1 / 14

The State of the School Fall 2005

The State of the School Fall 2005. Goals. What do we want children to know and be able to do with text in this school? We want our children to know how to read text and understand what they read. Fall, 2004, Kindergarten, PPVT. Fall, 2005, Kindergarten, DIBELS. Inferences.

michon
Télécharger la présentation

The State of the School Fall 2005

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The State of the SchoolFall 2005

  2. Goals What do we want children to know and be able to do with text in this school? • We want our children to know how to read text and understand what they read.

  3. Fall, 2004, Kindergarten, PPVT

  4. Fall, 2005, Kindergarten, DIBELS

  5. Inferences What does this tell us about where our children are starting this year? • Students are coming into K very weak in ISF What does this tell us about grouping? • Needs based grouping should target ISF and other PA activities What does this tell us about our instructional diet? • Examine instructional diet of pre-K • Provide explicit PA instruction in needs based grouping

  6. Fall, 2004, First Grade, PPVT

  7. Fall, 2005, First Grade, DIBELS

  8. Inferences What does this tell us about where our children are starting this year? • OVER 70% of First Graders benchmarked LNF and NWF • 69% PSF - some risk is carry over from K end of last year - 65% emerging What does this tell us about grouping? • 69% need additional instruction in PSF • 1 at risk student might need more intense intervention What does this tell us about our instructional diet? • Phoneme segmentation needs to be established in K

  9. Fall, 2005, Second Grade, DIBELS

  10. Inferences What does this tell us about where our children are starting this year? • Almost half of the students are not on grade level with ORF and NWF What does this tell us about grouping? • Teach phonics and fluency in needs based group • Teach vocabulary and comprehension in whole group What does this tell us about our instructional diet? • Use more explicit modeling, practice, and feedback • Use core aligned level readers • Schedule addition intervention time for at risk students

  11. Fall, 2005, Third Grade, DIBELS

  12. Inferences What does this tell us about where our children are starting this year? • Almost half of the students are not on grade level with ORF and NWF What does this tell us about grouping? • Teach phonics and fluency in needs based group • Teach vocabulary and comprehension in whole group What does this tell us about our instructional diet? • Use more explicit modeling, practice, and feedback • Use core aligned level readers • Schedule addition intervention time for at risk students

  13. General Conclusions • Needs based groups are important at all grade levels – ~ K – ISF ~ 1st – PSF ~ 2nd and 3rd - decoding and fluency • Children are evenly distributed among all classrooms • Supplement identified weaknesses in core – weak in phonic knowledge • Use more explicit strategies (modeling, practice , and feedback)

  14. Upcoming Data What other measures will we have available to understand the state of our school? • DIBELS • CRCT • ITBS • GKAP

More Related