1. The State of the School Fall 2005

2. Goals What do we want children to know and be able to do with text in this school? We want our children to know how to read text and understand what they read.

3. Fall, 2004, Kindergarten, PPVT Low Risk SS>80 92% N= 34 At Risk SS<80 8% N= 3

4. Fall, 2005, Kindergarten, DIBELS ISFLNF Low Risk46% (n=18) 77% (n=30) Some Risk21% (n=8) 15% (n=6) At Risk33% (n=13) 8% (n=3)

5. Inferences What does this tell us about where our children are starting this year? Students are coming into K very weak in ISF What does this tell us about grouping? Needs based grouping should target ISF and other PA activities What does this tell us about our instructional diet? Examine instructional diet of pre-K Provide explicit PA instruction in needs based grouping

6. Fall, 2004, First Grade, PPVT Low Risk SS>80 % N= At Risk SS<80 % N=

7. Fall, 2005, First Grade, DIBELS LNFPSFNWF Low Risk72% (n=23) 28% (n=9) 75% (n=24) Some Risk22% (n=7) 69% (n=22) 16% (n=5) At Risk6% (n=2) 3% (n=1) 9% (n=3)

8. Inferences What does this tell us about where our children are starting this year? OVER 70% of First Graders benchmarked LNF and NWF 69% PSF - some risk is carry over from K end of last year - 65% emerging What does this tell us about grouping? 69% need additional instruction in PSF 1 at risk student might need more intense intervention What does this tell us about our instructional diet? Phoneme segmentation needs to be established in K

9. Fall, 2005, Second Grade, DIBELS NWFORF Low Risk53% (n=19) 56% (n=20) Some Risk33% (n=12) 22% (n=8) High Risk14% (n=5) 22% (n=8)

10. Inferences What does this tell us about where our children are starting this year? Almost half of the students are not on grade level with ORF and NWF What does this tell us about grouping? Teach phonics and fluency in needs based group Teach vocabulary and comprehension in whole group What does this tell us about our instructional diet? Use more explicit modeling, practice, and feedback Use core aligned level readers Schedule addition intervention time for at risk students

11. Fall, 2005, Third Grade, DIBELS ORF Low Risk37% (n=17) Some Risk41% (n=19) High Risk22% (n=10)

12. Inferences What does this tell us about where our children are starting this year? Almost half of the students are not on grade level with ORF and NWF What does this tell us about grouping? Teach phonics and fluency in needs based group Teach vocabulary and comprehension in whole group What does this tell us about our instructional diet? Use more explicit modeling, practice, and feedback Use core aligned level readers Schedule addition intervention time for at risk students

13. General Conclusions Needs based groups are important at all grade levels – ~ K – ISF ~ 1 st – PSF ~ 2 nd and 3 rd - decoding and fluency Children are evenly distributed among all classrooms Supplement identified weaknesses in core – weak in phonic knowledge Use more explicit strategies (modeling, practice, and feedback)

14. Upcoming Data What other measures will we have available to understand the state of our school? DIBELS CRCT ITBS GKAP