Instructional Report

1. Colt Early Childhood Education Center October 8, 2012 InstructionalReport

2. Colt Early Childhood Education Center • 6 sections of preschool • 84 students • 3 sections of early childhood special education • 20 students • 7 sections of kindergarten • 175 students • 7 sections of first grade • 164 students • 443 students at or below the age of 7 Students Instructional Staff • 3 preschool teachers • 1.5 early childhood special education teachers • 7 kindergarten teachers • 7 first grade teachers • 1.8 Title 1 Teachers • 1 special education resource teacher • 21.3 adults providing instruction

3. School ImprovementGoal Statements • All students will continue to make growth to meet or exceed grade level content expectations in reading. • All students will continue to make growth to meet or exceed grade level content expectations in math. • All students will exhibit behaviors that enhance the academic environment, increase time on task, and improve achievement.

4. Fall Screening AssessmentsAimsWeb Reading • Purpose: • The first student data points of the year are a universal screening of all students, given the first three weeks of school. These assessments are administered using a consistent protocol to ensure fidelity. • *The Brigance is NOT an AimsWeb Screening Probe

5. Initial Classroom Assessments *RS = Reading Street • Purpose: • Initial classroom reading assessments are diagnostic tools given by classroom teachers in order to set individualized instructional targets for student .

6. School Improvement Strategies Reading • Analysis of Data • Data Days • Aims Web Assessments • Strategic/Progress Monitoring • Quarterly Benchmarks • Rigby Benchmarks • High Frequency Word Assessments • Implementation of the Core Reading Program

7. Kindergarten Baseline Reading Data • First Sound Fluency (FSF) • FSF assesses phonemic awareness . During this 1 minute assessment, the evaluator says a word aloud and the student has to identify just the first sound of each word. Fall Baseline Target: 10

8. Instructional Decision Making and Progress Monitoring

9. First Grade Baseline Reading Data • Phonemic Segmentation Fluency(PSF) • PSF assesses the ability to hear and segment sounds. During this 1 minute assessment, the evaluator says the word and the student has to isolate each sound. Fall Baseline Target: 35

10. First Grade Baseline Reading Data • Nonsense Word Fluency(NWF) • NWF assesses letter/sound correspondence. During this 1 minute assessment, the evaluator points to the “make-believe” word and the student has to either say each sound in the word or the “nonsense” word. Fall Baseline Target: 27

11. Instructional Decision Making and Progress Monitoring

12. Intervention Strategies in Addition to Core Reading Instruction • Kindergarten: • Daily small group instruction for 20 minutes with Title Para and RtI Teacher using Road to the Code materials • First Grade: • Daily small group instruction for 45 minutes with Title I Teacher

13. Reading Street and EnVision Math Kindergarten Core Curriculum

14. First Grade Core Curriculum

15. School Improvement Strategies Math • Analysis of Data • Data Days • Aims Web Assessments • Strategic/Progress Monitoring • Unit Tests • Quarterly Benchmarks • Mastering Numerals/Rocket Math • Basic Fact Mastery • Implementation of a Comprehensive Math Program

16. Fall Screening AssessmentsAimsWeb Math • Purpose: • Initial Aimsweb assessment are universal screeners given by the support personnel using a consistent protocol to ensure fidelity.

17. Initial Classroom AssessmentsEnVision Math • Purpose: • Initial classroom math assessments are diagnostic tools given by classroom teachers in order to set individualized instructional targets for student .

18. Kindergarten Baseline Math Data • Oral Counting Measure(OCM) • OCM assesses early numeracy. During this 1 minute assessment, students rote count orally without a visual number chart for assistance. Fall Baseline Target: 30

19. First Grade Baseline Math Data • Oral Counting Measure(OCM) • OCM assesses early numeracy. During this 1 minute assessment, students rote count orally without a visual number chart for assistance. Fall Baseline Target: 65

20. Kindergarten Baseline Math Data • Number Identification Measure (NIM) • NIM assesses early numeracy. During this 1 minute assessment, students are given a row of random numbers to 10 and have to identify each number. Fall Baseline Target: 22

21. First Grade Baseline Math Data • Number Identification Measure (NIM) • NIM assesses early numeracy. During this 1 minute assessment, students are given a row of random numbers to 10 and have to identify each number. Fall Baseline Target: 36

22. Kindergarten Baseline Math Data • Quantity Discrimination Measure (QDM) • QDM assesses early numeracy. During this 1 minute assessment, students are given two numbers and asked to state which one is “bigger”. Fall Baseline Target: 7 Scores are displayed as decimals because rounding group percentages do not equal 100%.

23. First Grade Baseline Math Data • Quantity Discrimination Measure (QDM) • QDM assesses early numeracy. During this 1 minute assessment, students are given two numbers and asked to state which one is “bigger”. Fall Baseline Target: 18 Scores are displayed as decimals because rounding group percentages do not equal 100%.

24. Kindergarten Baseline Math Data • Missing Number Measure (MNM) • MNM assesses early numeracy. During this 1 minute assessment, students are given a series of 3 numbers with initial, medial, or final number missing. Fall Baseline Target: 2 Scores are displayed s decimals because rounding group percentages do not equal 100%.

25. First Grade Baseline Math Data • Missing Number Measure (MNM) • MNM assesses early numeracy. During this 1 minute assessment, students are given a series of 3 numbers with the initial, medial, or ending number missing. Fall Baseline Target: 9 Scores are displayed s decimals because rounding group percentages do not equal 100%.

26. Intervention Strategies in Addition to Core Math Instruction • First Grade: • Daily small group instruction for 30 minutes with Title Para focusing on basic math skills: • Foundational Math Skills • Quantity Discrimination • Number Recognition • Concept of Addition

27. Moving Forward • Continuous Review of Data to Drive Instruction • Individual Teacher Analysis • Grade Level Meetings • Data Days • School Improvement Team Meetings • Problem Solving Team Meetings • Progress Monitoring • Weekly (targeted) and Bi-weekly (strategic) • Quarterly Reading Benchmarks • Quarterly Math Benchmarks • High Frequency Word Assessment with Reading Street • Problem Solving Team • Identify Academic and behavioral Interventions • Positive Behavior and Intervention Support (PBIS) Team • Address behaviors that enhance the academic/social environment

28. School Improvement (SI) Team • Function of SI Team • Review & Ensure Program Quality: “Are we doing what we said that we would do” • Analyze Outcome Data: “If we are doing what we said we were going to do well, then is it having a positive impact on our students achievement data” Members • Shawn Talifarro • Jamie Holland • Jennifer Baird • Michelle Gillespie • Dani Gimm • Michelle Rowe • Margot Bensinger • Jaime Williams

29. Colt Early Childhood Education Center