The district has made their vision and moral imperative very clear.

The
overarching goal in is to create fluent readers by third grade and have
instructional focus be on our EL population. As a school, our vision is to have
proficient, fluent readers so that our scholars have the essential skills
necessary to give them as many life chances as possible.

I have two personal goals in CPSEL 1. Goal one is to develop fluent readers in
kindergarten and first grade. The idea behind this goal is that our scholars
are leaving their first years in education ill prepared for the next grade level.
This has caused the need to provide intensive reading intervention to the
vast majority of scholars in the intermediate grade levels. With the school
vision being creating fluent readers, it became obvious to me to focus in on
the primary levels and lead them into believing that strategic, data driven
teaching can make a difference with our low performing scholars. Some of
the evidence that I have started to collect include DIBELS scores for our four
kindergarten classes. DIBELS is an assessment that gives indicators of basic
early literacy skills. This test will be utilized to show how effective the
programs are in kindergarten. I recently did a walkthrough of the
kindergarten classes and was amazed at the amount of language the
students have acquired through the programs. If the teachers maintain
fidelity to the programs, we should have 2 classes far out perform the other
2 classes not using the programs. Ongoing support through the use of
professional development and onsite coaching has been utilized with the
teachers to assist with reaching the goal.

Personal goal 2 under CPSEL 1 was to develop fluent readers in third grade
and increase fluency scores in second grade. The focus for this goal has
changed from third grade to second because of the lack of routine in the
classrooms regarding reading instruction. Teachers in second grade sent off
scholars to third grade for two years in a row with similar reading abilities
regardless of the strategic phonics instruction occurring in class. This was an,
aha moment when analyzing scores and caused me to shift my focus to my
weakest teachers in the school. Current evidence towards this goal includes
DIBELS scores and fluency scores for each of the current second graders and
new third graders. I also have given a professional development to the
second grade team demonstrating how to effectively practice and monitor
student scores. As a follow up, teachers will be asked when I can go into the
classroom to give them immediate feedback on the fluency routine that is
expected of them. Frequent pop-ins and acknowledgement of effective
teaching practices will be crucial to assist the teachers to move forward with
fluency practice.