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Pasadena Accelerated Instruction for Reading. PAIR. K-3 P.A.I.R. Tutorials (August - May). Third Grade PAIR Summer School (TBD). Kindergarten Ready, Set, Read! & ¡Listos Para Leer!. Second Grade PAIR Summer School. First Grade A.R.I. Summer School Oceans. Purpose .

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pasadena accelerated instruction for reading
Pasadena Accelerated Instruction for Reading

PAIR

K-3

P.A.I.R.

Tutorials

(August - May)

Third Grade PAIR Summer School (TBD)

Kindergarten Ready, Set, Read!

&

¡Listos Para Leer!

Second Grade PAIR Summer School

First Grade A.R.I. Summer School

Oceans

purpose
Purpose
  • To provide intensive, targeted intervention programs at every campus for students who have been identified as at-risk for reading difficulties, including dyslexia
  • Services provided to both English- speaking and bilingual students
funding
Funding
  • Funding is based on how many students did not pass the state assessment Grade 3 Reading the prior year.
  • Funding cannot be used to pay for any services, program or activities already required by law, rule or local policy.
program format
Program Format
  • Before school tutoring
  • After school tutoring
  • During the day tutoring
  • Summer school

However...

program format5
Program Format
  • “30 - 45 additional minutes of targeted reading instruction during the school day, with flexible grouping of up to four children with one adult is

… HIGHLY RECOMMENDED.”

components of an effective reading intervention program
Components of an Effective Reading Intervention Program
  • Quick identification - Begin tutoring second nine weeks, if not before.
  • Student opportunities for intensive, targeted learning in a small group setting
components of an effective reading intervention program7
Components of an Effective Reading Intervention Program
  • Strong emphasis on:
    • phonemic awareness
    • phonics
    • fluency
    • vocabulary
    • text comprehension
components of an effective reading intervention program8
Components of an Effective Reading Intervention Program
  • Continuous monitoring of student achievement and adjustment of the CONTENT and/or APPROACH to meet the instructional needs of EACH student
components of an effective reading intervention program9
Components of an Effective Reading Intervention Program
  • Close communication between/among the classroom teacher, tutor (if other than the classroom teacher), and parents
reporting information required by the state for grades k 1 2 and 3
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Total number of students on campus receiving instruction in:
    • English
    • Spanish
    • Language other than English or Spanish
reporting information required by the state for grades k 1 2 and 311
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Total number of students identified as at-risk for reading difficulties (NOT TITLE 1 AT-RISK) based on the results of:
    • English-language reading instrument
    • Spanish-language reading instrument
reporting information required by the state for grades k 1 2 and 312
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Number of students served in the PAIR program in:
    • English
    • Spanish
    • Language other than English or Spanish
reporting information required by the state for grades k 1 2 and 313
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Number of students served is a cumulative number of students for fall, spring and summer combined.
  • Each student must only be counted once, even if served for more than one semester and/or summer.
reporting information required by the state for grades k 1 2 and 314
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Number of students served MUST match number of students identified as at-risk for reading difficulties, including dyslexia. In other words...

EVERY ELIGIBLE STUDENT

MUST BE SERVED!

reporting information required by the state for grades k 1 2 and 315
Reporting Information Required by the State for grades K, 1, 2, and 3
  • Number of PAIR students on grade level by end of year
    • English
    • Spanish
    • Language other than English or Spanish
identification kindergarten
Identification - Kindergarten
  • K-Tips - nonmastery of reading skills (English/Spanish)
  • TPRI (Jan. administration - English)
  • Tejas Lee (Jan. administration - Spanish)
  • Teacher observation
  • Report Card (N in any reading area)
identification first grade
Identification - First Grade
  • TPRI (Still Developing - English)
  • Jerry Johns (Spanish)
  • Target Tests
  • Benchmark Tests
  • Teacher Observation
  • Report Card (reading grade “D” or below)
identification second grade
Identification - Second Grade
  • TPRI (Still Developing - English)
  • Jerry Johns (Spanish)
  • Target Tests
  • Benchmark Tests
  • Teacher Observation
  • Report Card (reading grade “D” or below)
identification third grade
Identification - Third Grade
  • 2nd grade end-of-year Reading test (70% or below)
  • 2nd grade end-of-year TPRI results
  • 2nd grade PAIR summer school results
  • 3TRA Phonics Screener
  • 3rd grade first nine weeks Benchmark test
  • Teacher Observation
  • Report Card (reading grade “D” or below)
parent notification
Parent Notification

Kindergarten - Top page of K-Tips

First - Parent Letter

Second - Parent Letter

Third - Parent Letter

staff development for pair
Staff Development for PAIR
  • Kindergarten -
    • KTRA
    • Neuhaus “Reading Readiness”
    • RSR/LPL summer school training
    • TEKS-based Pasadena Plus FOCUS
staff development for pair22
Staff Development for PAIR
  • First Grade
    • 1TRA
    • 1TRA follow-up day training
    • Neuhaus “Foundations for Language”
    • Oceans summer school training
    • TEKS-based Pasadena Plus FOCUS
staff development for pair23
Staff Development for PAIR
  • Second Grade
    • 2TRA
    • Harcourt Core System for Accelerated Reading Instruction training
    • Accelerated Reading Instruction Program Training (Neuhaus and 2TRA follow-up)
    • TEKS-based Pasadena Plus FOCUS
staff development for pair24
Staff Development for PAIR
  • Third Grade
    • 3TRA
    • To be determined...
materials purchased for pair
Materials Purchased for PAIR
  • Kindergarten
    • Plastic letters (English/Spanish) 6 sets per teacher
    • Mirrors (6 per teacher)
    • Arcs (at least 6 per teacher)
    • Lakeshore alphabet tubs
    • Steck-Vaughn Books (English):
      • Take-Me Home books
      • Pair-It books
      • Phonics Readers Alphabet Sets and
      • Phonics Readers
    • Cancionero/Estrellita materials (Spanish)
materials purchased for pair26
Materials Purchased for PAIR
  • First Grade
    • Plastic letters (English/Spanish) 6 sets per teacher
    • Mirrors (6 per teacher)
    • Arcs (at least 6 per teacher)
    • Lakeshore alphabet tubs
    • Steck-Vaughn Books (English):
      • Take-Me Home books
      • Pair-It books
      • Phonics Readers
      • Phonics Readers Plus
    • Cancionero
materials purchased for pair27
Materials Purchased for PAIR
  • Second Grade
    • Plastic letters (English/Spanish) 6 sets per teacher
    • Mirrors (6 per teacher)
    • Arcs (at least 6 per teacher)
    • Harcourt Core System for Accelerated Reading Instruction
materials purchased for pair28
Materials Purchased for PAIR
  • Third Grade
    • To Be Determined...
pair district wide committee
PAIR District-wide Committee
  • All elementary campuses have been asked to send a representative for the distict-wide PAIR committee meeting Oct. 14 at the Admin. Building at 3:30 p.m.
  • The purpose of this committee is to share ideas regarding implementation of the PAIR program.
  • A list of ideas shared will be compiled and given to the campuses.