WEBVTT

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[Music]

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My name is Rebecca Carrillo,
and I am the director

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of Mission Graduates Tutoring
Center, and we are located

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at Marshall Elementary, in
San Francisco, California.

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As part of our collaboration
with the school day

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and the school administration,
we get together at the beginning

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of every year and we have
a leadership team meeting

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where we look over the
data from the past year

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that we have compiled thus far,
and we identify the students

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that are most in need

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of receiving special services
during the after-school program.

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So the people that meet are
the principal, the lead teacher

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who is a teacher from the
school day that also assists

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with professional
development and training

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and provides service to
the after-school, and I.

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So what we were looking

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at specifically each
year is the students

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that are performing relatively
well in Spanish and really need

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to transfer those
skills into English.

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If you are scoring at below
basic or basic in your CST,

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which is your English test,
but you are scoring higher

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in your SLT test, which
is a Spanish test,

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then you would be
identified as somebody

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that could be transferring
those skills and moved

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up to proficient or
advanced in the CST,

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which is what we are
really aiming for.

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And we see most of
those students in second

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or third grade really
being at that borderline.

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Student reading aloud: .

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. . built to carry ten
times their weight.

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Carrillo: So when
we sit down together

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at the leadership team meeting
at the beginning of the year,

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we identify about six
kids in each class based

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on their standardized test
scores from the previous year.

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We immediately test them,

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and our reading intervention
specialist,

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who is a daytime school
teacher, he is the one

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that administers
these assessments.

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So he comes and he assesses the
kids, and that gives him an idea

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where he needs to
start with each group.

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Each group is going to be
a little bit different.

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The third-grade group
needs to work a lot more

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on ELL [English language
learner] strategies

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than the fifth-grade group
does, and that's what he gleans

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from these leveled readings.

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Mid-year, at the end of January,

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at the end of the
first semester,

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he administers the assessment
again and monitors to see

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if kids have moved
up like they should.

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If they are staying where
they are, maybe we need

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to change our strategy,
switch up what we were doing.

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And then at the end of the year,

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he conducts the last
leveled reading assessment.

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And then we compile all of
that at the end of the year

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and analyze it to see
what direction we want

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to move in for the next year.

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One of the things that
we are asked a lot

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by different directors
of other sites,

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different potential
funders, is if the services

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that we are providing in
our program actually work.

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Speaking specifically
to the students

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that receive special
services, a really good example

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of how we have tailored
our program

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to this reflection is last year
we were using these focus groups

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with students that were the
absolute lowest-performing

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in both Spanish and English.

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We looked at the data from
last year; we analyzed it

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and realized these
are not the services

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that those students need.

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We are really missing
our target group here.

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And so we adjusted the
students that were going

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to be served this year in
these special focus groups

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to be the students that were
performing higher in Spanish

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but still lacking those
skills in English.

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San Francisco Unified School
District has adopted a data

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system that is extremely
helpful in gleaning information

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for our students and helping
us decide where we are going

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to focus our services
in the years to come.

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What we do with that
program is we create groups.

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I have a group that is created
of just the students that are

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in my after-school program,

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and I can track their
standardized testing

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for the past three years,
which is really helpful

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in determining the success
that we have had in Spanish,

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the success we have
had in English.

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And I can also create subgroups.

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So I can create a
subgroup of students

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that are English language
learners and look specifically

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at them and the success
that they have had

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or where it is they
are still struggling.

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I can look specifically
at grades also,

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which is really helpful
when dealing

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with grade-specific issues.

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The most surprising thing
that I have recently seen was

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at an Excel meeting
that I went to.

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It was a districtwide meeting,

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and I got to compare the
Marshall Elementary after-school

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program's progress in
the past year to the rest

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of the San Francisco
Unified School District

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after-school programs.

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And it was really refreshing
to see that the area

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that we were focusing on, which
are those students that are

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at below basic but ready to
move up to basic and proficient,

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which are the ones we have been
really focusing our services

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on-their percentage of
positive change, their progress,

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was just light years ahead

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of where the other
after-school programs was.

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And I hadn't seen that laid
out for me on paper before,

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and it was so refreshing and so
exciting to see because it means

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that we are focusing our
efforts in the right place.

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[Music]