Transcript Data-based Decisions: A year in review

The State of the School’s
Reading First Program
Fall, 2005
Goals
What do we want all children to know and be able
to do with text in our school?
All of our students should know and be able to:
•
•
•
•
•
Hear and manipulate sounds in words
Decode new words as encountered within text
Understand vocabulary used within and implied in text
Read fluently and with expression
Comprehend contents of the text of which they are reading or
listening
• Ultimately enjoy and be enthusiastic about written text
RF Goals-2005
LC- to continue to work with all stakeholders to effectively use data to drive
instruction.
Principal- to support the LC in monitoring instruction in effectively carrying out
the guidelines of RF
K- to continue implementing RF Scientifically Based Reading Researched
(SBRR) instruction in order to master with 80% accuracy the DIBELS and
core program benchmarks.
1st- to continue implementing RF SBRR instruction in order to master with 80%
accuracy the DIBELS and core program benchmarks. Additionally strive to
have each student score a minimal score of 300 on the CRCT.
2nd- to continue implementing RF SBRR instruction in order to master with
80% accuracy the DIBELS and core program benchmarks. Additionally
strive to have each student score a minimal score of 300 on the CRCT.
3rd- to continue implementing RF SBRR instruction in order to master with
80% accuracy the DIBELS and core program benchmarks. Additionally
strive to have each student score a minimal score of 300 on the CRCT.
Goals-2005
Reflect on goals of 2004- What
changes can be made to make sure
we attain our goals?
• Ensure that RF teachers with the help of the LC develop
SBRR strategies and implement those strategies in their
reading instruction.
• Ensure that differentiation and scaffolding is occurring
during small needs-based groups with the help of the LC
and through collaboration with grade level peers.
Fall, 2005, Kindergarten, DIBELS
ISF
LNF
Low Risk
58%
(n=59)
59%
(n=60)
Some Risk
24%
(n=24)
20%
(n=20)
At Risk
19%
(n=19)
22%
(n=22)
Inferences
What does this tell us about where our children are starting this year?
•
Over half of our students are either at or above benchmark with over 40% at some
or high risk.
What does this tell us about grouping?
•
Small needs-based grouping will need to be done in order to meet the individual
needs of the students.
•
At risk students will need to work in small needs-based groups using more explicit
and systematic instruction.
•
Some at risk students will need additional intensive small group instruction outside
of the 135 minute literacy block.
What does this tell us about our instructional diet?
•
All students will receive instruction over the 5 dimensions. (Phonemic Awareness,
Phonics, Vocabulary, Fluency, Comprehension)
•
High Risk students will need more explicit and systematic instruction in phonemic
awareness, alphabetic awareness and phonics.
•
Some at risk students will need additional intensive instruction outside of the 135
minute literacy block.
Fall, 2005, First Grade, DIBELS
LNF
PSF
NWF
Low Risk
67%
(n=70)
64%
(n=67)
64%
(n=67)
Some Risk
23%
(n=24)
19%
(n=20)
19%
(n=20)
At Risk
10%
(n=10)
16%
(n=17)
16%
(n=17)
Inferences
What does this tell us about where our children are starting this year?
• Over 60% are at or above benchmark with over 30% at some or high risk.
What does this tell us about grouping?
• Small needs-based grouping will need to be done in order to meet the individual
needs of the students.
• High risk students will need to work in small needs-based groups with more explicit
and systematic instruction.
• Some at risk students will need additional intensive small group instruction outside of
the 135 minute literacy block.
What does this tell us about our instructional diet?
• All students will receive instruction over the 5 dimensions. (Phonemic Awareness,
Phonics, Vocabulary, Fluency, Comprehension)
• More explicit and systematic instruction will need to be focused in phonemic
awareness, alphabetic awareness and phonics with the high risk students.
• These students will need additional intensive instruction outside of the 135 minute
literacy block.
Fall, 2005, Second Grade, DIBELS
NWF
ORF
Low Risk
67%
(n=62)
47%
(n=44)
Some Risk
26%
(n=24)
39%
(n=36)
High Risk
8%
(n=7)
14%
(n=13)
Inferences
What does this tell us about where our children are starting this year?
• A stronger phonics foundation is evident.
• Fluency is still a concern with over 50% at some or high risk.
What does this tell us about grouping?
• Small needs-based grouping will need to be done in order to meet the individual
needs of the students.
• Some at risk students will need to work in small needs-based groups for more explicit
and systematic instruction.
• Some at risk students will also need intensive small group instruction outside of the
135 minute literacy block.
What does this tell us about our instructional diet?
• All students will receive instruction over the 5 dimensions. (Phonemic Awareness,
Phonics, Vocabulary, Fluency, Comprehension)
• Some at risk students will need more explicit and systematic instruction in phonics,
vocabulary/word study, fluency and comprehension.
• Some at risk students will need additional intensive instruction outside of the 135
minute literacy block.
Fall, 2005, Third Grade, DIBELS
ORF
Low Risk
29%
(n=26)
Some Risk
36%
(n=32)
High Risk
35%
(n=31)
Inferences
What does this tell us about where our children are starting this year?
•
Over 70% of the third grade students are at some or high risk with only 29% at low risk.
What does this tell us about grouping?
•
Small needs-based grouping will need to be done in order to meet the individual needs of the
students.
•
Some at risk students will need to work in small needs-based groups for more explicit and
systematic instruction.
•
Some at risk students will need intensive small group instruction outside of the 135 minute block.
What does this tell us about our instructional diet?
•
All students will receive instruction in phonics, vocabulary, fluency and comprehension.
•
With these at risk students, emphasis must be placed on content of text, phonics, vocabulary/word
study, and fluency.
•
Each teacher must use explicit, systematic instruction with these at risk students during their small
needs-based group time.
•
At risk students will need additional intensive small group instruction in the above dimensions
outside of the 135 minute block.
General Conclusions
Based on what you’ve learned—What are your concluding
statements?
As evidenced from the data, as students move into the upper grades, a
marked discrepancy appears in fluency which inevitably affects
comprehension. To ensure every student experiences success, it is
vital that all students receive differentiated instruction within the 135
minute literacy block. In order to achieve this, data driven instruction
must be used during small needs-based group time. Scaffolding
instruction in the different groups will ensure that students’ needs as
well as their challenges are met. These are Scientifically Based
Reading Researched strategies which should be in place at this
time. With the support of the administrators and LC, teachers will be
able to move SRES students into the next grade level successfully
and hopefully help them develop a love and an appreciation of
reading.
Did we choose a good curriculum?
• Yes!
• The Core Program addresses all five
dimensions of RF.
• It is Scientifically Based according to the
Consumer’s Guide.
• It provides numerous supplements.
Schedule/Planning for needs based is the
most important part of the teacher’s day.
How will teacher manage instruction so
there is adequate time for needs based
instruction?
It is essential that the 135 minute literacy
block is protected and that instruction
is continual. This should allow for
more than adequate time for needsbased instruction.
Upcoming Data
What other measures will we have available
to understand the state of our school?
Unit skills tests
Diagnostic testing
PPVT
Progress Monitoring
ITBS/CRCT
Who will share this information in
your building?
• Literacy Coach will share this information
to the faculty and staff during a Faculty
Meeting.
• Literacy Coach will share this information
to parents and stakeholders during a PTO
meeting.