Contextual Factors 1 Coral Cliffs Elementary School Information Coral Cliffs Elementary School 2040 W. 2000 N. St.

George, UT 84770 (435) 628-4427 Principal: Mrs. Amy Wilcox Staff Developer: Mrs. Brooklyn McLaws School Counselor: Mr. Jeff Andrus Secretaries: Mrs. Julie Bishop and Mrs. Carol Abbott

Socioeconomic Status Title I is an education program of the United States federal government under the NCLB (No Child Left Behind) Act of 2001 which disperses funds to high poverty schools (as determined by the number of students who qualify for free and reduced lunch) to support academic learning opportunities for students. Coral Cliffs Elementary School has a low socioeconomic status, or SES, which qualifies it as a Title I (Title One) school. Family financial information (which is required to qualify for the free and reduced lunch program) is safeguarded and kept confidential; even teachers are not aware which of their students qualify. I was able to obtain information relevant to Mrs. Thompsons class at Coral Cliffs Elementary. Specifically pertaining to this third grade class, 68% of students receive free lunch (15 out of 22), 9% of students (2 out of 22) pay a reduced lunch price and 23% of the students ( 5 out of 22) pay full price for their lunches.

Free/Reduced Lunch Program

full price lunch, 23% reduced lunch , 9%

free lunch reduced lunch

free lunch, 68%

full price lunch

Source: Mrs. Carol Abbott, Coral Cliffs Elementary lunch secretary

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Classroom Contextual Factors

Gender There are 22 students in Mrs. Thompsons third grade class at Coral Cliffs Elementary School in St. George Utah. Of these, nine students are boys and thirteen students are girls. Gender Female Male
0 5 10 15 Female Male

Source: Mrs. Kaye Thompson

Student Ethnicity There are 22 students in Mrs. Thompsons class. The majority of the class is Caucasian, with 16 out of 22 students (73%). Of the remaining students, one is Native American, one is Pacific Islander, two are Hispanic and two are of African American descent.

Student Ethnicity
1 1 2 2 Native American Hispanic African American 16 Caucasian Pacific Islander

Source: Mrs. Kaye Thompson

Contextual Factors 3 Academics - Mathematics Math levels are determined by individual student performance on the Basic Skills Test which assesses student knowledge of place value, addition, subtraction, multiplication and division. Results are reported in grade and month (e.g., these assessments were given in January, so students should score a 3.5 plus or minus one, or third grade, fifth month). Only one student scored in the below range; she has an IEP for a severe learning disability. Level Range Number of students on level Above 3.7 and above 4 On 3.4 3.6 13 Approaching 3.3 2.9 4 Below 2.8 and below 1

The following chart contains data based on information regarding students mathematics levels: four students are above grade level (18%), thirteen students are on grade level (59%), four students are approaching grade level (18%), and one student is below grade level (4%).

Mathematics - Student Levels

5% 18% 18% Above On Approaching Below 59%

Basic Skills Test Report

Source: Mrs. Kaye Thompson

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Academics Reading Students are assessed for reading levels using Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBLES test student skills in reading fluency, accuracy and retelling (summarizing) and are typically used for students in Kindergarten through sixth grade. At Coral Cliffs, the DIBELS assessments are given by specially trained aides. The students read a passage, while the aides use an iPad to enter in performance information. According to the DIBELS reports, in Mrs. Thompsons third grade class, eleven students scored in the Core range (on level), four students scored in the Strategic range (approaching level) and seven students scored in the Intensive range (below level). The names of the levels indicate what the students should be working on. In the Core range, students should be working from the core reading program. At the Strategic range students need more help and benefit from strategic interventions with additional support above initial instruction. Students scoring at the Intensive level need intensive and substantial reading interventions. These scores are used for student grouping for Tier 2 interventions.

DIBELS
12 10 8 6 4 4 2 0 On Approaching Below 7 On Approaching Below 11

Source: Mrs. Kaye Thompson

Contextual Factors 5 Special Needs In Mrs. Thompsons class, the majority of the students need differentiated instruction. There are two students with Individualized Education Plans (IEPs), one student has a severe learning disability (although I was unable to get more specific information about her disability) and spends a considerable portion of her day in the severe special education classroom. and the other student with an IEP just recently qualified for mild/moderate special education services. There are four students who are struggling learners (although they do not have IEPs), three students have qualified as Gifted and Talented (GATE) students, 6 high ability students that did not qualify as GATE students, one student who demonstrates characteristics consistent with Autism Spectrum Disorder, and three students who display behavioral difficulties and struggle with motivation to work. There are no ELL students in this class. This makes for a total of 17 out of 22 students that have exceptionalities (two of the struggling learners also display behavioral difficulties).

Special Needs
1, 5% 3, 16% 4, 21% 2, 10%

IEP Struggling Learners GATE High Ablility behavioral challenges

6, 32%

3, 16%

Autism-like characteristics

Source: Mrs. Kaye Thompson

Contextual Factors 6 CRT Scores CRT scores are not listed in this report because third grade students take them for the first time at the end of the year; this class has yet to take CRTs.

ELL Student Data There are no ELL students in Mrs. Thompsons third grade class.

Interventions Title I schools receive additional funding to support interventions. At Coral Cliffs Elementary, these funds contribute to the Success Maker computer lab. Students work in the Success Maker Lab four times per week for 30 minutes at a time. They spend 15 minutes working on math and 15 minutes working on reading. The programs are leveled for each individual student and students work at their own pace. The Success Maker computer program uses highly engaging visuals, activities and games to motivate students to complete the modules. Teachers can also create their own modules to target specific language arts and mathematics concepts and skills. Title I funds are also utilized to provide two aides for each grade level at the school. Mrs. Hansen and Mrs. Lewis work with small groups of struggling students to offer them additional support in reading and math basic skills. These groups are based on teaching targeted skills and are rather fluid, changing with each topic assessed. Additional interventions include several students being pulled out for Tier 2 reading support with Mrs. McGregor who is a professional educator/interventionist. Two students in my class also receive Tier 3 special education support with Mr. Kelly and Mrs. Brown, our special

Contextual Factors 7 education teachers. Yet another intervention is offered to GATE students. Three of the students in my class qualify for this support and they are pulled out to work with Mrs. Brinkerhoff during centers time, Monday through Thursday. Although intervention time is beneficial for students, students are often pulled during lesson time which causes them to fall behind in the skills and concepts that are currently being taught. I have mixed feelings about this support due to them missing critical instruction time and in the future I would endeavor to have my students pulled out during practice time rather than instruction time. This would require the whole school to work together and be flexible in their scheduling in order to reduce the amount of missed instruction time; nevertheless I have seen this model successfully implemented at other schools within this district.