2011-2012. ◦ demographics grades k and 1 130 kindergarten students 166 first grade students ...
TRANSCRIPT
Southmoreland Primary Center2011-2012
◦Demographics Grades K and 1 130 Kindergarten students 166 First Grade students 51% Economically Disadvantaged 29% Title 1 15% Special Education (Includes Speech)
Welcome to SPC!
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.
Who We Are
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.
Who We Are
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
DIBELS
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
DIBELS Categories for K-1Data
Examples of DIBELS testing
Letter Naming Fluency
Phonemic Awareness
Examples of DIBELS testing
Nonsense Words
Oral Fluency
Examples of DIBELS testing
Initial Sound Fluency
What Does the Data Tell Us? Letter Naming Fluency--Kindergarten
Beginning Middle End0
10
20
30
40
50
60
70
80
90
68
84
14 1518
2
Low Risk
Some Risk
At Risk
What Does the Data Tell Us? Initial Sound Fluency-Kindergarten
Beginning Middle0
10
20
30
40
50
60
70
80
90
100 91
100
603 0
Low Risk
Some Risk
At Risk
Middle End0
10
20
30
40
50
60
70
80
9089
73
Low Risk
Some Risk
At Risk
What Does the Data Tell Us? Phoneme Segmentation Fluency-Kindergarten
Middle End0
10
20
30
40
50
60
70
80
90
10097
2 1
Low Risk
Some Risk
At Risk
What Does the Data Tell Us? Nonsense Word Fluency-Kindergarten
Beginning Middle0
10
20
30
40
50
60
70
80
90
100
82
99
15
13 0
Low Risk
Some Risk
At Risk
What Does the Data Tell Us?
Nonsense Word Fluency-First Grade
Beginning Middle0
10
20
30
40
50
60
70
80
90
100 8997
1131 0
Established
Emerging
Deficit
What Does the Data Tell Us? Phoneme Segmentation Fluency-First Grade
Beginning0
10
20
30
40
50
60
70
8074
19
8
Low Risk
Some Risk
At Risk
What Does the Data Tell Us? Letter Naming Fluency—First Grade
Middle0
10
20
30
40
50
60
70
80
90 83
15
1
Low RiskSome RiskAt Risk
What Does the Data Tell Us? 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.
Oral Fluency
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?
Student Learning:Confronting our reality