William B. Gibbs Jr. Elementary School End of Year Reading Data 2012-2013 School Year

William B. Gibbs Jr. Elementary School

End of Year Reading Data 2012-2013 School Year

Preschool Education Program and PreK

Ana Ahn Ko – Para EducatorMilena Bartosiewicz – Physical Therapist

Debbie Bonifant – Parent EducatorKristen Burke – Speech/Language Pathologist

Kathy Clarke – Special EducatorTerri D’Agnese– General Educator

Mary Beth DeLuzio – Para EducatorKelli Hood – Occupational Therapist

Lauren Jeffries – Speech/Language PathologistBarbara Laudwein – Para Educator

Beth Neff – Para EducatorJenn Schauberger – Para Educator

Pam Shoaf – Para EducatorJaclyn Stevens – Special EducatorIlana Sushner – Special EducatorKaryn Tolson – Special Educator

Tammy Truland – Occupational TherapistStephanie Yu – Para Educator

Preschool Education Program and PreK Program

Students Meeting Benchmark

Reading Benchmark is defined as meeting required criteria scores in all areas of the MCPSAP assessment tool. The MCPSAP assessment includes: Oral Language, Letter I dentification, Phonemic Awareness (Rhyming and Beginning Sounds) and Concepts about Print

Total Number of Students = 109 Total General Education Students = 41 Total Special Education Students = 68 * 30 of the 68 students will transition to kindergarten and therefore participate in the reading assessment *One student was dismissed f rom special education and returned to general education Special Education Students Meeting Benchmark = 13/30 (the total of 30 includes only those children transitioning to kindergarten) General Education Students Meeting Benchmark = 36/41

Percentage of PEP and PreK Students Making a Year’s

Growth

Special Education = 57.3% General Education = 97.5% *minus 7 students who started late in the school year

What strategies or practices do we feel have worked well this year?

• Instructional Strategieso SEFEL – Social and Emotional Foundation for Early Learning

- creating an environment where every child feels good about coming to school- designing an environment that promotes child engagement- focusing on teaching children what to do ( expectations, routines, skills in place of challenging

behaviors)o Wait timeo Visual schedules/mini scheduleso Check for understandingo Frequent or immediate feedbacko Prompt hierarchyo Task analysis with high visual supporto Repetition and practice

• Multi-sensory Strategieso Use of music, use of a variety of textures (i.e. sand, shaving cream, play dough, wikki sticks) to facilitate

attention and learningo Movement breakso Manipulatives and props for all content presented

• Multiple individualized Motivational Systems for children with challenging behaviorso FBA/BIPo Mini schedules – individualized o Variety of token or reward systems

What upgrades or adjustments do we want to make for next year instructionally?

• Staff Trainingo Collaborative Instruction Design – Plan of common core and comprehensive curriculumo 21st Century Classroom

• INC – TEACCH - Model for teaching children on the autism spectrumo Implement strategies such as: developing visual supports, structuring physical environment,

developing an individualized person and family centered plan for each student (rather than using standard curriculum)

• Schedule PEP/PreK Collaborationo Collaborate 10 hours weekly whole group and small group instruction, 2.5 hours weekly instruction

provided separately (general education/special education) for literacy block – response to data collection

• Data Collectiono IEP – data on goals and objectiveso Behavioro Organization – user friendly

Final Thoughts

• This has been a particularly challenging year. We feel encouraged by the number of children who have made a year’s progress or more. This is critical in the early intervention years when we are trying to have our developmentally delayed students catch up with their peers.

KindergartenKindergarten Teachers

Caitlin Walker Karen AndersonNatalie BencoValerie PatelJanice Han

ESOL TeachersJessica MedeirosKristen Hostler

Sandi Garcy

Speech TeacherStephanie Souder

Reading Benchmarks Per Quarter

• Quarter 1 - No text• Quarter 2 - Level 1 text• Quarter 3 - Level 3 text• Quarter 4 - Level 4 text• The Stretch Kindergarten Bench – Level 6 text

Percentage of student that have met End-of-Year Benchmarks

Met Benchmark11%

Did not meet10%

Above Benchmark79%

Percentage of students that have made a year’s worth of growth.

Years Growth87%

Less Than a Years Growth

13%

What strategies or practices do we feel have worked well this year?

• Targeted reading interventions• Daily reading group instruction• Guided reading planning sheets based on 2.0• Weekly targeted word family and blends-

targeted sound instruction• Later lunch allowed for longer, uninterrupted

literacy instruction during peak K attention

What upgrades or adjustments do we want to make for next year instructionally?

• Consistent in class support during literacy center block!

• Possible movement between classes to meet the needs of the higher readers at a grade level

Final Thoughts

• Some students who did not meet a full year’s growth began the year reading at a high level- not yet developmentally ready for higher text and comprehension

• Students who didn’t meet benchmark were all ESOL- some new to the country

• Our lower class sizes helped reduce reading group numbers

First GradeAmy Fletcher, Tiffany Wagner,

Heather Miller, Kim Kiszka, Jennifer Freeland-Wieder, Jessica Medeiros,

Stephanie Souder, and Traci Blumberg

Reading Benchmarks Per Quarter

• Quarter 1: levels 5-7• Quarter 2: levels 8-11• Quarter 3: levels 12-15• Quarter 4: levels 16-17

**First graders increase by an average of 10 levels in one year!

Percentage of student that have met End-of-Year Benchmarks

94% Met Benchmark

6% Did Not Meet Benchmark

Percentage of students that have made a year’s worth of growth.

92% Made a Year's

Worth of Progress

8% Did Not Make a Year's Worth of Progress

What strategies or practices do we feel have worked well this year?

• Using the Leveled Literacy and SIPPS intervention program for students identified as below quarter benchmarks

• Daily small group instruction by the classroom teacher• Having an uninterrupted reading & language arts block• Using team planning meetings to brainstorm instructional

strategies• Reorganizing the reading block to shorten the whole

group lesson to allow for more small group instruction• Increased parent involvement and support by sending

home leveled books and sample comprehension questions

What upgrades or adjustments do we want to make for next year instructionally?

• Testing students in the fall prior to forming reading initiative groups

• Allowing for flexible groupings across classes as we continuously analyze student needs

Final Thoughts

• First grade has the largest range in reading levels from quarter 1 to quarter 4.

• Students can often read fluently but their comprehension does not always match their decoding level.

• Our data (percentages) was about the same as last year.• The team appreciated the opportunity to explore a

different model of reading initiative (using the position as an intervention for both below and above benchmark students).

READING

Second Grade TeachersMrs. Altuner, Mrs. Boyce, Mrs. Remson, Mrs. Gupta, Mrs. Johnson, & Mrs. Jakiun

ESOL TeachersMrs. Stevenson

Speech TeacherStephanie Souder

Special EducatorTraci Blumberg

Reading Benchmarks Per Quarter

• 1st Quarter- Level J• 2nd Quarter- Level K• 3rd Quarter- Level L• 4th Quarter- Level M

Percentage of Students That Have Met End-of-Year Benchmarks

Second Grade

Met EOY Benchmark

89%

Below EOY Benchmark

11%

Percentage of Students That Have Made a Year’s Worth of Growth

Second Grade

Year or More of Progress92%

Less than a year of progress 8%

What strategies or practices do we feel have worked well this year?

• Using guided reading planning sheets to structure small group lessons• Grouping students in a variety of different ways• Team planning and collaboration• Engaging cooperative learning activities in which students are moving

around• Mrs. Johnson’s model of flexible intervention and enrichment groups. • Used more discussion groups• More modeling of written response strategies and students giving

each other feedback on those written responses.• Inclusion of more vocabulary instruction.• Time frames to meet with groups

What upgrades or adjustments do we want to make for next year instructionally?

• We would like to see Jacob’s Ladder modeled.• Continue to share guided reading lessons, written follow-

ups, comprehension strategies among the team.• Create a filing system to keep these materials readily

available for teachers. • Reading assessments should align to 2.0 content and

vocabulary.• Less interruptions pull-out/plug-in model.• More alike grouping and reduced class sizes with the use

of reading initiative.

Final ThoughtsWhat Can You Do Over the Summer?

• Write in a journal about vacations or summer activities• Ask your son/daughter questions about what they read

– What would you do differently?– What character are you most like?– Name a character trait and use evidence to support it.– Identify story elements (characters, setting, problem, solution)– What lesson does the story teach?– What is the author’s purpose for writing this book?– What text features can you identify? What did you learn from them?

• Plan trips over the summer to educational places (e.g. library, nature center, historical sights, etc.)

Third Grade

Mrs. Heydon, Mrs. Herwood, Mrs. Stadtler, Mrs. Mayers, Ms. Futrovsky, Mrs.

Medeiros, Ms. Frymark, Ms. Souder

Reading Benchmarks Per Quarter

• End of first quarter- M• End of second quarter – N• End of third quarter- O• End of fourth quarter-P

Percentage of student that have met End-of-Year Benchmarks

Met Benchmark 92%

Did Not Meet Benchmark 8%

Percentage of students that have made a year’s worth of growth.

Year or More of Growth95%

Less than a Year of Growth 5%

What strategies or practices do we feel have worked well this year?

• ESOL pulling small groups to work on reading comprehension.

• Double dip guided reading groups with para-educators.

• One on one support with para-educators to support reading comprehension.

• Incorporating critical thinking into whole/small group instruction.

What upgrades or adjustments do we want to make for next year instructionally?

• Reevaluate special education scheduling.• Explore an effective co-teaching model with

special educators and ESOL teachers.• Continue to revise interventions in order to

meet student needs.

Final Thoughts

• We are very proud of all the progress our students have made this year!

• Third grade teachers encourage all students to continue reading “just-right” books over the summer.

• We also encourage parents to have discussions with their children about the books they’re reading.

Fourth Grade

Mr. Hinsvark, Mr. DelescavageMr. Humphrey, Mr. Huston,

Ms. Hudson, Ms. Frymark, Ms. Souder

Reading Benchmarks Per Quarter

1st & 2nd Quarter Benchmark = (Q – R)

3rd & 4th Quarter Benchmark = (S – T)

Percentage of student that have met End-of-Year Benchmarks

Met EOY Benchmark

87%

Below EOY Benchmark

13%

Percentage of Students That Have Made a Year’s Worth of Growth

What strategies or practices do we feel have worked well this year?

• Building critical thinking skills• Literature Circles• Adapted CAP Process• Junior Great Books• William and Mary curriculum• Red, Yellow, Green questions from Jan

Richardson

What upgrades or adjustments do we want to make for next year instructionally?

• Use Jacob’s Ladder more often• Use higher level core books for above grade

level readers• Red, Yellow, Green questions should be more

frequent and consistent

Final Thoughts

• “So please, oh PLEASE, we beg, we pray, go throw your TV set away, and in its place you can install, a lovely bookshelf on the wall.”

- Roald Dahl, Charlie and the Chocolate Factory

Fifth GradeMrs. O’Neil, Ms. Mstowski, Mrs. Zacharda,

Mrs. Hilbrecht, Mr. MoxleyMrs. Hostler, Mrs. Hudson

GO GATORS!

• 1st & 2nd quarter: T-U• 3rd & 4th quarter: V-W

Reading Benchmarks Per Quarter

Percentage of student that have met End-of-Year Benchmarks

Students Who Met

Benchmark89%

Students Who Didn't Meet Benchmark

11%

Percentage of students that have made a year’s worth of growth

Year's Progress92%

Less Than a Year's Progress8%

• Stop-Think-Paraphrase • Green/Yellow/Red level questioning• Using and analyzing new Kagan Cooperative Learning structures

throughout the curriculum• ESOL and Special Ed. used the same strategies to support • Running literature circles and book clubs• Increased math intervention and support throughout the year• Using cross-curricular Jigsaw activities• Making lessons that are interactive, inquiry-based, and student-led• Using technology in classroom instruction (Promethean, videos, computer

lab, etc.)• Corrective reading combined with Read Naturally for special education

students with decoding and fluency needs• Reviewing and preparing for the MSA by embedding test taking skills

throughout the year

What strategies or practices do we feel have worked well this year?

• We will be exploring curriculum 2.0 and the new standards based grading system.

• We plan to brainstorm ways to provide multiple learning opportunities to explore concepts in depth.

What upgrades or adjustments do we want to make for next year instructionally?

• Recommendations for parents as our 5th graders move on to middle school: Keep reading!! Keep a journal! Organize, organize, organize!

Congratulations! Today is your day. You’re off to Great Places! You’re off and away!

You have brains in your head. You have feet in your shoes.You can steer yourself in any direction you choose. You’re on your own.And you know what you know. You are the guy who’ll decide where to

go.—Dr. Seuss, "Oh, the Places You'll Go!“

Congratulations 5th Graders!

Final Thoughts