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Name: Kim Daniel
Email: kim.daniel@tusd1.org
Goal Number: 2
Objective Number:
Organization: C.E. Rose Elementary
Location: Tucson Arizona

Type: multiple meetings
Name Meeting: August/September
Attendance: 5 to 40+
Audience: Group Teacher
Date: 9/23/08

Description:
Summer 2008 Title I training of grade level representatives included an overview of the Mastering Math Facts fluency program. Classroom materials were created to support implementation of the Class wide fluency needs identified in grades 1 through 5 during spring 2008 Math Benchmark screening. A follow-up training and make and take classroom materials was provided for the entire staff during a pre-service teacher work day. A research based core writing curriculum was identified and the staff attended a day long training of effective teaching using the Write up a Storm writing program before school
started. Consistent language and methods of instruction of the writing process were established to support both language development and vocabulary for our students.

As a follow-up of the Kindergarten transition meetings held in the spring, the Preschool teachers supported the Kindergarten teachers in class in an effort to provide a bridge for students from the preschool the previous year. A Kindergarten coffee was held the first day of school as soon as class started to help create a connection for the parents (and help them deal with the first day of school for their child).

September 2008 Benchmark reading screening was completed for all students grades K-5 using DIBELS. Of 95 Kindergarten students, 41% were Intensive, 33% Strategic and 26% at Benchmark using the DIBELS criteria. Of 94 1st grade students, 8% started the year at Intensive, 14% at Strategic and 78% at Benchmark. Of 99 students in 2nd grade, 32% were Intensive, 29% Strategic and 38% were at Benchmark. 87 3rd grade students were tested. 30% were Intensive and 30% were Strategic and 40% were at the Benchmark level. Only 26% of the 57 4th graders were identified as needing Intensive intervention. 30% were strategic and 44% were at the Benchmark level. 75 students were tested in 5th grade. 29% started the year at the Intensive level, 29% at the strategic level and 41% at the Benchmark level.

Students in grades 2-5 were screened using the STEEP grade level math probes. All classes showed a need for class wide intervention on basic math fact fluency. Implementation of the Mastering Math Facts program was begun.

A school wide afterschool Professional Development on September 10th focused on the RTI process at Rose. Results of all DIBELS screenings were given to grade level teams reviewed the information together and then started identifying students needing additional support.

Paraprofessional support was scheduled in classrooms to allow for 2nd tier Reading Intervention to be provided by teachers. 1st grade teachers started PALS to improve basic phonics skills. Interventions supplied by the core reading program were added to the instruction of students in other grades. 3rd tier interventions were scheduled for students in grades 1 through 4 with intervention groups limited to 4 students. Interventions were based on identified need (phonemic awareness, phonics, accuracy and fluency).

The Preschool teachers’ monthly professional learning community focused on preschool RTI (Recognition and Response). A question and answer session allowed for a more in depth discussion and some of the screening instruments developed to tap into pre-reading skills including Get it Got it Go were examined. The theoretical foundations of the screening tools were also reviewed.