BROAD BROOK SCHOOL

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BROAD BROOK SCHOOL

• 2008-2009 Team Presentations
• Grades 2-4

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2008-2009 Grade 2 Team Presentation

• Team Members
• Pam Babut
• Colleen Bava
• Erin Edwards
• Deb Goldstein
• Alissa Vanderhoof
• Jen Knisley

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Team SMART Goal

• By May 2009 50 of 2nd grade students will
  increase their fluency rate on the DRA2 by 2
  points from September to January and January to
  May.

• Mid-year Update
• Target was met. 99 of students demonstrated
  growth on the DIBEL Oral Reading Fluency
  assessment and on the fluency portion of the DRA2.

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Reason for Choosing SMART Goal

• This goal was developed by looking at student
  performance on the DRA2. Students were not
  progressing in reading due to their fluency level.

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To Achieve the SMART Goal

• Students need to be able to
• 1.3 Select and apply strategies to facilitate
  word recognition and develop vocabulary to
  comprehend text.
• 1.3b Build sight word vocabulary

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Strategies Implemented to Increase Student
Achievement

• Readers Theater
• Fluency mini lessons
• Practice word lists
• Use Text Talk program to increase vocabulary
• Practice unfamiliar Dolch words at home
• Repeated reading of familiar text
• Guided reading, small group instruction
• Use of Reading A-Z online materials

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Measures Used to Collect Evidence of Student
Growth Throughout the Year

• Use Fall DRA reading passage to measure fluency
  growth in January.
• Use January DRA reading passage to measure
  fluency growth in May.
• Weekly Dolch High Frequency list
• Running records administered quarterly
• DIBEL ORF administered in Fall, Winter and Spring.

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2008-2009 Grade 3Team Presentation

• Team Members
• Bill Boyle
• Kelley Garrison
• Linda Lanz
• Tracy Mercier
• Sandra Schwartz
• Kathy Senecal

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Team SMART Goal

• By May 2009, 60 of the students independent
  reading level on the DRA2 will be level 38.

• Mid-year Update
• The mid- year target was 60 of students would
  achieve an independent level of 34 on the DRA2.
  55 of students achieved the target.

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Reason for Choosing SMART Goal

• Upon reflection of previous years DRA2 results
  teachers noted that the percentage of students
  meeting goal in May was lower than desired.

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To Achieve the SMART Goal

• Students need to be able to do
• 1.3 Students will select and apply strategies to
  facilitate word recognition and develop
  vocabulary in order to comprehend text.

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Strategies Implemented to Increase Student
Achievement

• Readers Theater
• Use of Reading A-Z online materials
• Partner poems
• Texts for Fluency Practice by Tom Rasinski
• Use of just right books.

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Measures Used to Collect Evidence of Student
Growth Throughout the Year

• Administration of the DRA2 (Developmental Reading
  Assessment) in the Fall, Winter and Spring.
• Reading A-Z fluency assessment
• Running records to measure fluency

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2007 2008 Grade 4Team Presentation

• Team Members
• Florence Cohen
• Nancy Crand
• Tracy Faber
• Kathy LaPorte
• Angela Majowicz
• Amy Wyse

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Team SMART Goal

• On the grade 4, 2009 administration of the 4th
  generation CMT, 85 of students will score
  proficient or higher in the area of developing
  interpretation of reading comprehension (Strand
  B).

• Mid-year Update
• The mid- year target was 70 of students would
  score a 3 or 4 in the area of interpretation on
  the January administration of the DRA2. 59 of
  students achieved the target.

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Reason for Choosing SMART Goal

• The percentage of students reaching goal on this
  strand has decreased from grade 3 to 4 over the
  past three years.

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To Achieve the SMART Goal

• Students need to be able to do
• 1.1E Draw conclusions and use evidence to
  substantiate them by using text, heard, read, and
  viewed.
• 1.1F Make and justify inferences from explicit or
  implicit information.
• 1.2B Interpret information that is implied in a
  text.

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Strategies Implemented to Increase Student
Achievement

• Use of CMT comprehension question stems
• Teach and share examples of inferences
• Model and support how to identify important text
  implications
• Provide opportunities for student to support
  inferences with information or examples from the
  text.
• Give student opportunities to respond to and
  construct inference questions orally and in
  writing.

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Measures Used to Collect Evidence of Student
Growth Throughout the Year

• Compare interpretation question results between
  DRA2 and Reading Common Formative Assessment
• On the DRA2, students will score a 3 or a 4 in
  the area of interpretation.