SPDG Goal 2
Report covering April, May and June 2009
C.E. Rose Elementary
READING
DIBELS Spring Benchmark testing was completed for all students in Kindergarten through 5th grade. Reading Maze comprehension assessments were completed for students in 3rd through 5th grade.
2008-2009 DIBELS
KINDER99 students / Beginning / Middle / End
At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk
ISF / Goal : 8 initial sounds / Goal: 25 initial sounds
41% / 22 % / 37 % / 20% / 59% / 21%
LNF / Goal: 8 letter names / Goal: 27 letter names / Goal: 40 letter names
43% / 11% / 45% / 27% / 12% / 61% / 21% / 17% / 62%
PSF / Goal :18 phonemes / Goal: 35 phonemes
23% / 28% / 49% / 5% / 20% / 74%
NWF-CLS / 13 letter sounds / 25 letter sounds
18% / 20% / 62% / 15% / 20% / 65%
1st Grade
86 students / Beginning / Middle / End
Deficit / Emerging / Established / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk
LNF / Goal: 37 letter names
12% / 19% / 69%
PSF / Goal: 35 Phonemes / Goal: 35 Phonemes / Goal: 35 Phonemes
4% / 21% / 75% / 2% / 7% / 91% / 1% / 2% / 97%
NWF-CLS / Goal: 24 letter sounds / Goal: 50 letter sounds / Goal: 50 letter sounds
14% / 17% / 69% / 6% / 34% / 60% / 6% / 31% / 63%
ORF / Goal: 20 words / minute / Goal: 40 words / minute
14% / 40% / 46% / 22% / 35% / 43%
2nd Grade
93 students / Beginning / Middle / End
Deficit / Emerging / Established / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk
NWF-CLS / Goal: 50 Letter Sounds
15% / 29% / 56%
ORF / Goal:44 words / minute / Goal:68 words / minute / Goal:90 words / minute
32% / 29% / 38% / 42% / 16% / 41% / 37% / 19% / 44%
3rd Grade
86 students / Beginning / Middle / End
At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low
Risk
ORF / Goal:77 words / minute / Goal:92 words / minute / Goal:110 words / minute
28% / 30% / 42% / 31% / 26% / 43% / 24% / 31% / 44%
4th Grade 58 students / Beginning / Middle / End
At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk
ORF / Goal:93 words / minute / Goal:105 words / minute / Goal:118 words / minute
28% / 30% / 42% / 29% / 25% / 46% / 29% / 36% / 34%
5th
Grade
71 students / Beginning / Middle / End
At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk / At Risk / Some Risk / Low Risk
ORF / Goal:104 words / minute / Goal:115 words / minute / Goal:124 words / minute
29% / 29% / 41% / 27% / 27% / 45% / 28% / 31% / 41%
Information Based on the DIBELS Summary of Effectiveness
Grade :Semester / Primary Instructional Goal / Effectiveness of
Core Curriculum
and Instruction / Effectiveness of Supplemental
Support / Effectiveness
of Intensive Intervention
Kinder:
Semester 1 / Phonological Awareness:
25 on ISF / 45.8% / 19.4% / 61.5%
Kinder:
Semester 2 / Phonemic Awareness:
35 on PSF / 97.4% / 68.6% / 40%
First:
Semester 1 / Alphabet Principle:
50 on NWF / 70.8% / 35.5% / 16.7%
First:
Semester 2 / Oral Reading Fluency:
40 on ORF / 74.4% / 21.1% / 27.3%
Second:
Semester 1 / Oral Reading Fluency:
68 on ORF / 88.9% / 29.6% / 0%
Second:
Semester 2 / Oral Reading Fluency:
90 on ORF / 87.2% / 26.7% / 13.2%
Third:
Semester 1 / Oral Reading Fluency:
92 on ORF / 91.7% / 15.4% / 4.0%
Third:
Semester 2 / Oral Reading Fluency:
110 on ORF / 94.4% / 9.1% / 32.0%
Strength / Above 95% / Above 80% / Above 80%
Relative Strength / Upper third
Support Needed / Middle third
Substantial Support Needed / Lower third
Based on this data, the core instruction in reading appears to be a relative strength in Kindergarten through 3rd Grade. Primary instructional goals are being met by students entering the semester at the Benchmark or Low Risk level. Supplemental (Tier 2) and Intensive (Tier 3) Interventions need substantial support for Grades 1, 2 and 3. This means that students entering a semester with Strategic or Intensive Intervention recommendations are not receiving the support needed to move to are less intensive intervention level.
MAZE (Reading Comprehension)
Third Grade / Fall / Winter / SpringMAZE / Mean
Score / Median
Score / Mean
Score / Median
Score / Mean
Score / Median
Score
Class A / 25.48 / 25 / 29.71 / 29
Class B / 21.95 / 22 / 25.05 / 26
Class C / 25.14 / 28 / 26.95 / 27
Class D / 22.89 / 25 / 26.30 / 27.5
Frustration Range< 12 correct
Instructional Range 13- 25 correct
Mastery Range > 25 correct
By the end of the year, the only 5 students remained in the Frustrational range on the MAZE screening in 3rd grade. Three of these students were evaluated and placed in special education by the end of the year. The other two were brought to child study and will be evaluated at the beginning of the 2009-10 school year. 56 Students were in the Mastery range and 24 were in the Instructional range.
Fourth Grade / Fall / Winter / SpringMAZE / Mean
Score / Median
Score / Mean
Score / Median
Score / Mean
Score / Median
Score
Class A / 22.0 / 23 / 26.86 / 27 / 27.24 / 27
Class B / 20.41 / 21 / 23.14 / 24 / 23.17 / 24
Class C / 25.43 / 28 / 31.38 / 29 / 31.11 / 32
Frustration Range< 15 correct
Instructional Range 16- 25 correct
Mastery Range > 25 correct
In the 4th Grade, only 4 students remained in the Frustrational range by the end of the year. Two of these students were previously identified as students having disabilities. The other two student’s results are suspect. Their results from current and previous testing were Meets on AIMS and the quarterly benchmark reading assessments.
Fifth Grade / Fall / Winter / SpringMAZE / Mean
Score / Median
Score / Mean
Score / Median
Score / Mean
Score / Median
Score
Class A / 22.33 / 22 / 28.82 / 28 / 29.94 / 30
Class B / 19.59 / 20 / 21.83 / 22 / 23.69 / 24
Class C / 23.39 / 25 / 23.08 / 22.5 / 30.00 / 30
Frustration Range< 12 correct
Instructional Range 13- 25 correct
Mastery Range > 25 correct
There was only one student in the Frustration range by the end of the year in 5th grade. This student was referred for an evaluation and did qualify as a student with a Specific Learning Disability in Reading and Math. 38 students were in the Mastery range and 29 students were in the Instructional range.
MATHEMATICS
Two Minute Math Fact Fluency assessments (I-Steep) were given class wide in April for all classes from 2nd grade to 5th grade. Problem sets differ by grade level. The interventions provided class wide involved individualized memorization practice with biweekly progress monitoring. Results are reported at class level based on the digits correct.
Second Grade / Fall / Winter / SpringAddition, 1 to 2 digit plus 1 to 2 digit, no regrouping / Mean
Score Digits Correct / Median
Score
Digits
Correct / Mean
Score Digits Correct / Median
Score
Digits
Correct / Mean
Score Digits Correct / Median
Score
Digits
Correct
Class A / 21.90 / 23 / 33.5 / 32 / 40.36 / 40.5
Class B / 18.76 / 21 / 32.15 / 33 / 42.56 / 43.5
Class C / 18.92 / 17 / 26.93 / 25 / 35.24 / 31
Class D / 26.0 / 25.5 / 32.31 / 31 / 38.17 / 38
Class E / 14.38 / 14.5 / 20.8 / 21 / 27.07 / 27
Frustration Range< 20 digits correct
Instructional Range 21-39 digits correct
Mastery Range > 40 digits correct
By the end of the year, we had 9 students who continued to fall in the Frustration range for math fact fluency. 37 students had improved to the level of mastery for fluency of basic addition facts, with no regrouping. The remainder, (44) were in the Instructional range.
Third Grade / Fall / Winter / SpringMultiple Skills:
Basic Addition and Subtraction / Mean
Score
Digits Correct / Median
Score
Digits
Correct / Mean
Score
Digits Correct / Median
Score
Digits
Correct / Mean
Score
Digits Correct / Median
Score
Digits
Correct
Class A / 9.25 / 7.5 / 12.57 / 10 / 18.85 / 18.5
Class B / 6.61 / 6.5 / 13.5 / 14 / 12.18 / 11
Class C / 8.16 / 7 / 14.05 / 13 / 11.32 / 11
Class D / 4.12 / 4 / 11.61 / 10 / 15.35 / 16
Frustration Range< 20 digits correct
Instructional Range 21-39 digits correct
Mastery Range > 40 digits correct
Math fact fluency levels remained in the frustration range at the end of the year for many of the 3rd grade students. This was the first year the class wide intervention was implemented in 2nd grade, and the hope is that for next year, students will come into 3rd grade with greater memorization and fluency of addition skills and will be able to move to subtraction skills earlier in the year. Closer monitoring of the implementation of the math intervention and ongoing progress monitoring will also be targeted for 3rd grade. At the end of the year, 21 students were considered to be in the Instructional range, one was in the Mastery range with the remainder in the Frustrational range.
Fourth Grade / Fall / Winter / SpringMultiple Skills:
Basic Multiplication
and Division / Mean
Score
Digits Correct / Median
Score
Digits
Correct / Mean
Score
Digits Correct / Median
Score
Digits
Correct / Mean
Score
Digits Correct / Median
Score
Digits
Correct
Class A / 22.67 / 21 / 45.88 / 45 / 46.44 / 50
Class B / 15.40 / 14 / 37.65 / 35 / 43.13 / 38
Class C / 19.18 / 14 / 62.73 / 65.5 / 55.28 / 52
Frustration Range< 40 digits correct
Instructional Range 41-79 digits correct
Mastery Range > 80 digits correct
Many 4th grade students were able move into the Instructional range on multiplication and division math fact fluency by the end of the year. 10 were able to move into the Mastery range. However, 23 students remained in the Frustration range, and were able to solve fewer than 40 digits correctly in two minutes.
Fifth Grade / Fall / Winter / SpringMultiple Skills: Multiplication
and Division / Mean
Score Digits Correct / Median
Score
Digits
Correct / Mean
Score Digits Correct / Median
Score
Digits
Correct / Mean
Score Digits Correct / Median
Score
Digits
Correct
Class A / 18.81 / 16 / 31.65 / 28 / 36.94 / 33
Class B / 18.32 / 17 / 36.71 / 35.5 / 34.48 / 33
Class C / 17.68 / 15.5 / 27.08 / 24 / 25.12 / 25
Frustration Range< 40 digits correct
Instructional Range 41-79 digits correct
Mastery Range > 80 digits correct
The majority of students in the 5th grade remained in the Frustrational range for multiplication and division fact fluency at the end of the year.
AIMS/DPAand Terra Nova
Testing (Spring 2009) was completed for 2nd through 5th grades. Results reported by grade level below for Reading and Math. The number in parenthesis is the number of students in each grouping.
2nd grade Terra Nova results are compared to nation wide norms. This is a timed standardized test.
GRADE 2 Terra Nova / Mean National Percentile / Mean Normal Curve EquivalentReading (94) / 33.8 / 40.4
Mathematics (94) / 28.0 / 38.6
AIMS percentages for each proficiency level are provided for the Total by grade level, Students with IEPs in that grade level and Students currently classified as English Language Learners.
GRADE 3 / Reading / MathTotal (86) / Ex.Ed (13) / ELL (27) / Total (86) / Ex. Ed (13) / ELL (27)
FFB / 8% / 8% / 15% / 15% / 31% / 19%
Approaching / 24% / 46% / 41% / 21% / 38% / 37%
Meets / 55% / 46% / 44% / 52% / 31% / 41%
Exceeds / 13% / 0% / 0% / 12% / 0% / 4%
Meet & Exc / 68% / 46% / 44% / 64% / 31% / 45%
GRADE 4 / Reading / Math
Total (57) / Ex. Ed (7) / ELL (7) / Total (57) / Ex. Ed (7) / ELL (7)
FFB / 9% / 14% / 29% / 11% / 29% / 14%
Approaching / 28% / 57% / 43% / 18% / 14% / 43%
Meets / 60% / 29% / 29% / 60% / 57% / 43%
Exceeds / 4% / 0% / 0% / 12% / 0% / 0%
Meet & Exc / 64% / 29% / 29% / 72% / 57% / 43%
GRADE 5 / Reading / Math
Total (70) / Ex. Ed (9) / ELL (13) / Total (71) / Ex. Ed (9) / ELL (14)
FFB / 6% / 22% / 15% / 4% / 22% / 7%
Approaching / 14% / 22% / 15% / 11% / 11% / 7%
Meets / 51% / 44% / 31% / 41% / 44% / 36%
Exceeds / 29% / 11% / 38% / 44% / 22% / 50%
Meet& Exc / 80% / 55% / 69% / 85% / 66% / 86%
PRESCHOOL/ TRANSITION
Following the Kindergarten Round-up held earlier in the school year, pre-enrollment forms were completed for students interested in attending Rose for the upcoming school year. One preschool classroom visited the Kindergarten classrooms on an “in school field trip”. Due to restructuring within our school district though, three of the four preschool teachers will be at different schools this next year. The remaining teacher will be looping with her children to Kindergarten and two Kindergarten teachers will be moving down to Preschool for the 09-10 school year, reducing the number of preschool classes at our site to two. Prior to school starting, all incoming Kindergarten students with a non-English speaking background will be assessed on the AZELLA. The plan was to do this before school ended, but changes in the test delayed this option.
The Get It, Got It, Go Picture Naming screenings were conducted for children in the four preschool classrooms at the beginning and end of the school year to evaluate growth during the year in expressive vocabulary. The Get It, Got It, Go screenings are individual growth developmental indicators that are correlated with the age of the student in months. By 60 months of age, a typically developing child is expected to name 25 pictures correctly in 60 seconds. Although they can name the items in Spanish, these responses are not included in the final graphs, since instruction in our Kindergarten classes is in English and teachers use a SIOP strategy for ELL students. This allows us to target students needing additional language support regardless of their primary language. Any student 60 months or older with scores below 10 will be carefully monitored during Kindergarten. Of the students pre-enrolled at Rose for 2009-10, 5 have already been identified as needing Special Education support for a Speech-Language Impairment. 3 of those students were able to name fewer than 10 items on the G,G,G. Other students with low scores will have this information placed in their files indicating a need for Speech-language screening and follow-up in kindergarten, since not all our preschool students remain at Rose.
PLANNING FOR 2009-10
Along with all schools in Arizona, reduced funding will force changes for the upcoming year. Class sizes may be increased and additional staff for interventions may be decreased at Rose. A 4-hour English Language Development block will be implemented for students not proficient on the AZELLA.
Resources currently available at Rose that have not been utilized to their full extent include computer based instruction. Since we have school wide licenses already, Waterford and SuccessMaker computer programs will be tapped to provide 2nd tier intervention in both reading and math. Schedules will be developed to allow computer time for all students several times weekly, using both the classroom computers and the computer lab. Reports of program usage, percentage correct and instructional components will be used for progress monitoring, in addition to other progress monitoring methods. This will hopefully address the gap identified in effectiveness of 2nd tier intervention and reduce the number of students needing 3rd tier intervention for reading especially.
The Mastering Math Facts program will be monitored more closely at all grades. Poor math fact fluency continues to be an issue school wide. An instructional video will be created of students using the program correctly, in order to provide strong examples early in the year for our new teachers. SuccessMaker math topics will be aligned to our classroom math curriculum for all students, and students needing an additional dose of a topic will be “assigned” additional computer instructional time.