Brownsville Independent School District Curriculum & Instruction Department

PK Middle of Year (MOY)

Data Analysis Meeting February 7, 2012

8:00- 11:30 am Rivera, Hanna, and Lopez Clusters 12:30-3:30 pm Pace, Porter, and Veterans Clusters

Brownsville Independent School District Curriculum & Instruction Department

Middle of Year (MOY) Data Analysis Meetings PK Grade Lead Teachers and Facilitators

DEIC Approved Session

Dr. Carl A. Montoya Superintendent of Schools

Tuesday, February 7, 2012

CAB 107 8:00 -11:30 am Rivera, Hanna, and Lopez Clusters 12:30 -3:30 pm Pace, Porter, and Veterans Clusters

SRN: AM 919120278 SRN: PM 919120279

A G E N D A

I. Welcome II. Bilingual/ESL

i. Transitional Model Focus ii. Language of Instruction (LOI) &

Language of Assessment (LOA) iii. Bubbles/Burbujas Survey iv. SELP/SSLP retest

III. Response To Intervention (RtI)

IV. CPALLS MOY Data Analysis

i. District Results ii. Campus Results

iii. Teacher Results iv. CPALLS Small Group Progress Monitoring v. Progress Monitoring Checklist

vi. Assessment Calendar

V. RtI Process and Checklist BREAK

VI. Classroom Schedules

VII. PK Scope and Sequence Document

VIII. Opening the World of Learning (OWL) i. Components

ii. Lesson Structure iii. Planning and Assessment Guide

IX. Questions/Reflections

Expectation: Lead Teachers will train the campus teachers and send sign-in sheets with SRN numbers and administrator’s signature to Lydia Castillo, ECH Specialist, by Friday, February 17, 2012.

BISD does not discriminate on basis of race, color, national origin, sex, religion, age or disability in employment or provision of services, programs or activities.

PREKINDER GUIDELINES http://www.tea.state.tx.us/index2.aspx?id=2147495508&menu_id=214748371

8

Bilingual/ESL Transitional Model Overview of Model p. 20Language of Instruction (LOI) p. 24 – 26 Language of Assessment (LOA) p. 58

Bubbles/Burbujas Survey due by Wednesday, February 22, 2012

SELP/SSLP retest – Student Progress & Categorization

Bilingual/ESL Student Counts 1,702 Beginner 71% Intermediate 28%

PK DISCUSSION POINTS

2991enrolled

1

Response to Intervention (RtI)

2

CPALLS MOY Data Analysis ● District ● Campus ● Teacher

● Small Group Progress Monitoring

3

4

5

IMP! TRI and CRI Reimbursements to C & I Department 22 First Class Day

AUGUST 2011

S M T W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

2 Due- TRI & CRI Reimbursements 5 Labor Day Holiday 12-16 BOY 1st-3rd TPRI/Tejas Lee Assessment 13 Facilitators’ Meeting 19-23 BOY Kinder TPRI/Tejas Lee Assessment 21 BOY 1st Grade Data Analysis Meeting , LT 22 BOY 2nd Grade Data Analysis Meeting, LT 30* End of 1st Six Weeks

SEPTEMBER 2011 S M T W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

27 26 27 28 29 30*

5 BOY K Data Analysis Meeting, LT 6-7/20-21 Progress Monitoring K-3rd (TIER II Students) 7 BOY 3rd Grade Data Analysis Meeting, LT 17-21 BOY PK CPALLS Assessment 18 Facilitators’ Meeting

OCTOBER 2011

S M T W Th F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29 30 31

2 BOY PK Data Analysis Meeting, LT 3-4/17-18 Progress Monitoring K-3rd (TIER II Students) 11* End of 2nd Six Weeks 21-25 Thanksgiving Holidays 15 Facilitators’ Meeting

NOVEMBER 2011

S M T W Th F S 1 2 3 4 5 6 7 8 9 10 11* 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

8-9 Progress Monitoring K-3rd (TIER II Students) 19-30 Christmas Holidays

DECEMBER 2011

S M T W Th F S

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

13* End of 3rd Six Weeks 16 Teacher Preparation Day 17-20 MOY K-3rd TPRI/Tejas Lee Assessment 23-30 MOY PK CPALLS Assessment

JANUARY 2012

S M T W Th F S

1 2 3 4 5 6 7 8 9 10 11 12 13* 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2011-2012

PK CPALLS, K-3rd TPRI & Tejas Lee Response to Intervention (RtI)

6

RtI Process Flow Chart Brownsville Independent School District – Response to Intervention PROCESS

If the interventions are successful, return student to core instruction and continue to monitor progress.

Provide high-quality core instruction and behavioral supports by high-qualified teachers. Provide whole or small group differentiated instruction. Implement scientifically research-based interventions and monitor progress regularly. Conduct universal screenings (TPRI/Tejas Lee). Analyze student data and make recommendations. Initiate the Tier-1 initial Meeting with RTI Campus Team for students who fall below the cut-off score for universal

screenings (TPRI/Tejas Lee).

Tier -1

If the interventions are not successful, refer student to Tier-2. Implement targeted group/strategic interventions.

Tier -2

Complete the Tier-2 RtI Referral Hold a Tier-2 Initial Meeting. Develop a custom designed Intervention Plan. Provide small group targeted skill instruction that supplements and reinforces high-quality core instruction and

behavioral expectations. Grades K-3 provides small group interventions in 6-8 weeks cycles. Grades 4-10 provide interventions through

homogeneous grouping in research-based programs. During the intervention cycle the students will be monitored. Use Progress Monitoring to determine intervention effectiveness and student’s responsiveness to interventions. Document interventions and progress in the Intervention Plan.

If the interventions are successful, move student to Tier-1 or core instruction and continue to monitor progress.

Tier -3

If the interventions are not successful, refer student to Tier-3. Implement intensive/ individual interventions.

Develop a custom designed Intervention Plan Provide intense, individualized interventions in addition to core instruction delivered by highly-trained staff. The interventions target skill deficits. Use Progress Monitoring to closely monitor the effectiveness of interventions and the student’s responsiveness to

the interventions Document interventions and monitor progress in the Intervention Plan. Conduct a Tier-3 Follow-up Meeting and make placement decisions.

If the interventions are successful, move student to Tier-2, Tier-1, or core instruction and continue to monitor progress.

If the interventions are not successful, the RtI team determines whether or not to continue Tier-3 interventions and/or special education.

Lujan, Michael, Love, S. & Collins, B. 2008

Brownsville Independent School District

RESPONSE to INTERVENTION (RtI) CHECKLIST

Student Name:___________________________________________________________________________ ID #:_________________ D.O.B.:__________________ Grade: _________ Teacher:__________________________________ Campus:________________________________ PLEASE PROVIDE THE DATE FOR THE FOLLOWING REQUIRE FORMS:

DATE FORMS TITLE

BEFORE THE MEETING: Parent Receipt for Parent Information and Notice Letter

Parent Information and Notice Letter Parent Parent (Background) Information RtI - 1 Initial Referral RtI - 2 Student Health Information RtI – 3A (All students) Screening for Language Dominance RtI – 3B (LEP students ONLY) BICS/CALP Checklist Also collect: (right side of folder) Achievement scores TAKS, TELPAS, Stanford, and etc.

Grades Current Grade Speed / TPRI / TEJAS LEE

Input from parents Parent Information Form

Attendance reports Report from Data Entry

DURING RtI CORE TEAM MEETING: RtI -5 Individual Intervention Plan RtI -6 Signature of Receipt (RtI Core Team Members and Teachers) If SPEECH Concern: RtI - 4A Speech/Language Teacher Interview RtI – 4B Teacher Observation of Std. Oral Lang. RtI – 4C Speech/Language Parent Interview If BEHAVIOR Concern: (RtI-13 and/or Review360) RtI – 13 Positive Behavior Support Plan RtI-10 PBSP Checklist

RtI-11 Classroom Behavior Observation

RtI-12 Functional Behavior Assessment Review360 Tier II & III – Student RtI Plan

DURING INTERVENTION PLAN:

RtI -7 Progress Monitoring Record (RtI/504 Campus Coordinator) 7

Bilingual/ESL ProgramTotal instructional time for linguistic component shall

be

Regular Program

Minutes Language ELA/SLA Instruction* Minutes ELA Instruction*15 S Meet and Greet/Oral Language

•Opening the World of Learning (OWL) •CIRCLE

15 Meet and Greet/Oral Language

•OWL

•CIRCLE

15 S Today’s News

•OWL •CIRCLE

15 Today’s News

OWL •CIRCLE20 S Literacy Circle-Large Group

•OWL •CIRCLE •Enseñando la lectura •Phonemic Awareness in Young Children

20 Literacy Circle-Large Group

•OWL •CIRCLE •Phonemic Awareness in Young Children

60 S Literacy Small Group Rotation

•OWL •CIRCLE •Enseñando la lectura •Phonemic Awareness in Young Children

60 Literacy Small Group Rotation

•OWL •CIRCLE •Phonemic Awareness in Young Children

20 S Story Time-Story for the week

•OWL

20 Story Time-Story for the week

•OWL20 S Read Aloud

•OWL

20 Read Aloud

•OWL60 S Interventions: CPALLS

Small Group/Learning Centers

60 Interventions: CPALLS

Small Group/Learning Centers

*Approximately 2/3 of each instructional day will be devoted to oral language and early literacy development which integrates social studies, science, art, music, gross motor,

and other enrichment areas as per PK Guidelines

PrekindergartenSample Schedule

8

9

3rd Six Weeks (30 days)

Focus Weeks Date Pearson-OWLConcept Development

Pearson-OWL

Teacher Guide

CIRCLE and

Enseñando la lectura activitie

s will be

implemented daily.

LetterIntroduction

Lenguaje y lectura

MathResources:

Math Their WayCIRCLE

OWL

NumberIntroduction(Quantity)

ShapeIntroduction

Communit

y & Farm Life

Week 1 Nov. 14-18 What kinds of communities do people live in? 3 O

Mondays:Numeral Recognition

Tuesdays:Counting Skills

Number OperationsWednesdays:

PatternsThursday:

Measurement/SortingFriday:

Graphing

7

Week 2 Nov. 28-Dec. 2 What is a farm? 4 Repaso de letras introducidas 8

Week 3 Dec. 5-9 How do machines help farmers? 4 S 9 Rhombus

Week 4 Dec. 12-16 Why do farmers have animals? 4 U 10

Week 5 Jan. 2-6 How does food get from a farm to your house? 4 C Review 0-10

Review Shapes

Week 6 Jan. 9-13 What is a community?What happens on a farm? 4 G Review 0-10

4th Six Weeks (33 days)

Plants,

Animals/Physical

Environmen

t (weather & seaso

ns)

Week 1 Jan. 16-20 What is a jungle? 5

CIRCLE and

Enseñando la lectura activitie

s will be

implemented daily.

F

Mondays:Numeral Recognition

Tuesdays:Counting Skills

Number OperationsWednesdays:

PatternsThursday:

Measurement/SortingFriday:

Graphing

11

ReviewShapes

Week 2 Jan. 23-27 What are jungle animals like? 5 V 12

Week 3 Jan. 30-Feb. 3 What is a desert? 5 H 13

Week 4 Feb. 6-10 What are desert animals like? 5 J 14

Week 5 Feb. 13-17 What happens when day changes to night? 6 K 15

Week 6Week 7

Feb. 20-24Feb. 27-March 2 What happens when weather changes? 6 Repaso de letras

introducidas Review 0-15

Prekindergarten 2011-2012 Scope and Sequence

10

Scott ForesmanOpening the World of Learning

(OWL) Components in English and SpanishSee page vi in Teachers’ Guide

1. Planning and Assessment Teacher’s Guide

2. Teacher’s Guides, Units 1-8

3. Literature to Read Aloud

4. Teaching Cards and Posters

5. Digital Resources

6. Other Classroom Resources

11

Scott ForesmanOpening the World of Learning

(OWL) Lesson StructureI. Week at a Glance (weeks-1-4/5)

• PK Guidelines (see weekly tab)• Gather your materials p.2• Plan your week pp. 4-7

II. Lessons• Transitions pp. 8 & 10• Vocabulary p. 9 & 11• Set up your centers pp. 12-15• Center Activities pp.16-27• Small Group Instruction for Literacy and Math pp. 28-31• Meet and Greet Time pp. 32-35• Literacy Large Group Literacy by day pp.36-47• Story Time by day pp. 48-59• Science/Social Studies by day pp. 60-63• Math see Curriculum & Instruction Website and

incorporate OWL lessons PP-64-69• Read Alouds pp. 70-73• Wrap Up Your Day pp. 74-77

12

15

Planning and Assessment Teacher’s Guide

I. Planning

II. Assess and Check

III. Resources

13

Questions ?

14