East Elementary School Title I Mathematics East Elementary School October 19, 2015

Title I …provide ADDITIONAL academic support and learning opportunities to help children master challenging curricula… US Department of Education, Purpose of Title I

“I have the uncomfortable feeling of trying to build on sand - We need to improve on what is secure with the kids.” These children need ADDITIONAL support in their foundation of mathematical knowledge. Lally Columns

Grades 1, 2 and 3 Goals Improve student access to core curriculum by supporting development of underlying Number and Operations concepts Help students build a solid foundation in computation, number sense, and problem solving Sequence, appropriately pace, present concepts in accessible ways Offer clear teacher direction, instructional choices based on student needs

How?... Kindergarten,grade 1 and 2 referrals /new student screening Do The Math/ locally developed resources assessments after each module/skill informing instruction

Oral Counting Now let’s take a look at some of the activities and games I am using with your children. These are things you can do with your children at home. Oral Counting – gradually kids see that this is associated with quantity – count collections, identify size, compare sizes. Oral counting is an important first step toward constructing number concepts and skills.

Numbering Numbering/subitizing – rapid recognition of a collection – helps students conceptualize addition/subtraction, visualization – images become significant, especially for those who need variety of prompts – pattern recognition to discover essential properties of number

Informal Arithmetic Informal arithmetic – efficient and effective strategies – counting on

Number Combinations Basic facts necessary before higher order thinking skills – EDM goals – focus on the understanding of combining numbers Grade 1: proficiency with +0, +1, doubles, sum-equals-ten Grade 2: automaticity with grade 1; proficiency with + and – facts through 10

Place Value Strengthen understanding further of base 10 and place value. Manipulatives and visuals help reinforce the value of the digits

Title I Web Page www.hinghamschools.com East Elementary School Academic Programs Elementary Mathematics Students Grade 1 Targeted Math Program Grade 2 Do The Math Program Grade 3 Every Day Math 4

Thank you for your time!

Literacy At East School October 19, 2015 *

What Is Research Telling us? Children who are destined to be poor readers in fourth grade almost invariably have difficulties in kindergarten and first grade. (Torgeson, Fall 2004) *

The Matthew Effect

What Does it Take? A Strong Core Classroom Instruction Screening to Identify Children at Risk of Reading Failure Appropriate - and Extra - Instruction to Match What Students Need *

What? DIBELS NEXT Dynamic Indicators Of Basic Early Literacy Skills Standardized individually administered measures of early literacy development Designed to be short, fluency measures to regularly monitor the development of prereading and early reading skills Developed by Roland Good III http://dibels.uoregon.edu/ *

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What Do We Do With This Information? We intervene and then monitor the Response To Intervention

How Do We Intervene? The Three Tier Model TIER I TIER II TIER III Stress that all students receive Tier I or core reading instruction at all times, but about 20% of students will need additional, more intensive instruction to meet reading benchmarks (Tier II). About5-10% of students will need even more intensive instruction (or Tier III) in order to succeed in reading. ≈ 5-10% of students *

The Three Tiers Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development for teachers Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., at least every 2 weeks) that struggling readers receive * In Hingham all students receive this additional instruction at their particular skill level Tier III: More intensive intervention and frequent progress monitoring (e.g., at least every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II

Tier One Core Reading Program for all Macmillan McGraw-Hill 2005 Core Skills taught in phonemic awareness, phonics, vocabulary, comprehension, writing, grammar and spelling

Selected classrooms across the district in K-5 2015 ELA Pilot Year Selected classrooms across the district in K-5 Journeys Wonders

Tier One Empowering Writers Grades K-5 A program that integrates reading and writing experiences in a variety of genres with a focus on purpose and audience

Tier Two Literacy Groups (RTI) Lexia Core 5 (1-3) Students are grouped according to various skill levels – instruction and materials look different depending on the need Lexia Core 5 (1-3) Home Fluency Program (2-3) Read, Reread and Reward Program (1)

Tier Three Everything in Tier 1 and Tier 2 plus additional small group instruction

“All students will read at or above grade level by the end of Grade 3

Our goal is to work to provide all students with the skills they need to be successful readers. We want all students to have the odds in their favor.

Literacy/Title One Website http://hinghamschools.com/east-elementary-school/

Future Dates (TBD) January 2015 Strategies For Reading and Math Night March 2015 Literacy Night /Book Fair June 2015 Title One Workshop/End Year Results