Second Grade Goal:
On the FastBridge Oral Reading Fluency (R-CBM) Assessment, 80% of second grade students will meet FastBridge default benchmark proficiency targets, indicating students are on track to meet grade-level standards in MN.
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: 81% scored above the 25th percentile according to MN Norms, indicating students are on track to meet grade-level standards in MN.
Current Practices:
Second grade teachers utilize the whole-group lesson plans in the core reading series (Reading Street by Pearson/Scott Foresman). The Reading Street series aligns to most Minnesota Second Grade Standards, and teachers address any gaps in alignment with appropriate supplemental material.
Second grade teachers implement differentiated lessons for flexible reading groups within the core reading series.
Students not meeting benchmark targets receive additional small-group instruction and interventions.
Title I, ELL and Special Education programs serve second grade students, both by coming in to the classroom and by bringing students to the various resource rooms for small-group or individual instruction.
Extended Day instruction is offered to students in Title I and Special Education programs.
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. The core reading series is enough for many students to achieve grade-level proficiency, but not all are succeeding. In the upcoming school year, we will be identifying struggling students as early as possible and setting up more intense and specific interventions, such as guided reading and "ROAR" (repeated oral assisted reading). These small-group or individual interventions 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 second 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 and differentiation (with continued assistance from Title I and EL) based on student data.
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 aligned to the district's core curriculum and to EL standards.
Involve Special Education staff in data analysis and intervention.