1. Lisa J. Mails Elementary PRO Series (Parents ‘R Onboard) Topic #1: Universal Screening, Intervention, and Goal Setting

2. Parents ‘R Onboard O Purpose O Our Hope for these Meetings O Future Meeting Topics

3. Why Universal Screening? O Need to assess how all students are performing in regards to key standards. O Only meaningful if it’s “universal” – across the grade level. O Assists teachers in targeting the needs of all learners.

4. Primary (K-2) Screening Skills Kindergarten: (ESGI) Phonemic Awareness (letters, sounds, rhyming, beginning/ending sounds, oral blending) First: Phonemic Awareness/Phonics Sight Words Fluency Second: Fluency Comprehension

5. Defining Foundational Reading Skills O Phonemic Awareness: The ability to notice, think about, and work with the individual sounds in spoken words. O Phonics: Understanding the relationships between the letters of written language and the individual sounds. O Fluency: The ability to read a text accurately and quickly. O Comprehension: Understanding what you read. Good readers are purposeful and active in their reading.

6. 3 rd – 5 th Screening

7. O Scholastic Reading Inventory O Scholastic Phonics Inventory O Scholastic Math Inventory

8. Understanding the SRI O Computer-based and Adaptive O Focus on Inference O Lexiles (www.lexile.com) O Recommended Reading Lists O SPI – Purpose and Usage

9. 3 rd – 5 th Screening

12. Understanding the SMI O Computer-based and Adaptive O Quantile scores (www.quantiles.com)www.quantiles.com O Importance of Fact Fluency O Importance of Building Conceptual Understanding

13. Response to Intervention O Purpose O Understanding the Pyramid O What is an Intervention? O Models of Intervention

14. The Importance of Goal Setting “Student goal setting for learning allows students to set learning targets and then develop strategies to reach those goals. The self-assessment process allows students to monitor and evaluate their performance during a lesson or unit of instruction. Research has shown that using goal setting and self- assessment not only increases student performance but also increases student’s responsibility for their own learning and critical thinking skills.” ~ Taken from Tools for Great Teachers website

15. Goal Setting Grades 3 - 5 O Students take SRI/SMI 4 times a year. O Goal setting follows each test session. O Standard growth expected O Action steps

16. Ways to Support Your Child O Understand how your child is doing. O Support the goal setting process. O If your child is getting intervention, know what skill is being targeted and support the skill at home as well. O If your child is on target or above target, know what support will take him/her to the next level.

17. Supporting Phonemic Awareness O Make it a game! Put it in a real-life context! O Rhyming O Beginning and Ending sounds O Identify letters and sounds O Blend/Segment O Substitute and delete sounds

18. Supporting Phonics O Read to and with your child O Touch and point O Finding words/sounds O Open Court Readers – focus on skill, apply skill O Nursery Rhymes/Dr. Seuss Books O Word families

19. Supporting Fluency O Read to and with your child O Sight word practice O Appropriate reading levels – repeated reading O Listening to tapes O Read Naturally O Build confidence O Model reading with pauses and expression

20. Supporting Comprehension O Read to and with your child. O Talk about what is being read. Model your thinking aloud. O Activate prior knowledge. O Ask questions about what is being read. O “Make a movie” strategy O Make predictions and connections, draw a picture, make comparisons!

21. Supporting Reading for Strong Readers O Fiction and Non-fiction O Inference and Application O Evidence-based Conclusions O Opportunities to share reading experiences O Vocabulary development O Text structure O Writing about reading

22. Websites www.starfall.com www.abcmouse.com www.mobymax.com www.tickettoread.com www.eduplace.com Fast Math Stretch to Go www.readnaturally.com www.raz-kids.com

23. Thank you for Joining Us! “The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students, they are likely to see the family as separate from the school. If educators view students as children, they are likely to see the family as partners with the school in children’s education and development.” ~ Dr. Joyce Epstein