◦ Demographics  Grades K and 1  130 Kindergarten students  166 First Grade students  51% Economically Disadvantaged  29% Title 1  15% Special Education (Includes Speech)

 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.

 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.

 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

 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

Letter Naming Fluency Phonemic Awareness

Nonsense Words Oral Fluency

Initial Sound Fluency

Letter Naming Fluency--Kindergarten

Initial Sound Fluency-Kindergarten

Phoneme Segmentation Fluency-Kindergarten

Nonsense Word Fluency-Kindergarten

Nonsense Word Fluency-First Grade

Phoneme Segmentation Fluency-First Grade

Letter Naming Fluency—First Grade

Oral Reading Fluency—First Grade

 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.

 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?