2011-2012 End of Year Curriculum Report
Curriculum Area: K-5 Reading/Language Arts
Curriculum Specialist: Michelle Te Grootenhuis
Progress on Action Plans for 2011-2012:
1.1 Continued sharing of resources to teach inferences in reading. Also, according to ITBS data analysis, look for ways to
improve instruction on defining new words in context, nonliteral (figurative) language, determining main ideas, and
analyzing style and structure.
 Partially implemented. Online share site was created and used to share resources between grade levels and
buildings. More attention needs to be devoted to these areas within that site. Will continue to use and add
to site next year.
1.2 Discuss how to incorporate genre and text structure in scope & sequence.
 Implemented. These were a focus of one of the early out professional development sessions in both
buildings.
1.3 Identify students below proficient on ITBS reading comprehension from the previous year and specifically tailor
instruction to meet their needs as readers.
 Partially implemented. Both buildings began to focus on process called “conferring” with students oneon-one. Will be major focus next school year.
2.1 Whole group and grade level discussions on how to best utilize results of fall DRA testing.
 Partially implemented as part of the “conferring” process. Will continue next year.
2.2 Work with literacy consultant to create consensus on both content and instruction of reading as part of our scope and
sequence work.
 Partially implemented. Worked with consultant in June 2011. Scope & sequence will be addressed as
Common Core becomes integrated.
2.3 Include content area staff in literacy conversations and create common vocabulary.
 Implemented. Content staff were included in early out professional development sessions in both
buildings. Common vocabulary and strategies for reading and writing within content areas were
addressed.
3.1 Adoption of new writing/grammar resource.
 Implemented 3rd-5th with mixed results. New material arrived later than expected in the fall. Most found
the writing piece to be very beneficial, but needed to supplement the grammar instruction. Will continue
to utilize resource as we make transition to including more authentic writing experiences for K-5 students.
3.2 Continued grade level and cross grade discussions on writing projects, assessment, and rubrics, and collaborative
scoring of projects.
 Implemented. 5th grade staff met with middle school staff during an early out professional development
session to commonly score and discuss writing. We are becoming more aligned in scoring and writing
requirements between and across grade levels.
2011-2012 K-5 HIGHLIGHTS
Development of an online share site used to collaborate more efficiently and openly between buildings.
More strategic content area reading and writing throughout grade levels.
Schedules were strategically aligned to allow collaboration within grade levels.
The “Daily Five” and “CAFÉ Literacy Menu” were utilized in some form in many classrooms, allowing for more authentic and intentional
reading and writing experiences.
 One-on-one conferring was introduced and attempted across grade levels.
 Literature circles were utilized, again providing a more authentic literacy experience.
 The writing process was once again emphasized across the grade levels with more attention to working through process at least three
times in the year. More discussions were held on how to appropriately score those writing pieces.




2011-2012 Annual Improvement Goals Met?
_ Yes
X No
GOAL: 93% of the MOC–FV 3rd - 5th graders will be proficient on ITBS reading comprehension. Data shows
APPROX 91.2 % proficient.
_ Yes
X No
GOAL: 90% of MOC-FV 1st-5th grade students will comprehend grade at grade level using the 2 out of 3
scoring system (ITBS, DRA, Spring Passage). Data shows 87.0% proficient.
_ Yes
X No
GOAL: 93% of 2nd-5th graders will utilize the writing process to compose a proficient final draft by the end of
the year. Data shows 87.0% proficient.
Annual Improvement Goals for 2012-2013
1. 92% of MOC–FV 3rd - 5th grade students will be proficient on ITBS reading comprehension.
2. 90% of MOC-FV 1st-5th grade students will comprehend grade at grade level using the 2 out of 3 scoring system
(ITBS, DRA, Spring Passage).
3. 90% of 2nd-5th graders will utilize the writing process to compose a proficient final draft by the end of the year.
Action Plans & Resources Needed for Annual Improvement Goals
1.1 Focus on conferring with individual students and meeting with small groups on a regular basis across grade
levels.
RESOURCE: Time to meet with grade level colleagues to focus on conferring.
1.2 Utilize practice tests available from the Iowa Assessment website to familiarize staff and students with
updated format.
RESOURCE: Practice tests available through the Iowa Assessment website.
2.1 Focus on conferring as stated above.
RESOURCE: Same as above
2.2 Identify and make modifications needed to the DRA assessments at the 4th-5th grade level.
RESOURCE: Time for selected 4th-5th grade staff to meet to make modifications, utilize tests with
modifications, and then meet to discuss results.
3.1 Continue to focus on writing process and scoring, and work to effectively utilize the provided resource.
RESOURCE: Time to discuss writing process, scoring, and how to utilize resource.
3.2 Be more intentional about writing across content areas and weekly journaling.
RESOURCE: Time to discuss writing across content areas and journaling.
K-5 Reading/LangArts Curriculum Area Professional Development Goals for 2012-2013



Some early out professional development sessions focused on K-5 Reading/LangArts action plans as noted above, AND/OR
scheduled time either during or after school to meet as needed within and between buildings to accomplish action plans.
Send selected staff to annual state reading conference.
Continue to utilize online share site to collaborate between buildings and grade levels.
Data Analysis Results for K-5 Reading/Language Arts
2012 ITBS READING COMPREHENSION RESULTS
Group
%
Below
%
Proficient
8.1
91.9
11.0
89.0
7.2
92.8
8.8
91.2
rd
3 Grade
86 students
th
4 Grade
91 students
th
5 Grade
97 students
rd
th
3 -5
Average
274 students
2012 DISTRICT COMPREHENSION RESULTS
(Proficient on 2 out of 3: ITBS, DRA, Spring Passage)
Group
%
Below
%
Proficient
15
85
12
88
12
88
13.0
87.0
rd
3 Grade
86 students
th
4 Grade
91 students
th
5 Grade
86 students
rd
th
3 -5
Average
274 students
2012 DISTRICT WRITING PROJECT RESULTS
(Utilize writing process to complete final drafts)
Group
%
Below
%
Proficient
13
87
4
96
rd
3 Grade
86 students
91 students
86 students
rd
22
78
274 students
90 students
4 Grade
87 students
5 Grade
94 students
rd
th
3 -5
Average
2011 DISTRICT WRITING PROJECT RESULTS
%
%
Group
Below Proficient
Proficient
rd
3 Grade
7
93
3
97
13
87
7.7
92.3
th
th
5 Grade
2011 DISTRICT COMPREHENSION RESULTS
%
%
Group
Below Proficient
Proficient
rd
3 Grade
17
83
90 students
th
4 Grade
8
92
87 students
th
5 Grade
10
90
94 students
rd th
3 -5
Average
11.7
88.3
271 students
th
th
4 Grade
2011 ITBS READING COMPREHENSION RESULTS
%
%
Group
Below Proficient
Proficient
rd
3 Grade
7.7
92.3
90 students
th
4 Grade
6.0
94
87 students
th
5 Grade
11.4
88.7
94 students
rd th
3 -5
Average
8.4
91.6
271 students
13.0
87.0
th
3 -5
Average
271 students
2012 DISTRICT BENCHMARK ASSESSMENT RESULTS
Grade/Benchmark
2012
%
prof
2011
%
prof
----------KINDERGARTEN---------Reads kindergarten vocabulary
Names all upper and lower case letters
Verbalizes sounds for each letter
Reads top to bottom / left to right
Identifies rhyming words
Identifies beginning sounds of words
Identifies ending sounds of words
Journal writing reflects picture
Identifies sequence of events
94
100
99
99
95
99
98
96
95
90
97
98
97
93
98
94
94
96
96
90
90
98
97
97
95
94
96
96
85
88
93
99
92
94
100
95
98
98
90
94
96
94
94
95
Reads grade sight words
Read grade level passage accurately& fluently
Comprehends at grade level
Writes dictation sentence correctly
Applies spelling skills in daily writing
Weekly spelling lists
Demonstrates phonetic skills
Uses correct capitalization
Writes complete sentences
Uses correct punctuation
Uses writing process to complete final drafts
2011
%
prof
Understands third grade vocabulary
Reads third grade sight words
Comprehends at grade level
Read grade level passage accurately&
fluently
Independently reads on a regular basis.
Weekly spelling tests
Uses correct grammar
Uses correct punctuation
Uses correct capitalization
Writes complete sentences
Uses writing process to complete final
drafts
93
97
85
88
88
100
83
93
83
85
92
92
93
95
87
78
91
90
92
86
91
93
98
99
90
99
100
93
88
91
90
91
89
89
96
92
97
75
85
91
93
97
100
98
98
99
98
98
88
77
88
88
83
83
76
78
90
83
85
95
97
98
85
87
85
75
----------FOURTH GRADE---------Understands fourth grade vocabulary
Reads fourth grade sight words
Read grade level passage accurately&
fluently
Comprehends at grade level
Independently reads on a regular basis.
Applies spelling skills to written work
Uses correct capitalization
Uses correct punctuation
Uses correct grammar
Uses writing process to complete final
drafts
----------FIFTH GRADE----------
----------SECOND GRADE---------2nd
2012
%
prof
----------THIRD GRADE----------
----------FIRST GRADE---------Reads 1st grade sight words
Read grade level passage accurately& fluently
Comprehends at grade level
Recognizes rhyming words
Identifies long vowel sounds
Identifies short vowel sounds
Writes a dictated sentence
Weekly spelling lists
Uses prewriting strategies to plan written work
Writes a complete sentence
Uses correct ending punctuation
Uses correct capitalization
Uses correct spacing in writing
Grade/Benchmark
95
83
82
93
83
84
95
90
92
88
97
92
83
84
x
74
x
79
82
80
86
91
Understands fifth grade vocabulary
Reads fifth grade sight words
Read grade level passage accurately&
fluently
Comprehends at grade level
Independently reads on a regular basis.
Applies spelling skills to written work
Uses correct grammar
Uses correct punctuation
Uses correct capitalization
Writes business letter correctly
Uses writing process to complete final
drafts
Organizes and gives oral reports