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READING FIRST. Exemplary Schools Presentation Jefferson Elementary School Medford School District 549C April 2005. Team Members. Susan Inman – Principal [email protected] Linda Taylor – Reading Coach [email protected] District Support.

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READING FIRST

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READING FIRST

Exemplary Schools Presentation

Jefferson Elementary School

Medford School District 549C

April 2005


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Team Members

  • Susan Inman – Principal

    • [email protected]

  • Linda Taylor – Reading Coach

    • [email protected]


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District Support

  • Dr. Phil Long, Director of Elem Ed/Curriculum

  • Julie York, Director of Special Services

  • Communication and collaboration

  • Attend all IBRs

  • Monthly district coaches meetings

  • Full day Kindergarten

  • ERI assistant in kindergarten classes


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Jefferson Elementary School Demographic Information

  • 550 students

  • 63% free & reduced lunch participation

  • Mobility rate - TBD

  • Kindergarten 3 classrooms 25/25/25

  • 1st grade 18/19/21/22

  • 2nd grade 28/30 2/3 split 26

  • 3rd grade 32/31


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Kindergarten Participation in Core

  • Harcourt Trophies

  • 90-120 minutes reading block

    • Classroom teachers

    • ERI Assistant

    • Classroom Literacy Assistant

    • Parent/grandparent volunteers


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Kindergarten Participation in Core

  • Whole group

    • Morning Message

    • Sharing Literature

  • Small group – 4-5 students

    • 5 Rotations 15 – 22 minutes

    • Phonemic Awareness, Phonics, ERI, Phonics Activities, Letter names and sounds, Decodable books


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First Grade Participation in Core

  • Harcourt Trophies

  • 90 minute reading block

    • Deploy based on DIBELS benchmark and progress monitor scores

    • Classroom teachers

    • Two Classroom Literacy Assistants in each classroom

    • Parent volunteers


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  • Communication is the key!

    • Effective communication leads to teamwork and shared goals.

    • Efficient use of resources includes utilizing Title, Special Ed and ELL to maximize student instruction.

    • Regular progress monitoring and effective communication of data results lead to clear areas of success & areas for refinement.


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Title I Reading Specialist

  • 1 full-time, experienced reading teacher

  • Small group instruction with K, 1st, 2nd intensive (according to DIBELS)

  • Groups are established by DIBELS scores, and re-established based on progress monitoring.

  • Variety of programs implemented based on student needs.

  • Serves 46 students.

  • Serves on Assessment team and ERT


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Resource Room

  • 1 full-time, experienced teacher; 1 full-time assistant; 2 Classroom literacy assistants.

  • Students served include those on IEP’s as well as “guests” that require additional assistance in reading and/or math.

  • Variety of programs used based on student needs. Interventions: Reading Mastery, Read Naturally, Phonics for Reading.

  • Serves on Assessment team and ERT


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Title I Specialist

  • 1 full-time, experienced teacher

  • Oversees and monitors Title I funded programs and monies

  • Collects and analyzes school assessment data

  • Supervises Classroom Literacy Assistants

  • Supervises Read Naturally Lab for Strategic first, second and third grade students

  • Serves on Assessment team and ERT


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Instructional Assistants

  • Each first – third grade classroom has 2 Classroom Literacy Assistants during reading block (funded throughTitle I)

  • Early Reading Intervention. All kindergarten classes have a 3.75 educational assistant provided by the district for implementing/supporting this program with all K students.


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Educational Assistant Support

  • EA’s have received training from Title Specialist and Reading Coach.

  • Scheduling is based on uninterrupted reading block.

  • Teachers plan lessons for EA to implement in small groups

  • Coach provides assistance during classroom visits.


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Initial Core Program Training

  • Harcourt Representative completed training for teachers, specialists and CLA’s

  • CORE provided a K/1 & 2/3 training on the implementation of Harcourt.

  • Reading Coach is the “State Expert” for Harcourt Trophies.

  • Three fidelity observations are completed each year. Scheduling for observations is up to the teacher.


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Kindergarten Supplemental/Intervention Programs

  • All students receive ERI instruction provided by ERI assistant with support of the teacher

  • Teachers use Harcourt Intervention materials for intensive and strategic students

  • Intensive students see Title I Reading Specialist for 30 minutes a day


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First Grade Supplemental/Intervention Programs

  • Teachers use Harcourt Intervention materials with strategic and intensive students

  • Teachers use Touchphonics in small groups

  • Intensive students see Title I Reading Specialist 30 minutes a day. Programs used: Reading Mastery and Read Naturally

  • Strategic students see Title 1 Specialist 30 minutes each day in Read Naturally/Phonics Express Lab


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Assessment

  • Assessment team:

    • Principal

    • Reading Coach

    • Reading Specialist

    • Title I Specialist

    • Resource Teacher

    • Classroom teachers (beginning in May)


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Assessment

  • DIBELS benchmark data is collected three times each school year with ongoing progress monitoring by classroom teachers, specialists, and coach.

  • Handhelds are used by the team to collect DIBELS data. Information goes to Wireless Generation Website.

  • DIBELS data is entered into database by the reading coach.


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Grade Level Team Meetings

  • Attendees: Classroom teachers, Reading Coach, Specialists, Principal

  • Meet monthly, 1 hour to 4 hours

  • Agendas are written by coach with input from teachers and specialists.


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Grade Level Team Meetings

  • Topics include:

    • DIBELS, progress monitoring and classroom performance of students.

    • Student groupings

    • LPRs

    • Intervention/Supplemental programs

    • Schedules

    • Teacher/student needs


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Early Reading Team

  • Members: Principal, Reading Coach, Title I Specialist; Resource Specialist, Title I Reading Specialist, ELL Specialist

  • Meet monthly for 1-3 hours

  • Agendas written by coach with input from principal and specialists


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Early Reading Team

  • Meeting topics include:

    • Reading block/double dose schedule

    • Strategic/Intensive students

    • Supplemental/Intervention programs

    • Teacher needs

    • What’s working/what’s not

    • Other issues that arise


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Reading Coach

  • Visit classrooms during reading block formally and informally – Fidelity observations, 5 minute observations

  • Three fidelity observations for each teacher – pre and post conferences are held each time

  • Assess new students


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Reading Coach

  • Plan and implement grade level meetings and Early Reading Team meetings

  • Provide professional development when needed

  • Provide assistance and support for and communicate with teachers in all aspects of teaching reading


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