A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams

Cardinal 1 st Grade PLC Team Although we are a rather new team, we work well together and do what it takes to make “our” students successful! Cardinal 1 st Grade PLC Team Although we are a rather new team, we work well together and do what it takes to make “our” students successful!

Team members include: Dan Swatek (Principal- Leader of the Pack) Brooke Miller (1 st grade teacher) Anna Peralez (1 st grade teacher) Lacey Hernandez (1 st grade teacher) Jo Savary (long-term substitute) Emilee Meinen (Reading Specialist Teacher) Alison Rininger (Reading Specialist Teacher) Amy Cole (ESL Teacher) Team members include: Dan Swatek (Principal- Leader of the Pack) Brooke Miller (1 st grade teacher) Anna Peralez (1 st grade teacher) Lacey Hernandez (1 st grade teacher) Jo Savary (long-term substitute) Emilee Meinen (Reading Specialist Teacher) Alison Rininger (Reading Specialist Teacher) Amy Cole (ESL Teacher)

Reading Recovery Results Spring 2012Spring 2013Spring E8- E14- H 7- E8- E14- H 7- E8- E14- H 6- D7- E14- H 6- D7- E14- H 5- D7- E12- G 5- D7- E10- F 5- D6- D10- F 5- D6- D10- F 3- C5- D10- F 5- D10- F 4- C10- F 7- E

WHAT DOES THIS MEAN? / The number of students below level is decreasing! / Students are growing at a more appropriate pace. / Spring data showed that in the last 2 years, at-risk students have gone from a range of 3-7 to / The gap is closing! / The number of students below level is decreasing! / Students are growing at a more appropriate pace. / Spring data showed that in the last 2 years, at-risk students have gone from a range of 3-7 to / The gap is closing!

Current Reality / 46 out of 55 first graders (83%) at Cardinal Elementary are at, or above grade level! / Which means just 9 students (16%) are below grade level and are receiving extra support in RR or LLI; with hopes of getting them at grade level by the end of first grade! / 46 out of 55 first graders (83%) at Cardinal Elementary are at, or above grade level! / Which means just 9 students (16%) are below grade level and are receiving extra support in RR or LLI; with hopes of getting them at grade level by the end of first grade!

What we’ve found that works: / PLC= Communication/ Collaboration / Learning Targets= *More* Focused Instruction / Flexible Grouping= Grade Level vs. Ind. Class / Common Grade Level Schedules / At-Home Reading Bags= Provide leveled texts for them to read at home. / Reading Recovery- Intense Intervention / LLI- Intervention / Setting Goals / Tracking Data (MAPS, L to J, CFA’s) / Plus Time (focus on literacy skills to meet the needs of all students) / New age cut-off date= Creates students who are ready to learn grade- level material. / District Preschool= Students are gaining knowledge and school structure at a younger age. / PLC= Communication/ Collaboration / Learning Targets= *More* Focused Instruction / Flexible Grouping= Grade Level vs. Ind. Class / Common Grade Level Schedules / At-Home Reading Bags= Provide leveled texts for them to read at home. / Reading Recovery- Intense Intervention / LLI- Intervention / Setting Goals / Tracking Data (MAPS, L to J, CFA’s) / Plus Time (focus on literacy skills to meet the needs of all students) / New age cut-off date= Creates students who are ready to learn grade- level material. / District Preschool= Students are gaining knowledge and school structure at a younger age.

Basic facts about Reading Recovery What / Reading Recovery is a highly effective short-term intervention of one-to- one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Who / Reading Recovery serves the lowest-achieving first graders—the students who are not catching on to the complex set of concepts that make reading and writing possible. How / Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction. What / Reading Recovery is a highly effective short-term intervention of one-to- one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Who / Reading Recovery serves the lowest-achieving first graders—the students who are not catching on to the complex set of concepts that make reading and writing possible. How / Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction.

What Is Leveled Literacy Intervention? / L eveled Literacy Intervention is a supplementary instructional system designed to reduce the gap between struggling students’ current instructional reading levels and their expected instructional reading levels within grades K– 2. Developed by Fountas and Pinnell, the LLI system includes reading, writing, and word study, each used together and systematically in connection with increasingly difficult levels of text. LLI serves the lowest-achieving students who need intensive support to achieve grade-level competency and are not receiving another supplementary intervention. Each lesson in the LLI system also provides specific suggestions for supporting English language learners who are selected for the program.

Differentiated Instruction! / Students aren’t grouped solely by guided reading level, as in the past, but also by their abilities. / Students should be able to: / Recognize the parts of a book. / Read smoothly with expression (Fluency). / Comprehend and talk about the story. / Exhibit beyond text comprehension. / Use meaning with visual. / Use strategies individually to solve unfamiliar words. / Students aren’t grouped solely by guided reading level, as in the past, but also by their abilities. / Students should be able to: / Recognize the parts of a book. / Read smoothly with expression (Fluency). / Comprehend and talk about the story. / Exhibit beyond text comprehension. / Use meaning with visual. / Use strategies individually to solve unfamiliar words.

Helping Students Take “Ownership” In Their Learning!

Stronger focus on sight words: Quarter 1: 1-25 Quarter 2: Quarter 3: Quarter 4:

Common Formative Assessments

Thank you for having us! We believe in: Student Learning…Student Success… Students Prepared for Life! We believe in: Student Learning…Student Success… Students Prepared for Life!