<p> First Grade Team</p><p>Activity #1: Year 1 Grade Level Outcomes:</p><p>Materials Needed: Grade Level Histogram Report, Oregon Reading First Outcomes</p><p>Grade 1 Goal(s): 40 cwpm (correct words per minute) on Oral Reading Fluency 50 cspm (correct sounds per minute) on Nonsense Word Fluency (in winter of first grade</p><p>Winter Spring</p><p>Record Percent of students at each Record Percent of students at each status for Progressive Benchmark status for Benchmark Goals (ORF) and Benchmark Goals (PSF, (PSF,NWF,ORF) NWF) PSF Established: Emerging: Deficit: Established: Emerging: Deficit:</p><p>NWF Established: Emerging: Deficit: Established: Emerging: Deficit:</p><p>ORF Low Risk: Some Risk: At Risk: Low Risk: Some Risk: At Risk:</p><p>First Grade DIBELS Benchmark Goals & Terminology</p><p>DIBELS Beginning of Year Middle of Year End of Year Measure Performance Status Performance Status Performance Status Phonemic PSF <10 Deficit PSF < 10 Deficit PSF < 10 Deficit Segmentation 10 < PSF < 35 Emerging 10 < PSF < 35 Emerging 10 < PSF < 35 Emerging Fluency PSF > 35 Established PSF > 35 Established PSF > 35 Established Nonsense NWF < 13 At Risk NWF < 30 At Risk NWF < 30 At Risk Word 13 < NWF < 24 Some Risk 30 < NWF < 50 Some Risk 30 < NWF < 50 Some Risk Fluency NWF > 24 Low Risk NWF > 50 Low Risk NWF > 50 Low Risk Oral Reading ORF < 8 At Risk ORF < 20 At Risk Fluency 8 < ORF < 20 Some Risk 20 < ORF < 40 Some Risk ORF > 20 Low Risk ORF > 40 Low Risk</p><p>© 2004 by the Oregon Reading First Center Center on Teaching and Learning Compare Outcomes to overall Oregon Reading First outcomes: Comments:</p><p>Activity #2: Grade Level Growth Towards Successful Outcomes: (Percent of students that successfully met Spring Benchmark Goals)</p><p>Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Summary Reports</p><p>(a) Benchmark student status to subsequent Benchmark success: Fall to Winter_____% Winter to Spring____%</p><p>(b) Strategic student status to subsequent Benchmark success: Fall to Winter_____% Winter to Spring____%</p><p>(c) Intensive student status to subsequent Benchmark success: Fall to Winter_____% Winter to Spring____%</p><p>(d) Intensive student status to subsequent Strategic Status: Fall to Winter_____% Winter to Spring____%</p><p>(e) Total (c + d) Intensive students to subsequent Established/Emerging Status: Fall to Winter_____% Winter to Spring____%</p><p>Compare grade level growth to Oregon Reading First Norms. Based on this comparison: Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks.)</p><p>Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks).</p><p>Activity #3: Transitioning Activity: Materials Needed: Class reports, Summary of Effectiveness Reports</p><p>Join with the Kindergarten Team and discuss Kindergarten students transitioning to first grade. Discuss possible grouping strategies for fall that could maximize instructional intensity.</p><p>© 2004 by the Oregon Reading First Center Center on Teaching and Learning Activity #4: Discussion Points</p><p>* How did fall, winter, and spring Benchmarking Assessment plan work this year? Discuss ideas for next year that could improve plan.</p><p>* How did the Progress Monitoring Plan work this year? Discuss ideas for next year. If the teachers were not involved this year, how could they get involved next year?</p><p>*Do we need brush-up DIBELS training next fall? Could we train our EA’s, parent volunteers? How will we train new staff? </p><p>Activity #5: Rescore Assessment section of the Planning and Evaluation Tool (PET)</p><p>© 2004 by the Oregon Reading First Center Center on Teaching and Learning</p>