Embed Size (px)
Citation preview
READING FIRST
Exemplary Schools PresentationJefferson Elementary SchoolMedford School District 549CApril 2005
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 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
Harcourt Trophies 90-120 minutes reading block
Classroom teachersERI AssistantClassroom Literacy AssistantParent/grandparent volunteers
Kindergarten Participation in Core
Whole groupMorning Message Sharing Literature
Small group – 4-5 students5 Rotations 15 – 22 minutesPhonemic Awareness, Phonics, ERI, Phonics
Activities, Letter names and sounds, Decodable books
First Grade Participation in Core
Harcourt Trophies 90 minute reading block
Deploy based on DIBELS benchmark and progress monitor scores
Classroom teachersTwo Classroom Literacy Assistants in each
classroomParent volunteers
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
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
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
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
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
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
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
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 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 team: PrincipalReading CoachReading SpecialistTitle I Specialist Resource TeacherClassroom teachers (beginning in May)
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
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 Meetings
Topics include:DIBELS, progress monitoring and classroom
performance of students.Student groupingsLPRs Intervention/Supplemental programsSchedulesTeacher/student needs
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 Team
Meeting topics include:Reading block/double dose scheduleStrategic/Intensive studentsSupplemental/Intervention programsTeacher needsWhat’s working/what’s notOther issues that arise
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 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
