A Cohort 1 School: 2011 – 2014
Laurel Ledge Elementary School applied for the SPDG grant for two reasons: 1) students were not meeting grade three literacy benchmarks, indicating gaps in core literacy instruction in the early grades, and 2) the school did not have a unified or systemic approach to behavioral supports and interventions.
- Implementation of PBIS has changed the school climate; the same behavioral expectations are in place for all students.
- A new SRBI manual has been written for staff.
- Students with IEPs are now included in the SRBI meeting cycle to discuss the efficacy of their interventions and more closely monitor their academic or behavioral progress.
- Parent communication has increased regarding report cards, grading, the CCSS, and pre- and post-instruction rubrics. More parent workshops have been offered.
- Literacy support is provided from the first day of school based on end-of-year benchmark testing rather than waiting for fall benchmark results. The school’s literacy focus is on first graders going into second grade and second graders going into third grade using a systematic program of instruction and consistent use of materials.
Data & Next Steps:
Laurel Ledge attained an impressive 35.7% increase in their school-wide implementation of Scientific Research-Based Interventions (SRBI). For more details on Laurel Ledge’s changed practices and outcomes as a Cohort 1 SPDG school.
Read the full CT SPDG Cohort 1 Brag Sheet for Laurel Ledge School
Download the complete Laurel Ledge School Brag Sheet
“SPDG has forced us to look at our data and to use it for instructional changes. We decide that something isn’t working or we’re missing a piece of instruction based on the data and we fill in the gaps or change our instructional format.”
“A key success of SPDG in our school is our self-assessment of all of our programs, academically and behaviorally, and the increase in our reflective practice.”