Fall Training and Orientation September 2019

1. Fall Training and Orientation September2019

2. East Cooper Faith Network(ECFN) • East Cooper Faith Network (ECFN)is a collaborative network of faith and charitable organizations East of the Cooper. • We can do more, we can do better workingtogether • ECFN is the community center for its 3initiatives: • I-Beam • CampI-Beam • FixIt!

3. I-Beam: A steel beam used in construction toprevent structuresfrombuckling. It is positioned at critical points, andis often a key ‘connector’ between otherfoundations. The name represents ‘I’ which is the CHILD who will always be at the center of what wedo The ‘Beam’ is the beacon of lightthat shines through ourmentors

4. I-BeamHistory • ECCO (East Cooper CommunityOutreach) • 2010 led focus groups to establishcommunity • need • Result: disparities exist ineducation • Studies show – “in the second gradeyou learn to read and in the third grade you read tolearn”. • Community Ask: help with Educationand • Jennie Moore Principal had program ready to go, all that was needed werevolunteers • Goodwill A.M.E. and Mount Pleasant Presbyterian partnered to pilot a program:I-Beam. • First I-Beam students and mentors: Winter, 2011

5. I-Beam andFaith “I tell my Christian friends that they cango intotheschools. While they can’t go inthere talking about Jesus, they can go in there and act likeHim”. MollySpearman Superintendent of SCPublicSchools as quoted in the GreenvilleOnline

6. EastCooper Elementary Schools • St. James Santee Elementary • Belle Hall Elementary • Charles Pinckney Elementary • Carolina Park Elementary • James B. Edwards Elementary • Jennie Moore Elementary • Laurel Hill Primary • Mount Pleasant Academy • Mamie P. Whitesides Elementary 8.8% 8.9% 8.8%

7. I-BeamFactors • At Risk Children is defined as low income and/or performing below expectations in standardized readingtests. • Children in poverty are twice as likely to repeat a grade and three times likely to be expelled or drop out.. • Reading performance from children at risk can correlate to low graduationrates. • Schools in Mount Pleasant do not qualify for Title I designation and do not receive funds to assist low incomechildren. • One Student. One Adult. One Hour. Once aWeek.

8. Free/ReducedLunch Source: School Digger, 2019https://www.schooldigger.com/ Poverty is not the only factor that may make a child atrisk.

9. I-BeamOverview • What and Who is I-Beamfor? • Lunchtime literacy and mentoringprogram. • Connects mentors and children in the 2nd – 5th grade who…. • score below the 25th percentile in MAP (measures of academicprogress). • qualify for free or reducedlunch. • recommended into the program by their teacher, guidance counselor, oradministration. • Offers children the opportunity to develop a one on one relationship with a caring adult where they can socialize and develop their reading and communicationskills. • OneStudent. OneAdult. OneHour. Once aWeek.

10. Reading Volume of Fifth-GradeStudents of Different Levels ofAchievement 90th AchievementPercentile 40.4 minutesperday 2,357,000 words peryear 50th AchievementPercentile 12.9 minutesperday 601,000 10th AchievementPercentile 1.6 minutes perday 51,000 Richard Allington, What Really Matters for StrugglingReaders

11. Success • What does success look like for an I-BeamMentor? • Children reading more at school, athome • Better readingskills • Increased enthusiasm forlearning • Emotionalhelp

12. Top ReadingStrategies Adrienne Lauder LearningSpecialist Elementary LearningCommunity

13. Understanding the ReadingProcess We shouldn’t teach great books; we should teach a love ofreading. - B.F.Skinner

14. MentorsRole • Engaging children in enjoyable experiences with literature, writing, reading, andlistening. • Helping children feel successful by giving positive feedback andsupport. • Modeling through your own actions that reading and writing are pleasurable and valuable activities. • Your role is not to replace the work of theteacher. • Instead, you can extend or support the literacy learning that is going on in theclassroom.

15. Why are they inI-Beam? • Student Card (to be placed infolder) • StudentName: StudentBirthday: • Please check for key focus areas that areneeded • Comprehension • Fluency • Phonics and SightWords • Vocabulary • MentorRelationship

16. Areas of ReadingSupport Phonics/Sight Words Comprehension Vocabulary Fluency

17. Getthe ReaderEngaged! Poor readers are passive! Encourage your student to figure words out. Give clues, prompts, andideas to help them dothis.

18. Connect to theText • Text toSelf • What does this bookremind • youof? • Text toText • Have you read anything similar tothis? • Does this remind youof • anything else you haveread? • Text toWorld • Does this remind you of aplace you havebeen? • Does this remind youof • something youknow? • What else do you knowabout thistopic?

19. AskQuestions • What is thestory about? • What is the plot ofthe story? • Who are thecharacters? • W A Story has 5 basicelements: Characters Setting Plot Conflict Resolution hat is thesetting?

20. ExpandVocabulary • The larger the reader's vocabulary,the easier it is to make sense of thetext. • Identify new words before, during, or after reading. Make a list ofwords. • Highlight new words and discuss them afterreading. • Write new words on a post-it note to discussafter reading.

21. Predict and Prove (Guess andCheck) • Research suggests that when students makepredictions their understanding increases and they are more interested in the readingmaterial. • What do you think this book isabout? • What do you think will happennext? • What do you think the character willdo? • How do you think the problem will besolved? • What would you do if you were in thestory?

22. Visualizing: A tool to Enhance Understanding • Visualizing is acomprehension strategy thatenablesreaders to make the words on a page real and concrete. • Close your eyesandthink about howthatwould look. What do you see? • Draw apicture of whatyou think this looks like. • Imaginea Day… when the peace of a forest and the strength of a mountain become a cathedral for yourheart.

23. Decide what isimportant Thoughtful readers grasp essential ideas and important informationwhen reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of thetext. Make a T-Chart. List important ideas on one side and less important on theother. Important Notimportant

24. Makeinferences and then drawconclusions Inferring is the intersection of what is known, garnering clues from the texts, and thinking ahead to make a judgement, discern a theme, or speculate about what is to come. Recall what has already occurred and try to predict what will happen next based on thatinformation.

25. Summarize and Synthesize • Synthesizing is putting together separate parts into a whole. • Why do you think the character, plot, or setting was important to the wholestory? • What parts of the beginning and middle were important to the climax or end of thestory?

26. Check forUnderstanding • If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to“fixup”comprehension when meaning goesawry. • Have studentread. • Discuss the book with the student, looking for points ofmisunderstanding. • Have the student retell the story, looking for points discussed andomitted.

27. BuildFluency • Fluency is important because it frees students tounderstandwhatthey haveread. • Have students reread the same passage with a stopwatch trying to decrease theirtime. • Encourage students in grades 1-5 to read it with their eyes. No fingerpointing. • Read along at a normal pace withstudents. • Read books with a repetitivepart. • Slide a pencil under the line, encouraging the studentto • keepup. • Things tosay: • Read it like you aretalking. • Make it sound like a story you would love to hear.

28. Phonics • Use MagneticLetters • Change thebeginning: cat, fat, mat,rat • Add to the beginning: and, land, band,sand • Changeendings: cat, cab, can • Add endings:going, sees,liked

29. What to do when a reader blocks on theword • Ask thestudent: • To reread. • Say the first part of the word and take aguess. • Do you see a part you know (you may mask part like “go” in“going”)? • Think about thestory. • Show the student another similar word like “man” to learn“can”. • Sound itout. • If you feel there is no way for the student to “figure” out the word, tell them theword.

30. What to do when a child says a wordincorrectly: • If it is just a pronunciation error, just say the word. • Tell the student to try that again, something is not quite right. • Refer to the same strategies as when a child blocks on a word.

31. Learning High FrequencyWords • Use Dolch Wordlist • FlashCards • Find high frequency words in books • Write high frequency words severaltimes • Use magnetic letters to make high frequencywords and gosee

32. GraphicOrganizers

35. 6Keys Make reading togetherenjoyable. Consider the reader’s interest, experience, and readinglevel. Introduce the book in a relaxedconversation. Encourage the reader with specific praise (using sounds, using pictures, noticing mistakes, rereading, fixing mistakes, maintaining meaning, reading smoothly). Help the reader maintain thestory. Read together on a consistentbasis.

36. Ways Partners Can Support Readers Wait……………...........for the reader to try Praise……………………….the reader Converse………………………with the reader

37. JoyfulExperience Learning to read and write ought to be one of the most joyful andsuccessful of humanundertakings. - DonHoldaway

39. A day in the life of an I-Beam Mentor

40. DailyRoutine You will find that students will look forward to seeing you each week and brag about you to theirfriends! • Spend a few minutes talking with student and getting to know them. • Read with your student and discuss the book. • Escort student back to class or • cafeteria and have student return I-Beam folder. • Sit with student in cafeteria while student has lunch and chat, visit with student and his/her friends. • Leave school through front office and sign out. • Arrive at your elementary school about 5 minutes early. Park in designated visitor parking spaces. • Go to the front office to sign in • and obtain a visitor's badge. • Meet your student at predetermined location (library, cafeteria, or classroom). • Remind student to get folder (containing pencil, composition book, reading log, appropriate book).

41. Mentorexpectations • Be a ninja - be silent, unobtrusive, don't disrupt teaching or interrupt school routine. • Establish a trusting relationship with your student by being on time, keeping to the schedule, and showing up every week. • Share your enthusiasm and joy of reading. • Use specific praise for your student - "Good work figuring out those scienceterms.“ • Know that you are helping your student to succeed inlife! • You are a guest oftheschool. Please respect the timeof teachers andadministrators.

42. Mentorexpectations • Don't overstepyourrole. You are not their teacher, family, mother,or father. You are a caring, responsible adult who models good readingskills. • If you wish togive your mentor a small gift for birthday or Christmas, please limit that gift to something you can buy at a school Book Fair- a book, bookmark, pen, pencil,notepad. • Youshould NOT buyyourmenteelunchorothertreats.That changes yourrole. • Respect the privacy of your student and do not give out personal contact information nor ask for it from yourstudent. • Teachers work every day, 7 hours a day, 5 days a week with your student, they know them better than wedo.

43. Best Practices/ExchangingInformation • Contact other mentor volunteers within your school or church who may be able to mentor both your student and their student that week. • A list of mentors, with emails and phone numbers for your school will be emailed to you. • You should notify your Volunteer Coordinator as soon as • possible if you cannot get someone to cover your absence. • If the school coordinator is aware of schedule changes or field trips, they will notify mentor volunteers via email. However, student absences are not always communicated to us by the school. • School routines and policies may be sent to the School Coordinator who will then email all mentors.

44. Safety and Child Protection • Volunteers should immediately report any suspicious behaviors, that may indicate: • sexual abuse or exploitation • neglect • physical abuse • emotional abuse • If your student mentions something that suggests abuse, do not question child, rather acknowledge their statement, ask them if they'd like to talk to the school counselor. Go on with your lesson and notify volunteer coordinator as soon as you leave the student. Do NOT question your student further. You are NOT an investigator.

45. Safety and Child Protection • All volunteers will submit a driver's license to the school for a SLED check. (See blue insert or look at page 13 in Mentor Folder) • All volunteers will sign in at the office and wear a nametag. • At no time should any volunteer be alone with a child in a room with door closed. • All mentoring must take place in a public area where others can openly observe. • Definitions: Child Abuse and Neglect (CAN) according to federal law, child abuse means doing something that hurts a child. This may be physical, emotional, or sexual. Neglect means not giving or doing something that a child needs.

46. ThankYou For making the choice to help achild. For taking time to learn more about I-Beam and how to make a positive impact on children by being a mentor. OneStudent. OneAdult. OneHour. Once aWeek. ● ●

48. To serve the East Cooper community by connecting faith and community partners with communityneeds.