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READING FIRST

READING FIRST. Exemplary Schools Presentation Jefferson Elementary School Medford School District 549C April 2005. Team Members. Susan Inman – Principal susan.inman@medford.k12.or.us Linda Taylor – Reading Coach linda.taylor@medford.k12.or.us. District Support.

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READING FIRST

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  1. READING FIRST Exemplary Schools Presentation Jefferson Elementary School Medford School District 549C April 2005

  2. Team Members • Susan Inman – Principal • susan.inman@medford.k12.or.us • Linda Taylor – Reading Coach • linda.taylor@medford.k12.or.us

  3. 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

  4. 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

  5. Kindergarten Participation in Core • Harcourt Trophies • 90-120 minutes reading block • Classroom teachers • ERI Assistant • Classroom Literacy Assistant • Parent/grandparent volunteers

  6. 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

  7. 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

  8. 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.

  9. 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

  10. 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

  11. 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

  12. 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.

  13. 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.

  14. 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.

  15. 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

  16. 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

  17. Assessment • Assessment team: • Principal • Reading Coach • Reading Specialist • Title I Specialist • Resource Teacher • Classroom teachers (beginning in May)

  18. 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.

  19. 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.

  20. Grade Level Team Meetings • Topics include: • DIBELS, progress monitoring and classroom performance of students. • Student groupings • LPRs • Intervention/Supplemental programs • Schedules • Teacher/student needs

  21. 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

  22. 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

  23. 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

  24. 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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