School-Wide Improvement Plan John Mendes, Ed.D

Objective Increase student reading performance Increase ISAT test scores Increase student oral reading fluency rates Recent research states ORF is the #1 indicator of reading comprehension

Why the Focus: NCLB No Child Left Behind (2001) increases the accountability for teachers and educational professionals Responsibilities include “highly qualified” status Being able to accurately identify academic deficit areas: CBM’s Being able to match instructional practices to these deficit areas to foster academic growth

Why the Focus: RTI Response to Intervention creates alternative methods for identifying student deficit areas Alternative methods for identifying special needs students Differentiated Instruction to meet the needs of ALL students

Prescreening Measures All students are prescreened using AIMSweb assessments to determine oral reading fluency rates Assessments consist of reading passages/fluency probes Students read three passages-the mean is taken to determine fluency rates Students are prescreened three times annually Fall Winter Spring

What’s In the Data? Three groups are formed using this data White-higher performing Green-midrange Red-lower functioning Instruction is differentiated and created to meet the student needs Intervention/Extension Time (“Switcharoo”) 30 minutes daily Students switch classrooms Students switch teachers

Differentiated Instruction White-higher level instruction vocabulary, reading comprehension, technology, extension activities Green-reiterating core curriculum focusing on grade level concepts (practice, practice, practice) Red-basic/remedial instruction-TRUE FOCUS phonemic awareness, word recognition, fluency Explode the Code The Reading Center SRA-Corrective Reading/Reading Mastery

Results-In Progress… (Formal) Winter assessments will take place in January According to progress monitoring results, students are making more than adequate progress According to preliminary data, students in the “red” are showing a ROI of 2.3 words weekly. This rate doubles what was originally hypothesized Process is well-liked Students Parents Staff Members

Additional Experiences Teacher Mentoring Special Education Processes Instructional Practices Classroom Management/Organization Behavior Management Character Education Program-Project Wisdom Local Area Manager Progress Monitoring AIMSweb training Planning Scheduling