Meadow View Elementary School

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Meadow View Elementary School

• We Prepare Learners For The Future

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Fifth Grade
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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.

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Goals and Activities

• Activites
• Continue working on comprehension skills by using
  the QAR model.
• Continue flexible grouping in the content areas.

• 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)

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Fourth Grade
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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.

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Goals and Activities

• 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

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Third Grade
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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.

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Goals and Activities

• 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

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Second Grade
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Celebrations

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

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Goals and Activities

• 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

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First Grade
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Celebrations

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

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Goals and Activities

• Goals
• Fluency
• Strategic Reading

• Activities
• Michael Heggertys 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

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Kindergarten

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

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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

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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

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Goals and Activities

• 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 students ability to retell the
  key components of stories they hear or read

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Meadow View Elementary School Plainfield School
District 202We prepare learners for the future.

• Special Education (I.E.P.) Student Progress for
  AYP

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Meadow View Student Population
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No Child Left Behind

• Commitment to ALL children
• There is wisdom in the words, What gets measured
  gets done.
• Secretary of Education Margaret Spellings

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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.

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Resource Level Students Less than 50 of school
day in special education
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Instructional Students (More than 60 of Day in
Special Education
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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

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Reading
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Math
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Science
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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

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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.

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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.

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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.

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Reading Progress (Curriculum Based Measurements)
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Math CBM Progress
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Writing CBM Progress
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DRA Scores 2006-07
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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.