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Meadow View Elementary School. “We Prepare Learners For The Future”. Fifth Grade. Celebrations. Students participated in flexible grouping for the content areas which allowed them to have more small group instruction with their teacher at their independent work level.

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meadow view elementary school

Meadow View Elementary School

“We Prepare Learners For The Future”

  • Students participated in flexible grouping for the content areas which allowed them to have more small group instruction with their teacher at their independent work level.
  • We saw an increase in scores for comprehension, in large part due to flexible grouping.
goals and activities

Summarizing – students need to be able to read and write a complete summary.

Non-fiction text features – students need to automatically use all of the print on a page (headings, captions, etc)


Continue working on comprehension skills by using the QAR model.

Continue flexible grouping in the content areas.

Goals and Activities
  • Students are comprehending non-fiction structures and features easier. They are truly reading to learn vs. learning to read!
  • Students are reading a variety of genres this year.
  • Students are performing well on assessments in regards to main idea and summarizing.
goals and activities7

Direct spelling to more of a vocabulary focus

Instruct students on features and structures of fiction

Use flexible grouping for content area literacy


Continue content area literacy by pairing fiction texts with content study

Add more literacy activities that match existing projects

Goals and Activities
  • The percentage of students who met overall expectations on the quarterly reading assessment went up by 16%. This is significant because the reading level of the assessment increases in difficulty each quarter.
  • The percentage of students who are reading at or above grade level increased from 71% to 76% according to the DRA.
goals and activities10

Enhance inference skills (reading between the lines).

Improve reading comprehension through direct vocabulary instruction.


Use of graphic organizers (i.e. inference/proof)

Pretest unfamiliar vocabulary

Extend use of new words

Teach text structure clues

Word structure

Goals and Activities
  • Students are utilizing text features more.
  • Students are using rereading strategies to answer questions with “right there answers.”
goals and activities13

Break down parts of words (prefix, root word, suffix) to better understand vocabulary

Provide meaningful responses to extended response questions


Use A-Z books and quizzes every week to work on comprehension, vocabulary and extended response

Model reading strategies during Shared Reading and provide independent practice during Guided Reading time

Goals and Activities
  • Reading and writing Word Wall Words
  • Retelling
  • Phonemic Awareness (segmenting, blending, rhyming)
goals and activities16


Strategic Reading


Michael Heggerty’s Phonemic Awareness Program

ERI, Trophies, Early Success for struggling students

GR – 2-5 times per week for students who meet target; 5 times per week for struggling students

Continue to use story boards and maps to guide oral retelling of fiction and non-fiction texts

Goals and Activities
  • What is Phonemic Awareness?

It is the understanding that spoken words are made up of individual sounds, which are called phonemes.

michael heggerty phonemic awareness program
Michael Heggerty Phonemic Awareness Program
  • 10-15 minutes of systematic daily phonemic awareness training
  • Program elements:
    • Upper and lower case letter identification
    • Letter sounds (including digraphs and basic blends)
    • Rhyming
    • Onset fluency
    • Phoneme blending
    • Identifying initial, medial, and ending sounds
    • Segmenting phonemes
    • Substituting, adding, and deleting phonemes
    • Language Awareness
  • Average scores increased in every area of the ISEL related to phonemic awareness
  • All average scores for phonemic awareness components on the 2007 ISEL exceeded the 2006 target scores
  • 3 of the 5 ISEL phonemic awareness components exceeded the new 2007 target scores
goals and activities22

Continue Phonemic Awareness

Improve story retelling


Continue Michael Heggerty program but start earlier in the school year

Include additional activities during centers that will promote a visual component of phonemic awareness skills

Add a visual model to instruction that will help to increase our student’s ability to retell the key components of stories they hear or read

Goals and Activities
meadow view elementary school plainfield school district 202 we prepare learners for the future

Meadow View Elementary School Plainfield School District 202“We prepare learners for the future.”

Special Education (I.E.P.) Student Progress for AYP

no child left behind
No Child Left Behind
  • Commitment to ALL children
  • There is wisdom in the words, “What gets measured gets done.”

Secretary of Education Margaret Spellings

why is this important for the whole school
Why is this important for the whole school?
  • Most special education students spend the majority of their day in general education setting.
  • Strategies that boost academic performance of IEP students benefit all students.
  • All staff are responsible for the education of ALL students.
ayp for iep students
AYP for IEP Students
  • Must have 45 students testing in sub-group to be counted toward AYP.
    • 2005 (42 students)
    • 2006 (72 students)
  • At least 47.5% IEP students must meet / exceed standards.
  • 14% can be added to IEP student groups
  • Safe harbor (improve by 10%)—only if counted in previous year
  • 12.7% Increase in 2006 IEP student ISAT reading scores at 3rd grade compared to 2005
  • 8.2% Increase in 2006 IEP student ISAT reading scores at 5th grade compared to 2005
  • 8.9% Increase in 2006 IEP student ISAT Math scores at 3rd grade compared to 2005
continued work needed
Continued Work Needed
  • To increase overall reading achievement of IEP students.
  • Improve math performance by using grade level curriculum (with adaptations) for all IEP students.
  • Content area reading strategies to support reading comprehension in science and social studies.
  • Weekly progress monitoring with curriculum based measurements; setting high expectations.
  • Special Education teachers meet quarterly with administrator to review progress and develop strategy for students not making anticipated progress.
  • Data is graphed and shared with parents at IEP meetings.
special education activities
Special Education Activities
  • Resource Students get “double dose” of reading instruction.
  • Instructional Students are engaged for 180 minutes per day in literacy instruction and activities.
  • Multi-sensory activities are used throughout.
  • Reduced teacher / student ratio
  • Special Ed / General Ed teacher collaboration / co-teaching.
  • Individualized instruction based on IEP goals.
  • Special Education staff forms “Professional Learning Community” setting targets based on student data.
district 202 mission statement
District 202 Mission Statement

The mission of Plainfield Community Consolidated School District 202-- the primary source of comprehensive, high quality education in a trusting, supportive environment-- is to develop, at all levels, responsible, successful citizens by providing an education, in cooperation with home and community, which fosters each individual's value, uniqueness, and importance and promotes lifelong learning in an ever-changing society.