March 3, 2010

Agenda  Sign in  Introductory remarks / Dinner  Title I Reading  Our curriculum  A typical schedule  Partners in Learning  Survey and Drawing

Mrs. Lynne White, Reading Specialist  Certified in Social Studies 7-12  Certified in Reading K-12  Masters of Education in Reading, West Chester University  Taught reading at Benchmark School in Media, PA, a school specializing in instruction for students with issues in reading and impulsivity  Mother of three

Title I Program  Kathleen Chidester, Reading Coach who coordinates the Title One Reading Program for CASD  Ellen Tolbert, K – 12 Language Arts Supervisor

Title I Definition  Title I is the largest federal aid program for elementary services designed to improve the educational performance of low-achieving children in high-poverty schools. The federal grants are allocated according to a legislative formula based mainly on the distribution of low- income children and state per-pupil expenditures. However, once the funds reach the participating schools, children in those schools are selected for services on the basis of low academic performance, regardless of income.

Title I Reading  Requires a lot of record keeping.  Student files kept by the reading specialist  Binders for each school kept by reading specialists and the district office  District binder kept in the district office

Title I Parent Involvement Requirements  District Parent Involvement Policy  Official version  Friendly version  School Parent Involvement Policy

9 th Grade Seminar Curriculum Materials  Plugged into Reading  Among the Hidden  Achieve 3000  Rewards

Areas of Focus  Improve motivation to read /self-concept with regard to reading  Allow students to become aware of their thinking when reading (metacognition)  Improve fluency  Improve comprehension  Improve vocabulary and vocabulary acquisition skills  Build reading endurance

Structure of Schedule  Support students in English Seminar Class which meets every other day  Title One services are “push in” not “pull out”.  First half of year focused on Rewards Program for increasing the ability to read quickly and smoothly. ( This is referred to as reading fluency.)

Schedule

Gradual Release of Responsibilities “I do, We do, You do”

Active Reading Strategies Using a text from “Plugged In” Predictions: “I predict that the boy on the cover will be hiding in the trees.” Summarizing: “The article described how the Chinese Government has a policy which allows families to have only one child. People do have more than one child, but they are forced to hide them. If the authorities discover they have an “extra” child, they can be subject to enormous fines or even have their homes demolished. Making Connections: “There was a law against Luke. Not him personally—everyone like him, kids who were born after their parents had already had two babies.” Pg. 6, Among the Hidden

Partners in Reading-My Role  Provide high quality curriculum and instruction in a small group setting  Provide support to help students become independent, strategic readers  High expectations of students  Use of student data  To be students’ “Go to person” with regard to reading  Reading Compact

Partners in Reading- Parent’s Role  To monitor student’s attendance  To communicate concerns and questions with appropriate staff, including me, with reading issues  To attend parent/teacher conferences  To be involved with student’s reading: discuss with students what they are currently reading, inquire about what reading strategies they are learning

Partners in Reading- Student’s Role  To do homework and ask for help when necessary  To read for 30 minutes each day outside of school  To give to parents/guardians all notices that are received in school  To take care of learning

Questions or Concerns