The State of the School Fall 2005

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• The State of the SchoolFall 2005

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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.

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Fall, 2004, Kindergarten, PPVT
Low Risk SSgt80 92 N 34
At Risk SSlt80 8 N 3
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Fall, 2005, Kindergarten, DIBELS
ISF LNF
Low Risk 46 (n18) 77 (n30)
Some Risk 21 (n8) 15 (n6)
At Risk 33 (n13) 8 (n3)
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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

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Fall, 2004, First Grade, PPVT
Low Risk SSgt80 N
At Risk SSlt80 N
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Fall, 2005, First Grade, DIBELS
LNF PSF NWF
Low Risk 72 (n23) 28 (n9) 75 (n24)
Some Risk 22 (n7) 69 (n22) 16 (n5)
At Risk 6 (n2) 3 (n1) 9 (n3)
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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

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Fall, 2005, Second Grade, DIBELS
NWF ORF
Low Risk 53 (n19) 56 (n20)
Some Risk 33 (n12) 22 (n8)
High Risk 14 (n5) 22 (n8)
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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

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Fall, 2005, Third Grade, DIBELS
ORF
Low Risk 37 (n17)
Some Risk 41 (n19)
High Risk 22 (n10)
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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

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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)

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Upcoming Data

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