Road To SuccessMeeting the Needs of All Learners

Next Exit:

Rutland Elementary

School

Introductions

RLE School Planning Council

Tracy Dingwall, Parent, PAC President, Noon Hour SupervisorAli Westlund, ParentMichelle Irvine, ParentLaurie Sinclair, Learning Assistance, ELL, SBT ChairJames Minkus, PrincipalNadia Piasentin, Vice PrincipalMonique West, Former Vice Principal

For the past five years, RLE has had a single goal focus on improving social responsibility amongst students.

Previous Goal

Our New Goal

By the end of June 2017, with a focus on instruction, we will meet the following performance targets for reading.

• 85% of our Primary students (grades 1-3) will be meeting or exceeding expectations in reading using report card data

• 85% of Intermediate students will be meeting or exceeding expectations in reading using Whole Class Reading Assessment in Grades 5 and 6 and PM Benchmarks in Grade 4

• 95% of our Intermediate students will obtain a C+ or better on their final report cards in Reading.

• The number of students identified at-risk by the end of grade three will be fewer than 5 students or lower than the average of the previous 5 years (using PM Benchmark data from the Early Learning Profile).

Our New Goal

By the end of June 2017, with a focus on instruction, we will meet the following performance targets for reading.

The following structures will be implemented to support our goal:

• Self-Regulation: Building self-regulation in students so they can do their best socially, behaviorally, and academically.

• Differentiated Instruction: Increasing the use of differentiated instruction and assessment strategies to improve learning for all students.

One structure that has had a

great impact on a cohort of

grade 2 students.

Literacy Support

Tier 3

Tier 2

Tier 1

Response to InterventionGiving students the TIME and SUPPORT

they need to be successful

• Targeted Intervention looking at lagging skills identified in assessments

• Pull out and Push In Support – ongoing support

• Tailored to the individual needs of students

• Assessment Tools: ELP, CTOPP, PPVT and Woodcock Johnson

• Read, Read, Read … enforcing reading strategies that are being taught in the classroom

• Students receive pull out support four times per week for 20-30 minutes for 6-8 weeks at a time

• This support is above and beyond the literacy support provided in the classroom, but it mirrors what happens in the classroom

• Assessment Tools: ELP/ PM Benchmarks

• Supporting Best Practice in the classroom: Daily Five and CAFE, Leveled Text, In class LAT support twice per week

• Assessment Tools: ELP/ PM Benchmarks

Tier 3 – 25 were not yet meeting expectations in reading

Tier 2 – 8 students were approaching expectations

Tier 1 – 17 student were meeting expectations

50%

At the Start of Term One in Grade 2 Reading

18%

32%

Tiers Church Cowell/Wilkison Robinson

3PM Benchmarks Assessment

Not Yet Meeting

Emma 3Ty 3Muskaan 6Kenna 10Kayden 11Matt 9

Zac 11 Jayce 10

Keirstyn 6 Logan 13

Jacob 12 Katana 12

Yuvraj 9 Ava 13

Probhjot 10 Ronin 1

Mikayla 12 Nathan 10

Sarah 13 Nik 5

Indigo 4 Namrita 12

Zappa 12 Aryanna 13

Henna 12

2PM Benchmarks Assessment

Approaching

Cadence 14

Jayme 14

Landon 15

Brody 14

Gavin 14

Zakkary 15

Sammy 14

Linden 16

1PM Benchmarks Assessment

Fully Meeting/Exceeding

Taylor 16 Braunson 19

Cole 16 Kagan 16

Mariah 16 Lily 19

Zackery 17 Maddyson19

Jordain 17

Logan 16 Thomas 18

Pankaj 16 Samantha 16

Torin 16 Emily 16

Walker 20 Isaac 17

Tier 3

Tier 2

Tier 1

Response to InterventionGiving students the TIME and SUPPORT

they need to be successful

• Targeted Intervention looking at lagging skills identified in assessments

• Pull out and Push In Support – ongoing support

• Tailored to the individual needs of students

• Assessment Tools: ELP, CTOPP, PPVT and Woodcock Johnson

• Read, Read, Read … enforcing reading strategies that are being taught in the classroom

• Students receive pull out support four times per week for 20-30 minutes for 6-8 weeks at a time

• This support is above and beyond the literacy support provided in the classroom, but it mirrors what happens in the classroom

• Assessment Tools: ELP/ PM Benchmarks

• Supporting Best Practice in the classroom: Daily Five and CAFE, Leveled Text, In class LAT support twice per week

• Assessment Tools: ELP/ PM Benchmarks

Tier 3 –11 were not yet meeting expectations in reading compared to 23 prior to intervention

Tier 2 – 5 students were approaching expectations many just on the cusp of fully meeting

Tier 1 – 34 student were meeting expectations compared to 17 prior to intervention

22%

At the End of Term Three in Grade 2 Reading

10%

68%

Tiers Church Cowell/Wilkison Robinson

3PM Benchmarks AssessmentNot Yet Meeting

Ty 8Emma 14Muskaan 14

Zac 14 Jayce 13

Keirstyn 13 Logan 16

Jacob 14 Ronin 3

Nik 16

Indigo 13

2PM Benchmarks AssessmentApproaching

Matt 20 Nathan 19

Ava 19

Yuvraj 18

Zappa 19

1PM Benchmarks Assessment

Fully Meeting/Exceeding

Kenna 21 Kayden 21

Taylor 21 Braunson 23

Probhjot 23

Cole 21 Kagan 20

Mariah 21 Lily 23

Zackery 21 Maddyson24

Jordain 20 Katana 23 Jayme 21

Cadence 20

Logan 23 Thomas 25 Landon 24

Pankaj 23 Samantha 24 Brody 23

Gavin 22 Zakkary 23 Sammy 24

Torin 22 Emily 22

Walker 25 Isaac 23

Linden 25 Sarah 20

Namrita 22 Aryanna 21

Henna 23 Haylee 23

Identifying a Cohort of Grade 2 Students –Where Did We End Up?

Let’s take a close look…Nik – Level 5 – 16

Kayden – Level 10 - 21

Kenna – Level 11 - 21

Matt – Level 9 - 20

Emma – Level 3 - 14

Katana – Level 12 - 23

Mikayla – Level 12 - 19Sarah – Level 13 - 20

Indigo – Level 4 - 13

Namrita – Level 12 - 22

Zappa – Level 12 - 19

Aryanna – Level 13 - 21

Henna – Level 12 - 23

***Expected gain in grade 2 year is 4 levels.

Chanveer’s Story…Started at PM Level 12 is now at Level 21.

Katana and Kerris…

A Parent Perspective:What did you think of the Reading Program? - “Very beneficial, I wish my child could continue every day,

all year, she loved it!”- “I noticed that both my kids had a bit of a glitch in her

reading, but didn’t think anything of it, I am not an educator. In a very short amount of time the girls were aware of what they were doing an with practice it was corrected. “

- “I am so thankful that my child was able to get exactly what she needed.”

What improvements did you see in your child's reading?- “the glitch (adding an extra vowel to the end of every word)

is corrected.”- “She is more confident in herself and ability to read.”- “She is choosing books over technology.”- “Reading is no longer a chore, she loves to read because she

had the tools she needs to be successful.”- “As busy parents, we don’t always have the time or

knowledge to do what we need to do for our kids, a program like this one is exactly what we needed as parents and for our child.”

~ Tara Schroder – Parent of Grade 2 and 6 students

SPC Discussions

• Positive Behavior Intervention System• School Profile & Classroom Reviews (CMOS)• Performance Indicator Results• ELP Trends• Healthy Schools• Class Size and Composition• School Organization for 2015-2016• Budget• Code of Conduct

A Culture of Collaboration

• Continue to work with staff, parents and students on the two structures (differentiated instruction and self-regulation) to support our goal (staff meetings, PAC meetings, PGPs, PLC time/assembly program).

• Identify cohorts of students that need the most support using various sources of data

• Train staff on Self-Regulation – the Zones on Implementation Day

• Continue work with ILT Team

Questions? More Information?

Parent Thoughts?