1. OCPS Student Achievement Data Guided Reading, Peer Observations, Title I Parent Survey 2011-2012

2. Guided Reading Data

3. Kindergarten Fountas & Pinnell Guided Reading Benchmark Assessment Results FebruaryMid-MarchMay Level A26%10%5% Level B25%15%12% Level C18%26%21% Level D12%14% Level E7%19%15% Level F3%8%4% Level G6%5%6% Level H or higher3% 23% Grade LevelGuided Reading Levels Kindergarten A & B 1 st GradeC-I 2 nd GradeJ-M

4. First Grade Fountas and Pinnell Guided Reading Benchmark Assessment Results FallWinterSpring Level A-B17%1%2 % Level C-D30%9%.5% Level E-F18%8%6% Level G8% 2% Level H-I13%18%10% Level J-K6%21% Level L-M8%13%17% Level N-O0%9%17% Level P-Q0%10%11% Level R-S0%2%11% Level T-U0% 2% Level V-W0%1%.5% Level X-Y0% Grade LevelGuided Reading Levels Kindergarten A & B 1 st GradeC-I 2 nd GradeJ-M

5. Fountas and Pinnell Benchmark Assessment Fountas & Pinnell Grade Level Expectations 2012-2013 Entering 1 st graders 2012-2013 Entering 2 nd graders Kindergarten Levels A-B 18 % (21 students)2% (1 student) 1 st Grade Levels C-I 74 %(89 students)19 % (24 students) 2 nd Grade J-M 8 % (10 students)37% ( 47 students) M+43% (53 students

6. Class Keys Peer Observations

7. Peer Observations Results November 2011 SBI 1.1 Research- based Strategies SBI 1.2 Higher-order Thinking Skills SBI 1.3 Differentiati on SBI 1.4 Flexible Grouping SBI 1.5 Technology SBI 2.1 High expectations SBI 2.2 Communicate s Learning Expectations SBI 2.3 Provides Positive Feedback Kindergarten (13 Observations)* 7 Proficient 5 Exemplary 6 Proficient 6 Exemplary 5 Proficient 4 Exemplary 1 Emerging 7 Proficient 5 Exemplary 5 Proficient 5 Exemplary 5 Proficient 8 Exemplary 5 Proficient 8 Exemplary 5 Proficient 8 Exemplary 1 st Grade (16 Observations) 3 Proficient 8 Exemplary 9 Proficient 6 Exemplary 7 Proficient 5 Exemplary 5 Proficient 3 Exemplary 1 Emerging 2 Proficient 5 Exemplary 5 Proficient 7 Exemplary 3 Proficient 10 Exemplary 8 Proficient 7 Exemplary 2 nd Grade (7 Observations) 3 Proficient 3 Exemplary 4 Proficient 2 Exemplary 2 Proficient 2 Exemplary 1 Proficient 1 Exemplary 3 Proficient 1 Exemplary 2 Proficient 2 Exemplary 4 Proficient 3 Exemplary 4 Proficient 2 Exemplary Support Classes (7 Observations)1 Proficient 4 Exemplary 2 Proficient 1 Exemplary 2 Proficient 1 Exemplary 1 Proficient 1 Exemplary No data recorded 2 Proficient 4 Exemplary 4 Proficient 1 Exemplary 3 Proficient 4 Exemplary Special Education (7 Observations) 4 Proficient 1 Exemplary 2 Proficient 3 Exemplary 3 Proficient 2 Exemplary 2 Proficient 1 Exemplary 3 Proficient 3 Exemplary 3 Proficient 2 Exemplary 4 Proficient 2 Exemplary 1 Proficient 6 Exemplary Pre-K (2 Observations) 1 Exemplary 1 Proficient 1Exemplary2 Exemplary No data recorded2 Exemplary 1 Proficient 1 Exemplary 1Proficient 1 Exemplary 1 Proficient 1 Exemplary Speech ( 2 Observations)2 Proficient 1 Proficient 1 Exemplary 2 Proficient1 Proficient 1 Exemplary *Number of times the grade level was observed. Only the elements observed during the 15 minute observations were marked as Not Evident, Emerging, Proficient or Exemplary

8. Peer Observation Feedback 1. What elements were easily observed in 15 minutes? SBI 1.1 Research-based strategies SBI 1.2 Higher-Order thinking skills SBI 1.5 Technology SBI 2.2 Communicates learning expectations SBI 2.3 Provides effective feedback 2. What elements were not easily observed in 15 minutes? SBI 1.1 Research-based strategies SBI 1.3 Differentiation SBI 1.4 Flexible grouping SBI 1.5 Technology SBI 2.1 High expectations with students playing a role in the learning SBI 2.2 Communicates the learning expectations 3. What instructional strategies did you observe being used? small groups, calendar, guided reading, technology to enhance learning, shared writing, word walls, literacy centers, problem solving strategies, goal setting, modeling, re-teaching, questioning, differentiation 3. What suggestions do you have for future peer observations? Observe grade level peers for one of the observations Walk through observations to see more classrooms Could we have a choice between doing observations of two classrooms or walk throughs if we wanted to see more classrooms? Schedule earlier in the year Observe only one classroom instead of two

9. Title I Parent Survey

10. AgreeDisagree The school improvement goals are appropriate to my child’s needs. 100%0% I support the designated use of Title I funds for these goals. 100%0% ExcellentGoodFairPoor School and parent communication is important to us. Please rate our school’s effectiveness in communicating clearly with you. 70%28%2% 0% EmailPhone CallDaily Agenda Written Notes Website I communicate with my child’s teacher most often through: (check all that apply) 80%28%63%55%3% 40 surveys were completed.

11. Comments from Parent Survey What parental involvement activities would you like for us to continue/start? Garden Club Fun Run Parent/Teacher conferences Report card understanding After school clubs Loved the First Grade trip to see The Lorax at the movie theater science fair Curriculum night PTO parents reading in the classrooms Bingo Parent Breakfasts Continue with email updates, have parents and school communicate volunteer needs that directly impact learning—working with groups to assist students and teachers Additional Comments Activities tonight were great—makes learning fun First year here, we are enjoying it so far! We are very proud to have our children attend OCPS! Very pleased We liked the online cafeteria cash. Wish they would bring it back. Overall parent involvement is solid. Can we use parents more to push expectations for reading, writing, or enrichment? Curriculum night was great! What if learning happened like that everyday at school…minus parent presence, of course! I am very pleased with OCPS and its staff. My son loves it here. We love OCPS! Very pleased with all areas. Thanks!