Next Exit: Rutland Elementary School Road To Success Meeting the Needs of All Learners
RLE School Planning Council Tracy Dingwall, Parent, PAC President, Noon Hour Supervisor Ali Westlund, Parent Michelle Irvine, Parent Laurie Sinclair, Learning Assistance, ELL, SBT Chair James Minkus, Principal Nadia Piasentin, Vice Principal Monique West, Former Vice Principal Introductions
Previous Goal For the past five years, RLE has had a single goal focus on improving social responsibility amongst students.
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.
Lite iteracy racy Supp ppor ort
Response to Intervention Giving 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 Tier 3 • 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 Tier 2 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 Tier 1 classroom: Daily Five and CAFE, Leveled Text, In class LAT support twice per week • Assessment Tools: ELP/ PM Benchmarks
At the Start of Term One in Grade 2 Reading Tier 3 – 25 were not yet meeting expectations in reading 50% Tier 2 – 8 students were approaching expectations 18% Tier 1 – 17 student were meeting expectations 32%
Response to Intervention Giving 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 Tier 3 • 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 Tier 2 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 Tier 1 classroom: Daily Five and CAFE, Leveled Text, In class LAT support twice per week • Assessment Tools: ELP/ PM Benchmarks
At the End of Term Three in Grade 2 Reading Tier 3 – 11 were not yet meeting expectations in 22% reading compared to 23 prior to intervention Tier 2 – 5 students were approaching expectations 10% many just on the cusp of fully meeting Tier 1 – 34 student were meeting expectations compared to 17 prior to intervention 68%
Let’s take a close look… Student # 1 – Level 5 – 16 Student # 2 – Level 10 - 21 Student # 3 – Level 11 – 21 Student # 4 – Level 9 - 20 Student # 5 – Level 3 - 14 Student # 6 – Level 12 - 23 Student # 7 – Level 12 - 19 Student # 8 – Level 13 - 20 Student # 9 - Level 4 - 13 Student # 10 – Level 12 - 22 Student # 11 – Level 12 - 19 Student # 12 – Level 13 - 21 Student # 13 – 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?
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