The State of the School’s Reading First Program

1. The State of the School’s Reading First Program Fall, 2005

2. Goals What do we want all children to know and be able to do with text in our school? All of our students should know and be able to: • Hear and manipulate sounds in words • Decode new words as encountered within text • Understand vocabulary used within and implied in text • Read fluently and with expression • Comprehend contents of the text of which they are reading or listening • Ultimately enjoy and be enthusiastic about written text

3. RF Goals-2005 LC- to continue to work with all stakeholders to effectively use data to drive instruction. Principal- to support the LC in monitoring instruction in effectively carrying out the guidelines of RF K- to continue implementing RF Scientifically Based Reading Researched (SBRR) instruction in order to master with 80% accuracy the DIBELS and core program benchmarks. 1st- to continue implementing RF SBRR instruction in order to master with 80% accuracy the DIBELS and core program benchmarks. Additionally strive to have each student score a minimal score of 300 on the CRCT. 2nd- to continue implementing RF SBRR instruction in order to master with 80% accuracy the DIBELS and core program benchmarks. Additionally strive to have each student score a minimal score of 300 on the CRCT. 3rd- to continue implementing RF SBRR instruction in order to master with 80% accuracy the DIBELS and core program benchmarks. Additionally strive to have each student score a minimal score of 300 on the CRCT.

4. Goals-2005 Reflect on goals of 2004- What changes can be made to make sure we attain our goals? • Ensure that RF teachers with the help of the LC develop SBRR strategies and implement those strategies in their reading instruction. • Ensure that differentiation and scaffolding is occurring during small needs-based groups with the help of the LC and through collaboration with grade level peers.

5. Fall, 2005, Kindergarten, DIBELS

6. Inferences What does this tell us about where our children are starting this year? • Over half of our students are either at or above benchmark with over 40% at some or high risk. What does this tell us about grouping? • Small needs-based grouping will need to be done in order to meet the individual needs of the students. • At risk students will need to work in small needs-based groups using more explicit and systematic instruction. • Some at risk students will need additional intensive small group instruction outside of the 135 minute literacy block. What does this tell us about our instructional diet? • All students will receive instruction over the 5 dimensions. (Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension) • High Risk students will need more explicit and systematic instruction in phonemic awareness, alphabetic awareness and phonics. • Some at risk students will need additional intensive instruction outside of the 135 minute literacy block.

7. Fall, 2005, First Grade, DIBELS

8. Inferences What does this tell us about where our children are starting this year? • Over 60% are at or above benchmark with over 30% at some or high risk. What does this tell us about grouping? • Small needs-based grouping will need to be done in order to meet the individual needs of the students. • High risk students will need to work in small needs-based groups with more explicit and systematic instruction. • Some at risk students will need additional intensive small group instruction outside of the 135 minute literacy block. What does this tell us about our instructional diet? • All students will receive instruction over the 5 dimensions. (Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension) • More explicit and systematic instruction will need to be focused in phonemic awareness, alphabetic awareness and phonics with the high risk students. • These students will need additional intensive instruction outside of the 135 minute literacy block.

9. Fall, 2005, Second Grade, DIBELS

10. Inferences What does this tell us about where our children are starting this year? • A stronger phonics foundation is evident. • Fluency is still a concern with over 50% at some or high risk. What does this tell us about grouping? • Small needs-based grouping will need to be done in order to meet the individual needs of the students. • Some at risk students will need to work in small needs-based groups for more explicit and systematic instruction. • Some at risk students will also need intensive small group instruction outside of the 135 minute literacy block. What does this tell us about our instructional diet? • All students will receive instruction over the 5 dimensions. (Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension) • Some at risk students will need more explicit and systematic instruction in phonics, vocabulary/word study, fluency and comprehension. • Some at risk students will need additional intensive instruction outside of the 135 minute literacy block.

11. Fall, 2005, Third Grade, DIBELS

12. Inferences What does this tell us about where our children are starting this year? • Over 70% of the third grade students are at some or high risk with only 29% at low risk. What does this tell us about grouping? • Small needs-based grouping will need to be done in order to meet the individual needs of the students. • Some at risk students will need to work in small needs-based groups for more explicit and systematic instruction. • Some at risk students will need intensive small group instruction outside of the 135 minute block. What does this tell us about our instructional diet? • All students will receive instruction in phonics, vocabulary, fluency and comprehension. • With these at risk students, emphasis must be placed on content of text, phonics, vocabulary/word study, and fluency. • Each teacher must use explicit, systematic instruction with these at risk students during their small needs-based group time. • At risk students will need additional intensive small group instruction in the above dimensions outside of the 135 minute block.

13. General Conclusions Based on what you’ve learned—What are your concluding statements? As evidenced from the data, as students move into the upper grades, a marked discrepancy appears in fluency which inevitably affects comprehension. To ensure every student experiences success, it is vital that all students receive differentiated instruction within the 135 minute literacy block. In order to achieve this, data driven instruction must be used during small needs-based group time. Scaffolding instruction in the different groups will ensure that students’ needs as well as their challenges are met. These are Scientifically Based Reading Researched strategies which should be in place at this time. With the support of the administrators and LC, teachers will be able to move SRES students into the next grade level successfully and hopefully help them develop a love and an appreciation of reading.

14. Did we choose a good curriculum? • Yes! • The Core Program addresses all five dimensions of RF. • It is Scientifically Based according to the Consumer’s Guide. • It provides numerous supplements.

15. Schedule/Planning for needs based is the most important part of the teacher’s day. How will teacher manage instruction so there is adequate time for needs based instruction? It is essential that the 135 minute literacy block is protected and that instruction is continual. This should allow for more than adequate time for needs-based instruction.

16. Upcoming Data What other measures will we have available to understand the state of our school? Unit skills tests Diagnostic testing PPVT Progress Monitoring ITBS/CRCT

17. Who will share this information in your building? • Literacy Coach will share this information to the faculty and staff during a Faculty Meeting. • Literacy Coach will share this information to parents and stakeholders during a PTO meeting.