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Making a Difference

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Making a Difference

  1. 1. Making a Difference<br />at Courtenay Elementary<br />2010-2011<br />Year 4<br />How are we doing?<br />School Review<br />May 10th 2011<br />
  2. 2. What are we doing?<br />Early intervention <br />Literacy Groups for all Grade ones<br /> Focus on comprehension: Making Connections<br />Team work<br /> Literacy and numeracy work in classrooms<br />Support for struggling students as well as those just needing a little extra support<br />T, LST, EAS, ESL/ESD, SLP, CST<br />Parent support <br />Tricky words, Home Writing Program, Home Reading<br />
  3. 3. Last year at this time…<br />DST<br />DST<br />Ab Ed<br />EA<br />LST<br />LST<br />LST<br />EA<br />EA<br />Ab Ed<br />EA<br />
  4. 4. Celebrating Sucess<br />Our YearEnd Assembly<br />Teachers<br />identified<br />16 students<br />who <br />had shown<br />Improvement….<br />….nearly all those students had received learning support.<br />
  5. 5. We are proud of all kinds of success…<br />Students who make great <br />personal progress, but may still not <br />meet expectations for their grade.....<br />Beginning Grade 2<br />Beginning Grade 1<br />Students who are struggling who later<br />fully meet or exceed expectations for their<br />grade......<br />Beginning K<br />K 1 2<br />Time line <br />
  6. 6. EARLY INTERVENTION IN READINGFour years of data:R. A. Diagnostic Average Composite scores<br />Grade Ones:<br />Kindergarten:<br />10/11<br />09/10<br />08/09<br />Compared to the first <br />Year’s grade ones:<br />07/08<br />
  7. 7. Four Years of Data:Four Groups of Grade 1 Students<br /> 09/10<br /> 10/11<br /> 07/08<br />08/09<br />
  8. 8. Supporting Students with Special Needs:2009/2010 <br />DST<br />DST<br />Ab Ed<br />EA<br />D<br />D<br />D<br />D<br />D<br />LST<br />EA<br />EA<br />EA<br />15<br />D<br />D<br />D<br />D<br />D<br />EA<br />EA<br />LST<br />G<br />F<br />G<br />C<br />C<br />K<br />K<br />Q<br />Q<br />Q<br />Q<br />Q<br />EA<br />EA<br />LST<br />14<br />Q<br />Q<br />Q<br />Q<br />Q<br />Q<br />Q<br />Modified Program<br />Adapted Program<br />High and Low Incidence EAs<br />7<br />6<br />23<br />29<br />
  9. 9. Supporting Students with Special Needs: Students Identified at start of 2010/2011<br />DST<br />Ab Ed<br />EA<br />6<br />9<br />15<br />D<br />D<br />D<br />EA<br />EA<br />9<br />D<br />D<br />EA<br />LST<br />G<br />F<br />C<br />C<br />K<br />K<br />K<br />EA<br />LST<br />6<br />Q<br />Q<br />R<br />
  10. 10. Supporting Students with Learning Needs: 2010/2011 (current) <br />DST<br />Ab Ed<br />EA<br />SBT considering 9 students for referral for assessment<br />EA<br />EA<br />11<br />D<br />D<br />D<br />D*<br />* Currently being assessed<br />LST<br />EA<br />D<br />D<br />C*<br />G<br />F<br />C<br />C<br />LST<br />10<br />EA<br />K<br />K<br />K<br />K<br />K<br />K*<br />Q<br />Q<br />Q*<br />Q<br />15 intermediate students<br />33 primary students<br />Modified Program<br />Adapted Program<br />High and Low Incidence EAs<br />4<br />10<br />11<br />48<br />21<br />
  11. 11. Supporting Students with Special Needs NEXT YEAR<br />DST<br />Ab Ed<br />EA<br />4 students waiting assessment <br />5 students being considered by SBT for referral for assessment<br />D<br />D<br />D<br />D*<br />EA<br />EA<br />14<br />LST<br />D<br />D<br />C*<br />C<br />A<br />EA<br />EA<br />G<br />F<br />C<br />G<br />G<br />LST<br />K<br />K<br />K<br />K<br />K<br />K*<br />EA<br />12<br />Q<br />R<br />R*<br />R*<br />R*<br />Q*<br />Modified Program<br />Adapted Program<br />High and Low Incidence EAs<br />5<br />13<br />13<br />26<br />
  12. 12. Making a Difference:<br />Looking back…..and looking forward…<br />High and Low Incidence EAs<br />Adapted Modified <br />23<br />DST<br />DST<br />Ab Ed<br />EA<br />LST<br />LST<br />LST<br />7<br />6<br />other <br />learning<br />support<br />4<br />LST<br />DST<br />Ab Ed<br />EA<br />LST<br />11<br />10<br />5<br />DST<br />Ab Ed<br />EA<br />LST<br />LST<br />13<br />13<br />
  13. 13. What’s our hope?To continue to make a difference.<br />

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