Highlights of the professional development activities include monthly GATE professional learning community meetings and the GATE certification courses offered in partnership with the University of California, Irvine, and outside conferences.
MIGRANT EDUCATION PROGRAM
Students qualify for migrant education if their families work, or have worked within the past three years, in agriculture, packing, dairy, fishing, livestock or forestry. The purpose of the Migrant Education Program is to help children of migrant workers to attain grade level proficiency. Currently, in the Garvey School District, there are approximately 20 students eligible for programs sponsored by the Migrant Program. In order to provide the best programs possible for our migrant identified students, the Garvey School District entered the Los Angeles County Consortium which is a collaboration among various school districts in the local area. Services offered to migrant families include Saturday Literacy Classes, Extended Summer School, tutoring, the MEES (Migrant Education Even Start) program and the Mini Corp College Student program. Other services include dental screening, medical referrals, Science Camp, Outdoor Education and Leadership Camp, GED test preparation classes, parent education programs and workshops as well as leadership training for parents and students.