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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

READING FIRST

Exemplary Schools Presentation

Jefferson Elementary School

Medford School District 549C

April 2005

team members
Team Members
district support
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
jefferson elementary school demographic information
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
kindergarten participation in core
Kindergarten Participation in Core
  • Harcourt Trophies
  • 90-120 minutes reading block
    • Classroom teachers
    • ERI Assistant
    • Classroom Literacy Assistant
    • Parent/grandparent volunteers
kindergarten participation in core6
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
first grade participation in core
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
slide8
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.
title i reading specialist
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
resource room
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
title i specialist
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
instructional assistants
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.
educational assistant support
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.
initial core program training
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.
kindergarten supplemental intervention programs
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
first grade supplemental intervention programs
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
assessment
Assessment
  • Assessment team:
    • Principal
    • Reading Coach
    • Reading Specialist
    • Title I Specialist
    • Resource Teacher
    • Classroom teachers (beginning in May)
assessment18
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.
grade level team meetings
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.
grade level team meetings20
Grade Level Team Meetings
  • Topics include:
    • DIBELS, progress monitoring and classroom performance of students.
    • Student groupings
    • LPRs
    • Intervention/Supplemental programs
    • Schedules
    • Teacher/student needs
early reading team
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
early reading team22
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
reading coach
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
reading coach24
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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