North Allegheny School District Title 1 Program Annual

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North Allegheny School District Title 1 Program Annual District Parent Meeting October 3, 2016

North Allegheny School District Title 1 Program Annual District Parent Meeting October 3, 2016

Title 1 Coordinator Introduction of Federal Programs in the North Allegheny School District Title

Title 1 Coordinator Introduction of Federal Programs in the North Allegheny School District Title I Buildings – Hosack Mc. Knight Peebles �Susie Bjalobok �Principal at Peebles Elementary

Meet the Title 1 Staff Amy Libert, Mc. K Reading Specialist Jennifer Channel, Mc.

Meet the Title 1 Staff Amy Libert, Mc. K Reading Specialist Jennifer Channel, Mc. K Reading Specialist Harry Yeakel, HES Reading Specialist Emily Dinger, PES Reading Specialist Karyl Deicke, HES & PES Reading Assistant Sue Senneway, Mc. K Reading Assistant

How do students qualify for additional support? �Criteria developed from all North Allegheny Buildings

How do students qualify for additional support? �Criteria developed from all North Allegheny Buildings �The qualifying scores were determined from current research based practices and district wide norms �Fall screening scores through multiple measures

Grade 1 Qualifying Scores First Grade Students need to qualify in 2 of the

Grade 1 Qualifying Scores First Grade Students need to qualify in 2 of the 3 areas

Qualifying Areas �Accuracy � 91% is proficient �Nonsense/Pseudo Words � 24 correct sounds per

Qualifying Areas �Accuracy � 91% is proficient �Nonsense/Pseudo Words � 24 correct sounds per minute is proficient �Kindergarten Sight Words � 32 of 42 is proficient

First Grade Summary Sheet

First Grade Summary Sheet

Grade 2 Qualifying Scores Second Grade Students need to qualify in 2 of the

Grade 2 Qualifying Scores Second Grade Students need to qualify in 2 of the 3 areas

Qualifying Areas �Words Correct Per Minute � 51 is proficient �Accuracy � 93% is

Qualifying Areas �Words Correct Per Minute � 51 is proficient �Accuracy � 93% is proficient �Pseudo-Words � 20 is proficient

Second Grade Summary Sheet

Second Grade Summary Sheet

Why Not Wait? �Students who struggle with reading prior to third grade are less

Why Not Wait? �Students who struggle with reading prior to third grade are less likely to become strong independent readers without explicit interventions. �Early intervention is most effective. �Reading is the basis for much of the learning in the upper grades.

When and where do Title 1 services take place? �Small group support offered 4

When and where do Title 1 services take place? �Small group support offered 4 times per week based on need � 30 minute time frames with greatest frequency for greatest effectiveness �Schedules in collaboration with classroom teacher �Reading specialist’s room is equipped with materials for your child

How will the Title 1 teacher report progress throughout the year? �Summary reports are

How will the Title 1 teacher report progress throughout the year? �Summary reports are sent home 4 times a year �October, January, March and May �Phone calls �Conferences �Fall, Winter, Spring �Ongoing conversations are key

Peeking into a Title 1 Classroom

Peeking into a Title 1 Classroom

Activities that DO support systematic and explicit phonics �Word Building �Syllasearch �Small group reading

Activities that DO support systematic and explicit phonics �Word Building �Syllasearch �Small group reading (decodable text) �Glass Analysis �Dictation �Word Lines

Word Building �Activity that supports decoding and word recognition by giving students opportunities to

Word Building �Activity that supports decoding and word recognition by giving students opportunities to consistently experience and discriminate the effects on a word by changing one or two letters �Example �Cat, bat, man, pat �Cumulative Blending �Cat -> c – a – ca - cat

Syllasearch �Instructional strategy designed to support students development of multisyllabic word decoding �Procedure: �Count

Syllasearch �Instructional strategy designed to support students development of multisyllabic word decoding �Procedure: �Count number of Syllables �Split word into syllables �Mix up syllables �Put syllables back together to make words

Small Group Reading �Decodable Text �Consistent system – start to your left and go

Small Group Reading �Decodable Text �Consistent system – start to your left and go clockwise �Book flat �Finger track �One reads (and all read back K-3) �No comments – focus on text �No picture clues �No guessing �Other students are NOT allowed to assist with word recognition �Questions ARTER reading not during

Home Connections Ways to grow a reader �Lending library and blackline books for phonics

Home Connections Ways to grow a reader �Lending library and blackline books for phonics practice �Use reading log to help choose appropriate books �Title 1 websites �Reading calendars �Set aside at least 15 minutes to read with your child every day �This time should be consistent at least five days a week

Reading Tips �Writes notes to put in your child’s lunch box �Use a wipe

Reading Tips �Writes notes to put in your child’s lunch box �Use a wipe off board to ask questions of your child �Word Games �“I Spy” for Phonemic Awareness �Magnetic whiteboards with magnetic letters �Record your child reading and work to improve it �Be sure that your child see YOU read!

It’s important to remember…

It’s important to remember…

�This is not a special education program but a special service that we are

�This is not a special education program but a special service that we are fortunate to have here at North Allegheny School District. Title 1 provides money for extras for your child’s success.

Any Questions?

Any Questions?

Together we can make such a difference!

Together we can make such a difference!

Next Task… Work to form building compact and parent involvement information

Next Task… Work to form building compact and parent involvement information