First Grade Goal:
On the FastBridge Oral Reading Fluency (R-CBM) Assessment, the following percentages of first grade students will meet FastBridge default benchmark proficiency targets, indicating students are on track to meet grade-level standards in MN:
80% in May of 2021 (Spring benchmarks)
Data Used to Develop Goals:
Oral Reading Fluency (R-CBM)
Benchmark Proficiency = On track to at least meet grade-level standards in Minnesota
- All Students: 92% scored above the 25th percentile according to MN Norms, indicating students are on track to meet grade-level standards in MN.
Current Practices:
First grade teachers utilize the whole-group lesson plans in the core reading series (Reading Street by Pearson/Scott Foresman) and then differentiate instruction and interventions based on student need. The Reading Street series aligns to most Minnesota First Grade Standards, and teachers address any gaps in alignment with appropriate supplemental material.
All first grade teachers implement the small-group lesson plans in the core reading series and utilize guiding reading practices making use of our extensive Leveled Library (a book room in which the titles are organized by reading level).
ADSIS, Title I, EL and Special Education programs serve first grade students, both by coming in to the classroom and by bringing students to the various resource rooms for small-group or individual instruction.
First grade teachers retest students regularly on sight word knowledge to help students work toward mastery.
Concerns:
Some Special Education Individualized Education Plans (IEPs) are not standards-based, and some materials may not be aligned with the core curriculum.
We are addressing the gap in benchmark proficiency between our students enrolled in a Free/Reduced Lunch program and those not enrolled. In the upcoming school year, we will be identifying struggling students as early as possible and setting up more intense and specific interventions. This will give the necessary support to those students who need it the most.
The FastBridge assessment, when looked at in isolation, is not a precise measurement when predicting a student's success in school. To account for this, the first grade team utilizes various formative and summative assessments to measure a student's academic progress.
Hypotheses:
Struggling students will benefit from increased small-group and individual interventions.
Action Plan:
Increase small-group instruction opportunities, with continued assistance from ADSIS, Title I, and EL to address phonological skill, letter sounds, fluency, phonics, and sight word skill needs based on assessments.
Analyze data in a timely fashion utilizing our Professional Learning Community structure to address student needs using best practices.
Ensure that Individualized Education Plans (IEPs) are standards-based.
Ensure that all teachers -- both in the classroom and in resource rooms -- are using materials that are aligned to the district's core curriculum and to EL standards.