Colt early childhood education center october 8 2012
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Colt Early Childhood Education Center October 8, 2012. Instructional Report. Colt Early Childhood Education Center. 6 sections of preschool 84 students 3 sections of early childhood special education 20 students 7 sections of kindergarten 175 students 7 sections of first grade

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Instructional Report

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Colt early childhood education center october 8 2012

Colt Early Childhood Education Center

October 8, 2012

InstructionalReport


Colt early childhood education center

Colt Early Childhood Education Center

  • 6 sections of preschool

    • 84 students

  • 3 sections of early childhood special education

    • 20 students

  • 7 sections of kindergarten

    • 175 students

  • 7 sections of first grade

    • 164 students

  • 443 students at or below the age of 7

Students

Instructional Staff

  • 3 preschool teachers

  • 1.5 early childhood special education teachers

  • 7 kindergarten teachers

  • 7 first grade teachers

  • 1.8 Title 1 Teachers

  • 1 special education resource teacher

  • 21.3 adults providing instruction


School improvement goal statements

School ImprovementGoal Statements

  • All students will continue to make growth to meet or exceed grade level content expectations in reading.

  • All students will continue to make growth to meet or exceed grade level content expectations in math.

  • All students will exhibit behaviors that enhance the academic environment, increase time on task, and improve achievement.


Fall screening assessments aimsweb reading

Fall Screening AssessmentsAimsWeb Reading

  • Purpose:

    • The first student data points of the year are a universal screening of all students, given the first three weeks of school. These assessments are administered using a consistent protocol to ensure fidelity.

  • *The Brigance is NOT an AimsWeb Screening Probe


Initial classroom assessments rs reading street

Initial Classroom Assessments *RS = Reading Street

  • Purpose:

    • Initial classroom reading assessments are diagnostic tools given by classroom teachers in order to set individualized instructional targets for student .


School improvement strategies

School Improvement Strategies

Reading

  • Analysis of Data

    • Data Days

    • Aims Web Assessments

    • Strategic/Progress Monitoring

    • Quarterly Benchmarks

    • Rigby Benchmarks

    • High Frequency Word Assessments

  • Implementation of the Core Reading Program


Kindergarten baseline reading data

Kindergarten Baseline Reading Data

  • First Sound Fluency (FSF)

    • FSF assesses phonemic awareness . During this 1 minute assessment, the evaluator says a word aloud and the student has to identify just the first sound of each word. Fall Baseline Target: 10


Instructional decision making and progress monitoring

Instructional Decision Making and Progress Monitoring


First grade baseline reading data

First Grade Baseline Reading Data

  • Phonemic Segmentation Fluency(PSF)

    • PSF assesses the ability to hear and segment sounds. During this 1 minute assessment, the evaluator says the word and the student has to isolate each sound. Fall Baseline Target: 35


First grade baseline reading data1

First Grade Baseline Reading Data

  • Nonsense Word Fluency(NWF)

    • NWF assesses letter/sound correspondence. During this 1 minute assessment, the evaluator points to the “make-believe” word and the student has to either say each sound in the word or the “nonsense” word. Fall Baseline Target: 27


Instructional decision making and progress monitoring1

Instructional Decision Making and Progress Monitoring


Intervention strategies in addition to core reading instruction

Intervention Strategies in Addition to Core Reading Instruction

  • Kindergarten:

    • Daily small group instruction for 20 minutes with Title Para and RtI Teacher using Road to the Code materials

  • First Grade:

    • Daily small group instruction for 45 minutes with Title I Teacher


Kindergarten core curriculum

Reading Street and EnVision Math

Kindergarten Core Curriculum


First grade core curriculum

First Grade Core Curriculum


School improvement strategies1

School Improvement Strategies

Math

  • Analysis of Data

    • Data Days

    • Aims Web Assessments

    • Strategic/Progress Monitoring

    • Unit Tests

    • Quarterly Benchmarks

    • Mastering Numerals/Rocket Math

  • Basic Fact Mastery

  • Implementation of a Comprehensive Math Program


Fall screening assessments aimsweb math

Fall Screening AssessmentsAimsWeb Math

  • Purpose:

    • Initial Aimsweb assessment are universal screeners given by the support personnel using a consistent protocol to ensure fidelity.


Initial classroom assessments envision math

Initial Classroom AssessmentsEnVision Math

  • Purpose:

    • Initial classroom math assessments are diagnostic tools given by classroom teachers in order to set individualized instructional targets for student .


Kindergarten baseline math data

Kindergarten Baseline Math Data

  • Oral Counting Measure(OCM)

    • OCM assesses early numeracy. During this 1 minute assessment, students rote count orally without a visual number chart for assistance. Fall Baseline Target: 30


First grade baseline math data

First Grade Baseline Math Data

  • Oral Counting Measure(OCM)

    • OCM assesses early numeracy. During this 1 minute assessment, students rote count orally without a visual number chart for assistance. Fall Baseline Target: 65


Kindergarten baseline math data1

Kindergarten Baseline Math Data

  • Number Identification Measure (NIM)

    • NIM assesses early numeracy. During this 1 minute assessment, students are given a row of random numbers to 10 and have to identify each number. Fall Baseline Target: 22


First grade baseline math data1

First Grade Baseline Math Data

  • Number Identification Measure (NIM)

    • NIM assesses early numeracy. During this 1 minute assessment, students are given a row of random numbers to 10 and have to identify each number. Fall Baseline Target: 36


Kindergarten baseline math data2

Kindergarten Baseline Math Data

  • Quantity Discrimination Measure (QDM)

    • QDM assesses early numeracy. During this 1 minute assessment, students are given two numbers and asked to state which one is “bigger”. Fall Baseline Target: 7

Scores are displayed as decimals because rounding group percentages do not equal 100%.


First grade baseline math data2

First Grade Baseline Math Data

  • Quantity Discrimination Measure (QDM)

    • QDM assesses early numeracy. During this 1 minute assessment, students are given two numbers and asked to state which one is “bigger”. Fall Baseline Target: 18

Scores are displayed as decimals because rounding group percentages do not equal 100%.


Kindergarten baseline math data3

Kindergarten Baseline Math Data

  • Missing Number Measure (MNM)

    • MNM assesses early numeracy. During this 1 minute assessment, students are given a series of 3 numbers with initial, medial, or final number missing. Fall Baseline Target: 2

Scores are displayed s decimals because rounding group percentages do not equal 100%.


First grade baseline math data3

First Grade Baseline Math Data

  • Missing Number Measure (MNM)

    • MNM assesses early numeracy. During this 1 minute assessment, students are given a series of 3 numbers with the initial, medial, or ending number missing. Fall Baseline Target: 9

Scores are displayed s decimals because rounding group percentages do not equal 100%.


Intervention strategies in addition to core math instruction

Intervention Strategies in Addition to Core Math Instruction

  • First Grade:

    • Daily small group instruction for 30 minutes with Title Para focusing on basic math skills:

      • Foundational Math Skills

      • Quantity Discrimination

      • Number Recognition

      • Concept of Addition


Moving forward

Moving Forward

  • Continuous Review of Data to Drive Instruction

    • Individual Teacher Analysis

    • Grade Level Meetings

    • Data Days

    • School Improvement Team Meetings

    • Problem Solving Team Meetings

  • Progress Monitoring

    • Weekly (targeted) and Bi-weekly (strategic)

  • Quarterly Reading Benchmarks

  • Quarterly Math Benchmarks

  • High Frequency Word Assessment with Reading Street

  • Problem Solving Team

    • Identify Academic and behavioral Interventions

  • Positive Behavior and Intervention Support (PBIS) Team

    • Address behaviors that enhance the academic/social environment


  • School improvement si team

    School Improvement (SI) Team

    • Function of SI Team

    • Review & Ensure Program Quality: “Are we doing what we said that we would do”

    • Analyze Outcome Data: “If we are doing what we said we were going to do well, then is it having a positive impact on our students achievement data”

    Members

    • Shawn Talifarro

    • Jamie Holland

    • Jennifer Baird

    • Michelle Gillespie

    • Dani Gimm

    • Michelle Rowe

    • Margot Bensinger

    • Jaime Williams


    Colt early childhood education center1

    Colt Early Childhood Education Center


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