Southmoreland Primary Center

1. Southmoreland Primary Center 2011-2012

2. Welcome to SPC! • Demographics • Grades K and 1 • 130 Kindergarten students • 166 First Grade students • 51% Economically Disadvantaged • 29% Title 1 • 15% Special Education (Includes Speech)

3. Who We Are • Identity is important in any organization • We are the foundation for learning for the students in this community. • We are professionals who use data and best practice to design instruction. • We are teachers who care about whether or not our students “get it” and work to ensure high quality learning for all. • We are on a mission to prepare our students for the future.

4. Who We Are • Knowing each other and concerning ourselves with the success of this building is the basis for all that we do at SPC. • By knowing our students, we can be prescriptive in our assistance and accurate in our assessments. • By knowing one another, we create an environment that allows us to share and to be open to the ideas of our peers.

5. DIBELS • Dynamic Indicators of Basic Early Literacy Skills • Measures the acquisition of early literacy skills from Kindergarten through Second Grade • Administered three times a year (Beginning, Middle and End) • Used by SPC teachers to identify students experiencing difficulty in the acquisition of those early literacy skills • Strategies to develop those skills identified in team meetings and through Title 1 support

6. DIBELS Categories for K-1Data • Letter Naming Fluency: Assesses a child’s skill at recognizing letters. • Initial Sound Fluency: Assesses a child's skill at identifying and producing the initial sound of a given word. • Phonemic Awareness: Assesses a child's skill at producing the individual sounds (e.g. c-a-t > cat) within a given word. In this assessment, three and four phoneme combinations are presented to students. It is also considered a strong predictor of later reading achievement. • Nonsense Word Fluency: Assesses a child's knowledge of letter-sound correspondences as well their ability to blend letters together to form unfamiliar "nonsense" (e.g., ut, fik, lig, etc.) words using vowel-consonant and consonant vowel-consonant formations (letter-sound correspondence). • Oral Reading Fluency: Assesses a child's skill at reading connected text in grade-level materials. -Kaminski and Good, 1996

7. Examples of DIBELS testing Letter Naming Fluency Phonemic Awareness

8. Examples of DIBELS testing Nonsense Words Oral Fluency

9. Examples of DIBELS testing Initial Sound Fluency

10. What Does the Data Tell Us? Letter Naming Fluency--Kindergarten

11. What Does the Data Tell Us? Initial Sound Fluency-Kindergarten

12. What Does the Data Tell Us? Phoneme Segmentation Fluency-Kindergarten

13. What Does the Data Tell Us? Nonsense Word Fluency-Kindergarten

14. What Does the Data Tell Us? Nonsense Word Fluency-First Grade

15. What Does the Data Tell Us? Phoneme Segmentation Fluency-First Grade

16. What Does the Data Tell Us? Letter Naming Fluency—First Grade

17. What Does the Data Tell Us? Oral Reading Fluency—First Grade

18. Oral Fluency • 35 First Grade students are already reading over 75 words per minute as of this testing.  Benchmark for the end of first grade is 40+ words per minute.

19. Student Learning:Confronting our reality • What are our program’s strengths and weaknesses? • What is our organizational response to the data? • How do I continue to support teachers and monitor the plan’s implementation and effectiveness?