Gonic School
Annual Progress Report - October 2006
Gonic School
Respect - Responsibility - Results
Annual Report to
School Board Instruction Committee
October 19, 2006
Representing our staff:
Pam Blanchard, Special Education Teacher
Barbara Brown, Fourth Grade Teacher
Nancy Ferguson, Kindergarten Teacher
Martha Wingate, Principal
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NWEA MAP RIT Scores: READING
SECOND GRADE READING % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 66% |
69% |
70% |
THIRD GRADE READING % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 50% |
58% |
62% |
FOURTH GRADE READING % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 51% |
73% |
58% |
FIFTH GRADE READING % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 63% |
74% |
73% |
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Mrs.
Norris’s GRADE FIVE |
NWEA MAP RIT Scores: MATH
SECOND GRADE MATH % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 63% |
77% |
63% |
THIRD GRADE MATH % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 68% |
70% |
67% |
FOURTH GRADE MATH % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 63% |
80% |
59% |
FIFTH GRADE MATH % On Grade Level
| Fall 2005 |
Spring 2006 |
Fall 2006 |
| 61% |
79% |
69% |
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Mrs.
Norris’s GRADE FIVE |
Activities
Based on Last Year’s Results, and Their Relative
Success:
- Tutoring: individual, two and three
student groups: successful for students
with regular participation, based on class
work and assessments; several students did
not attend because of lack of transportation
or interest
- Tier II: concentrated work in a
small group with a variety of materials;
instruction provided by classroom teacher,
specialist or paraprofessional; most successful
when instruction was daily and with the
same person
- Accelerated Reader incentives: PTA
provided many opportunities for students
to participate in reading during vacations;
incentives included certificates, pencils,
balls, special privileges and limousine
rides to McDonald’s for lunch, and recognition
in our newsletter and at assemblies. This
incentive program appealed to a number of
students, although participation was always
higher during vacations than during the
summer
- Kindergarten Tutoring: mixed success;
some students were tired even after their
half day in school; others showed improvement
in class and assessments (DIBELS). Progress
monitoring needed to be more formalized
- Homework Club: provided two times
per week for students to do their homework;
primarily a babysitting tool
- Enrichment Groups: while some students
worked on Fundations, a Tier II program,
others were able to work on enrichment activities
in reading; positive results in testing,
self-esteem (every student eventually participated
in an enrichment activity to ensure all
had this special time)
- Summer Tutoring: moved from summer
school to individual/small group tutoring.
Student and parent feedback was very positive
about this program; students’ showed more
positive attitude toward learning; one student
had his writing published online
- Child Study Team: worked to change
the format of our CST to a data-based committee;
team members became more skilled working
with data and creating options
- Math Club: positive experience for
students; many arrived at school early in
the morning to participate
- NWEA MAP Goal Sheets: used our own
form; discussed with students before conferences,
making the meeting with parents more valuable;
several students participated in their conferences;
teachers met quarterly with students to
review goals and sent home reminders regarding
preparation for testing. Activity was most
successful when students set their own goals;
students enjoyed competing against their
own scores
- Reading pilots: improvement noted in language
scores last spring and this fal
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Mrs.
Lindsay’s GRADE TWO |
2006
– 2007 Plans Based on Fall RIT Scores and Last
Year’s Activities
- Student-led conferences including
goal sheets from NWEA’s Dynamic Suite (sent
home for the first time with Interim Reports
on October 6; second form to be used at
November parent-teacher conferences
- Response to Intervention: as our
Data Team tweaks it’s goals, we will be
more aggressive in providing intervention
where and when it is needed
- Tutoring; extended day kindergarten:
we continue to make this a priority; the
program will run better with a facilitator
overseeing it. Progress monitoring will
be checked every 4-6 weeks
- Individual Student Data Sheet: created
by Sally Riley and Jackie Falhaber, this
form will be fully implemented this year
to help us keep better track of student
progress
- Math and Reading Clubs: we will
continue with our math club and plan to
start a reading club with games and activities
(both to replace the Homework Club)
- Concentrate tutoring on Tuesdays
and Thursdays; especially if we are able
to get transportation for students at the
end of the sessions.
- Eagle news: more information for
parents highlighting one reading/math activity
per week to do at home
- Parent workshops: at school, at
a local restaurant (Brickstones), at parents’
homes; to demonstrate reading activities
to parents
- Student participation in workshops
and PTA meetings: wonderful opportunity
for students to show parents games, reading
activities, etc. (and parents will attend
PTA if their students are involved)
- Parent contact: each teacher will
contact parents about student goals and
progress – noting both areas that will need
practice and positive performances
on MAP testing
- Book Report/Accelerated Reader Program:
Now to include a variety of book report
formats. We will use our Gonic Magazine
to spotlight student work
- Target skills in read aloud in content
area as well as reading
- PEGs: Teachers are excited to focus
on improving our reading instruction. Ideas
include staff reading Whatever It Takes
by Richard DuFour and applying practices;
summarizing GLE’s and state standards in
an easy-to-read brochure format at each
grade level
- Plans to group for needs beyond
grade level (using RIT ranges)
- Incentives for making individual
and group goals
- Meet with Sally Riley to have “another
set of eyes” review our scheduling challenges
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Mrs.
Amorim’s GRADE TWO
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Reallocation
of Resources/Request for Additional Resources
- Make ˝ time reading specialist position
full time
- Assistant Principal, ˝ time: could
be paired with ˝ time special education
teacher who would coordinate services and
be primary case manager
- Additional specialists (PE, Art,
Music) to facilitate scheduling
- Addition of self-contained special
education program for 4th and
5th graders
- Duty-free lunch/recess period: teachers
would work with small groups for 15 minutes
- Late bus so that students could
stay after school for reading and math activities
- Two additional paraprofessional
for special education programs
- One paraprofessional per class (or
per grade)
- Supplemental books and materials
for reading program
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Mrs.
Gagnon’s GRADE FOUR |
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The Rochester Schools
150 Wakefield Street Suite #8
Rochester, NH 03867
(603) 332-3678 (VOICE) (603) 335-7367 (FAX)
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