The state of our school fall 2005
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The State of Our School Fall, 2005. What do we want children to know and be able to do with text in our school?. Read and comprehend Read fluently Expand vocabulary Decode fluently. Fall, 2005, Kindergarten, PPVT. Inferences.

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The State of Our School Fall, 2005

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The state of our school fall 2005

The State of Our SchoolFall, 2005


What do we want children to know and be able to do with text in our school

What do we want children to know and be able to do with text in our school?

  • Read and comprehend

  • Read fluently

  • Expand vocabulary

  • Decode fluently


Fall 2005 kindergarten ppvt

Fall, 2005, Kindergarten, PPVT


The state of our school fall 2005

Inferences

  • Entering kindergarten students are somewhat weak in the area of vocabulary.

  • Teachers need to increase the number of read-alouds on a daily basis.

  • Teachers need to incorporate instructional strategies during whole group activities, such as graphic organizers, direct instruction, picture clues, word walls.


Fall 2005 kindergarten dibels

Fall, 2005, Kindergarten, DIBELS


The state of our school fall 2005

Inferences

  • The majority of the students in kindergarten are on target for explicit, systematic grade-level instruction.

  • The students at-risk will need additional time in small group intervention on phonemic awareness activities.


Fall 2005 first grade ppvt

Fall, 2005, First Grade, PPVT


The state of our school fall 2005

Inferences

  • Instruction for kindergarten students was significantly successful in the area of vocabulary development.

  • For first grade students at-risk, vocabulary instruction needs to be intensified. These students may need additional word wall activities, support from graphic organizers, and direct instruction from teachers.


Fall 2005 first grade dibels

Fall 2005, First Grade, DIBELS


Inferences

Inferences

  • Last year’s kindergarten program was effective for approximately ¾ of the cohort; these students are ready for explicit, systematic grade-level instruction.

  • For students at-risk, teachers should use the core aligned supplemental program (Touch Phonics) and phonics intervention strategies obtained from the “Teacher Academy” and other resources.


Fall 2005 second grade dibels

Fall, 2005, Second Grade, DIBELS


Inferences1

Inferences

  • First grade instruction was less than effective in the areas of phonics and fluency with slightly more than half of the students meeting benchmark.

  • Second grade students will need additional practice in phonics during needs-based groups and intensive intervention.

  • Teachers will need to diagnose areas of deficiency to form intervention groups.


Fall 2005 third grade dibels

Fall, 2005, Third Grade, DIBELS


Inferences2

Inferences

  • Second grade instruction was not effective in the area of fluency with 61% not reaching benchmark.

  • Second and third grade teachers need to increase fluency practice time.

  • Teachers will need to diagnose areas of deficiency to form intervention and needs-based groups.


Spring 2005 crct data

Spring, 2005, CRCT Data


Inferences3

Inferences

  • Eighty-nine percent of third graders were on or above level in reading.

  • Sixty-four percent of second graders were on or above level in reading.

  • Seventy percent of first graders were on or above level in reading.


General conclusions

General Conclusions

  • Analysis of test scores is essential to meet the needs of all students and to improve instruction.

  • Fidelity to the core is critical to meet academic benchmarks. Use the pacing guide to ensure students maintain growth over time.

  • Self-evaluation and peer observations enable teachers to improve instruction.

  • Needs-based groups need to be flexible.

  • Utilization of progress monitoring results enable teachers to differentiate instruction.


Upcoming data

Upcoming Data

  • DSA

  • GORT

  • Progress Monitoring & Benchmark Testing with DIBELS

  • CRCT

  • ITBS


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