Meadow View Elementary School

1. Meadow View Elementary School “We Prepare Learners For The Future”

2. Fifth Grade

3. 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. • We saw an increase in scores for comprehension, in large part due to flexible grouping.

4. Goals: 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) Activites: Continue working on comprehension skills by using the QAR model. Continue flexible grouping in the content areas. Goals and Activities

5. Fourth Grade

6. Celebrations • 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.

7. Goals: Direct spelling to more of a vocabulary focus Instruct students on features and structures of fiction Use flexible grouping for content area literacy Activities: Continue content area literacy by pairing fiction texts with content study Add more literacy activities that match existing projects Goals and Activities

8. Third Grade

9. Celebrations • 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.

10. Goals: Enhance inference skills (reading between the lines). Improve reading comprehension through direct vocabulary instruction. Activities: 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

11. Second Grade

12. Celebrations • Students are utilizing text features more. • Students are using rereading strategies to answer questions with “right there answers.”

13. Goals: Break down parts of words (prefix, root word, suffix) to better understand vocabulary Provide meaningful responses to extended response questions Activities: 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

14. First Grade

15. Celebrations • Reading and writing Word Wall Words • Retelling • Phonemic Awareness (segmenting, blending, rhyming)

16. Goals: Fluency Strategic Reading Activities: 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

17. Kindergarten • What is Phonemic Awareness? It is the understanding that spoken words are made up of individual sounds, which are called phonemes.

18. 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

21. Celebrations • 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

22. Goals: Continue Phonemic Awareness Improve story retelling Activities: 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

23. Meadow View Elementary School Plainfield School District 202“We prepare learners for the future.” Special Education (I.E.P.) Student Progress for AYP

24. Meadow View Student Population

25. No Child Left Behind • Commitment to ALL children • There is wisdom in the words, “What gets measured gets done.” Secretary of Education Margaret Spellings

26. 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.

27. Resource Level Students: Less than 50% of school day in special education

28. Instructional Students (More than 60% of Day in Special Education

29. 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

30. Reading

31. Math

32. Science

33. Celebrations • 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

34. 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.

35. Accountability • 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.

36. 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.

37. Reading Progress (Curriculum Based Measurements)

38. Math CBM Progress

39. Writing CBM Progress

40. DRA Scores 2006-07

41. 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.