2. The State of the School 2005-2006 2005-2006

3. Goals What do we want children to know and be able to do with text in this school?

4. Goals What do we want children to know and be able to do with text in this school? We want our students to do the following on grade level: Decode words Read fluently Understand vocabulary as they read Comprehend what they are reading Use self-monitoring strategies as they read Fall, 2005, Kindergarten, PPVT Fall, 2005, Kindergarten, DIBELS Inferences What does this tell us about where our children are starting this year? The majority of our students are beginning Kindergarten at low risk in ISF and LNF. They are starting off ready for explicit, systematic grade-level instruction. What does this tell us about grouping? Small group instruction will be used to target students at some risk and high risk in ISF and LNF. Inferences What does this tell us about our instructional diet? We must continue to include ISF and LNF in daily instruction. Fall, 2005, First Grade, PPVT Fall, 2005, First Grade, DIBELS Inferences What does this tell us about where our children are starting this year? Last year’s kindergarten program was effective. The majority of our students are strong in all areas, with PSF being the strongest. They are ready for explicit, systematic grade-level core instruction. Inferences What does this tell us about grouping? Small group instruction will be used to target students that are at some and high risk. What does this tell us about our instructional diet? Continue the recommended diet and fidelity to the core. Fall, 2005, Second Grade, DIBELS Inferences What does this tell us about where our children are starting this year? Although the majority of our students are in low risk, we still have concerns that there is a large number in some and high risk. Inferences What does this tell us about grouping? Needs-based groups need to focus on phonics and fluency. What does this tell us about our instructional diet? In first grade, there needs to be more focus on fluency instruction. Fall, 2005, Third Grade, DIBELS Inferences What does this tell us about where our children are starting this year? Fifty percent of our children are in some and high risk. Inferences What does this tell us about grouping? Fluency needs to be targeted both in whole group instruction and small group instruction. Inferences What does this tell us about our instructional diet? There needs to be more focus on fluency instruction. Leads us to ask several questions: Is the core working? Are we effectively using the core? Are we supplementing as needed? Could we use our centers more effectively to target fluency? General Conclusions The core in kindergarten is preparing our students to read. Based on DIBELS data, the students are leaving kindergarten ready for first grade instruction. We start to see gaps at the end of first grade/beginning second grade. These gaps continue to broaden through the end of third grade. General Conclusions Is the core working? Are we using the core effectively? Are we supplementing as needed? Could we use our centers more effectively to target areas of need? Where do we go from here? Continue explicit phonics instruction through third grade. Focus more on phonics in second grade and third grade. Follow the recommended diet for grade levels. Continue explicit fluency (whole and small group) instruction through third grade. (choral reading, repeated reading, etc.) Upcoming Data What other measures will we have available to understand the state of our school? CRCT, ITBS, curriculum embedded assessments We want our students to do the following on grade level: Decode words Read fluently Understand vocabulary as they read Comprehend what they are reading Use self-monitoring strategies as they read

5. Fall, 2005, Kindergarten, PPVT Low Risk SS>80 66% N=69 At Risk SS<80 34% N=35

6. Fall, 2005, Kindergarten, DIBELS ISFLNF Low Risk73% (n=76) 75% (n=78) Some Risk20% (n=21) 10% (n=10) At Risk7% (n=7) 15% (n=16)

7. Inferences What does this tell us about where our children are starting this year? Based on the PPVT, some children need additional vocabulary development. The majority of our students are beginning Kindergarten at low risk in ISF and LNF. They are starting off ready for explicit, systematic grade-level instruction.

8. What does this tell us about grouping? Small group instruction will be used to target students at some risk and high risk in ISF and LNF. Vocabulary development will be addressed whole group and small group.

9. Inferences What does this tell us about our instructional diet? We must continue to include ISF, LNF, and vocabulary development in daily instruction.

10. Fall, 2005, First Grade, PPVT Low Risk SS>80 50% N=1 At Risk SS<80 50% N=1

11. Fall, 2005, First Grade, DIBELS LNFPSFNWF Low Risk76% (n=68) 88% (n=79) 84% (n=76) Some Risk 18% (n=16) 12% (n=11) 14% (n=13) At Risk7% (n=6) 0% (n=0) 1% (n=1)

12. Inferences What does this tell us about where our children are starting this year? Last year’s kindergarten program was effective. The majority of our students are strong in all areas, with PSF being the strongest. They are ready for explicit, systematic grade-level core instruction.

13. Inferences What does this tell us about grouping? Small group instruction will be used to target students that are at some and high risk. What does this tell us about our instructional diet? Continue the recommended diet and fidelity to the core.

14. Fall, 2005, Second Grade, DIBELS NWFORF Low Risk68% (n=74) 56% (n=61) Some Risk29% (n=31) 35% (n=38) High Risk4% (n=4) 9% (n=10)

15. Inferences What does this tell us about where our children are starting this year? Although the majority of our students are in low risk, we still have concerns that there is a large number in some and high risk.

16. Inferences What does this tell us about grouping? Needs-based groups need to focus on phonics and fluency. What does this tell us about our instructional diet? In first grade, there needs to be more focus on strategies for building fluency.

17. Fall, 2005, Third Grade, DIBELS ORF Low Risk50% (n=51) Some Risk34% (n=35) High Risk16% (n=16)

18. Inferences What does this tell us about where our children are starting this year? Fifty percent of our children are in some and high risk.

19. Inferences What does this tell us about grouping? Fluency needs to be targeted both in whole group instruction and small group instruction.

20. Inferences What does this tell us about our instructional diet? There needs to be more focus on fluency instruction. Leads us to ask several questions: Is the core working? Are we effectively using the core? Are we supplementing as needed? Could we use our centers more effectively to target fluency?

21. General Conclusions The core in kindergarten is preparing our students to read. Based on DIBELS data, the students are leaving kindergarten ready for first grade instruction. We start to see gaps at the end of first grade/beginning second grade. These gaps continue to widen through the end of third grade.

22. General Conclusions Is the core working? Are we using the core effectively? Are we supplementing as needed? Could we use our centers more effectively to target areas of need?

23. Where do we go from here? Continue explicit phonics instruction through third grade. Focus more on phonics in second grade and third grade. Follow the recommended diet for grade levels. Continue explicit fluency (whole and small group) instruction through third grade. (choral reading, repeated reading, etc.)

24. Upcoming Data What other measures will we have available to understand the state of our school? CRCT, ITBS, curriculum embedded assessments