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220 GEN. JOHN ADAIR DRIVE COLUMBIA, KY 42728270-384-3367 www. adair.kyschoolls.us/cwce Patty Jones, Principal-

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Presentation on theme: "220 GEN. JOHN ADAIR DRIVE COLUMBIA, KY 42728270-384-3367 www. adair.kyschoolls.us/cwce Patty Jones, Principal-"— Presentation transcript:

1 220 GEN. JOHN ADAIR DRIVE COLUMBIA, KY www. adair.kyschoolls.us/cwce Patty Jones, Principal- Laura Murrell, Asst. Principal – KY ASSOC. OF SCHOOL COUNCILS CONFERENCE LOUISVILLE, KY SEPTEMBER 22, 2010 Presenters: Patty Jones, PrincipalLaura Murrell, Asst. Principal Pam Phipps, Media. Spec.Christie Paxton, Tech. Spec. Julie Brockman, K TeacherDana Harvey, Intervention Spec. Tamara Keen, Intervention Spec. OUR MISSION IS TO BE A SCHOOL WHERE ALL CHILDREN CAN LEARN, WILL LEARN, AND LOVE TO LEARN!

2  Col. Wm. Casey is located in Columbia, KY  Our enrollment is 451 students in grades Pre- 2 nd grade.  Our staff consists of 34 certified members, 21 classified staff, 3 custodians, and 6 cafeteria workers.  We share a Family Resource Center with the school into which we feed.  Our Free and Reduced Lunch rate is 66%.  10% of our population is Hispanic, 2% African American and 2% other.  We are in a predominantly rural setting.  We are housed in a building that is over 50 years old and is in need of replacement.  Lindsey Wilson College is located in Columbia and very active in our school.  We are located in the middle of Lake Cumberland and Green River Lake along the Cumberland Parkway

3  We made a drastic change to our core reading program along with reading and math intervention strategies about four years ago.  We have seen significant improvement to the KCCT data from the intermediate school into which we feed over the past few years.  While we have not received an “index” since 2008 our data on other assessments have continued to move upward.  The percent of Proficient and Distinguished in reading and math increased by 3-5% in the past year and we expect that trend to continue as well.  We are also seeing the impact that improving reading skills has on science and social studies data.

4 READING COMPONENTS  Core Reading Program  SRA Reading Mastery  Reading Intervention Programs  Earobics  Study Dog  Orchard Reading  Education City  Teacher Created Centers  Hooked on Phonics  Accelerated Reader  Reading Assessment/Progress Monitoring  DIBELS  STAR Early Literacy  STAR Reading  GRADE MATH COMPONENTS  Core Math Program  K: Scott Foresman-Envisions Math  1 st and 2 nd : Wright Group-Growing w/Mathematics  Math Intervention Programs  Orchard Math  Education City  Touch Math/Money  Accelerated Math  Math Assessment/Progress Monitoring  STAR Math  DIBELS easyCBM Math  GMADE

5  CORE INSTRUCTION  UNIVERSAL SCREENING AND ASSESSMENT  COMMUNICATION  COLLABORATION  SMALL GROUP INSTRUCTION/CENTERS  SCHEDULING AND MANAGEMENT  INTERVENTION  PROGRESS MONITORING  RTI PLAN

6 READING CORE INSTRUCTION Our school uses the SRA Reading Mastery program as our core instruction in reading. We began using this program in our special education settings and then in the early stages of our RTI plan. We witnessed such success that we adopted it district- wide as our core reading program and have never had any regrets. We have seen success with our small group SRA Reading Mastery instruction

7  PLACEMENT TESTS  GROUPING  SCHEDULING  DELIVERY FORMAT  ADAPTATIONS/ENRICHMNENT  CHECKOUTS  FAST CYCLING

8  Our core math program for 1 st and 2 nd grade is Wright Group: Growing with Mathematics. It utilizes a spiraling approach to instruction.  Our kindergarten uses a newer program, Scott- Foresman: Envision. They feel that this program has a better order of concepts and is not only more developmentally appropriate but also more challenging.  We have found great success using TouchMath as the primary math intervention program at our school.

9  DIBELS  STAR EARLY LITERACY  STAR READING  SRA CHECKOUTS  GRADE (Group Reading Assessment and Diagnostic Evaluation)  LEARNING CHECKS  ASSESSMENT BINDERS

10  easy CBM Math  STAR Math  GMADE (Group Math Assessment and Diagnostic Evaluation  Accelerated Math

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12  P & T BINDERS  NEWSLETTERS  PHONE CALLS   CONFERENCES  PARENT INVOLVEMENT  STUDENT PROGRESSCOMMUNICATION

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14  RTI INTERVENTION ASSISTANT  TITLE 1 INTERVENTION SPECIALISTS  COMPUTER LAB INTERVENTION  RESOURCE TEACHERS  PRIMARY TALENT POOL  SPEECH AND LANGUAGE  SPECIAL EDUCATION  CAMP CASEY AFTERSCHOOL PROGRAM

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16  TIERED INTERVENTION  CLASSROOM INTERVENTION  CENTERS  TECHNOLOGY INTERVENTION  Brainpop, Jr.  Studydog  Education City  Earobics  Orchard Math/Reading  Accelerated Math  ONE ON ONE INTERVENTION  SMALL GROUP INTERVENTION  TouchMath/Money

17 READING INTERVENTION RESOURCES

18 MATH INTERVENTION RESOURCES

19 CENTERS Our school invested in a large amount of reading and math centers resources. These are available to all staff both during and after school to used to individualize instruction in reading and math. CENTERS MAKE LEARNING FUN!!!

20  Why we do centers…  When we do centers…  How we do centers…  Sample centers….

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22  Create centers that can be used for more than one week.  Create centers that can be checked by the student.  Create centers that are easily stored.  Create centers that are hands on by having accountability.  Have a center chart that is easily managed.

23 1. UNIVERSAL SCREENING 2. ANALYSIS 3. TIERED INTERVENTION 4. PROGRESS MONITORING 5. 3 POINT ASSESSMENTS 6. ADJUSTMENT 7. UNIVERSAL SCREENING 8. REPEAT PROCESS

24  “When we refer a child for special education it is truly for something that the child is not able to master, not for something we have not provided for the child”

25  All universal screening and school-wide progress monitoring data is recorded and shared with all.  Students are recognized monthly for progress in reading and math.  Asst. Principal and Curriculum Specialist monitor individual progress monitoring and checkpoints.  Teachers know that someone is going to be looking for that data and documentation of intervention practices.

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27  The major key to our school is working together.  Students and teachers are accountable for instruction and learning.  Everyone in our building considers it their responsibility to see that students succeed.  We do not use state of the art resources, but strive to get state of the art results.  We live our mission- to be a school where everyone loves to learn and learns to love.

28  Tamara Keen, Intervention Specialist  Dana Harvey, Intervention Specialist  Pam Phipps, Media Specialist  Christie Paxton, Technology Resource Teacher  Julie Brockman, Kindergarten Teacher  Laura Murrell, Asst. Principal  Patty Jones, Principal


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