2. 10/8/2015 1 Mrs. Donna Schluter- Title 1 Reading Specialist Miss Meghan Panczer-Title 1 Associate Teacher Welcome to the Title I Annual Meeting for 1 st Grade/New Parents 2013 - 2014

3. Why do we have annual meetings? The Elementary and Secondary Education Act (ESEA) requires that each Title I School hold an Annual Meeting of Title I parents for the purpose of… –Informing you of your school’s participation in Title I –Explaining the requirements of Title I –Explaining your rights as parents to be involved

4. 10/8/2015 3 Program Components  All children, including Title I children, must have the opportunity to meet the state’s challenging content and performance standards  The Title I program must coordinate with and support the regular education program  Title I instruction and assessment are to be based in the regular curriculum, not in a separate one.

5. 10/8/2015 4 Parent Communication Parent Notification Letter Progress Report Each marking period Sent home with report card /Parent-Teacher Conference Program Evaluation and Needs Assessment Sent home in June

6. 10/8/2015 5 The surest path to high self-esteem is to be successful at something one perceived would be difficult. Each time we steal our children’s struggle, we steal the opportunity for them to build self-confidence. Children must do hard things to feel good about themselves.

7. Title I Reading Criteria Grade 1: Fall entrance criteria: DIBELS-CLS ( 26 or below)- benchmark is 27 Sight Words (75% or below) November exit criteria: DIBELS-CLS progress monitoring—three times in a row—shows progress on target for meeting a score of 43 by end of November. AND 92% on the sight words for grade 1 November report card November entrance criteria: If a child made the fall benchmark, but the classroom teacher feels that the child is struggling –the classroom teacher can then progress monitor that child in CLS (put it on the DIBELS website). If that CLS progress monitoring—three times in a row—shows lack of progress for meeting a score of 43 by end of November…. 10/8/2015 6

8. AND The child scores less than 92% on the sight words for grade 1 November report card. January entrance criteria: Below benchmark on CLS(43) and/or ORF (23) January exit criteria: Make benchmark on both CLS (43) and ORF (23) April exit criteria: WWR progress monitoring—three times in a row—shows progress on target for meeting a score of 13 by beginning of April. AND DORF progress monitoring—three times in a row—shows progress on target for meeting a score of 47 by beginning of April. April entrance criteria: If a child made the midyear benchmark for CLS and/or DORF, but the classroom teacher feels that the child is struggling –the classroom teacher can then progress monitor that child in WWR and/or DORF (put it on the DIBELS website). If that WWR and/or DORF progress monitoring—three times in a row—shows lack of progress for meeting a score of 13 by the beginning of April for WWR and/or for meeting a score of 47 by the beginning of April for DORF. 10/8/2015 7

9. Title I Reading Criteria Grade 2: Fall entrance criteria: DORF score that falls below the fall benchmark of 52 WPM November exit criteria: DORF progress monitoring—three times in a row—shows progress on target for meeting a score of 68 by end of November. November entrance criteria: If a child made the fall benchmark, but the classroom teacher feels that the child is struggling –the classroom teacher can then progress monitor that child in DORF (put it on the DIBELS website). If that DORF progress monitoring—three times in a row—shows lack of progress for meeting a score of 68 by end of November. January entrance criteria: Below benchmark on DORF (benchmark is 72). January exit criteria: Make benchmark on DORF (72). April exit criteria: DORF progress monitoring—three times in a row—shows progress on target for meeting a score of 90 by beginning of April. April entrance criteria: If a child made the winter benchmark, but the classroom teacher feels that the child is struggling –the classroom teacher can then progress monitor that child in DORF (put it on the DIBELS website). If that DORF progress monitoring—three times in a row—shows lack of progress for meeting a score of 90 by the beginning of April. 10/8/2015 8

10. 9 Nonsense syllables make real words den tist con test mas cot fin ish

11. CAPS First and second grade teachers notice improvements in independent writing particularly when the child is encouraged by their parents to write sentences on their own. Once a sentence is written, parents are encouraged to ask their child if he/she has done a CAPS check. Don’t worry if some of the words are phonetically spelled. Phonetic spelling of words not found on the word wall should be encouraged. Just reminding the child to “do a CAPS check” should be the only help a parent needs to provide once the child begins writing. 10/8/2015 10

12. C A P S (cont.) Capital letters at the beginning of the sentence - The rest of the sentence should be written in the lower case. All key words should be spelled correctly – Encourage your child to use the word wall provided by Mrs. Schluter. Remember to update the word wall each time the key words are sent home by your child’s teacher. Punctuation- All sentences need them. - In first grade, a period or question mark will suffice. Spaces between words – In first grade, a “two finger space” is the prompt usually used by the teacher. In second grade, S means “sentence must make sense.” 10/8/2015 11

13. Shafer Elementary School Title I Progress Report Primary Reading School Year: 2010-112012-13Teacher: Teacher: Mrs. Donna Schluter /Miss Megan PanczerGrade:School: Shafer Elementary School 1 st Trimester2 nd Trimester3 rd Trimester I. Print Sound Code (decoding): Able to blend and segment sounds in a word Can recognize high frequency words Able to read one and two syllable words Able to read multisyllabic words Decodes words using vowel patterns II. Getting the Meaning (comprehension): Uses context cues for meaning Self-corrects miscues to make sense of text Applies decoding skills Reads aloud with accuracy and fluency Can retell a story in a logical sequence Understands main idea of what was read III. Quality of Writing Using Conventions of Language Traditional Spelling of High Frequency Words Spelling Phonetically When Appropriate Capitalization Complete Sentences with End Mark Punctuation Indicators of Characteristics or Benchmarks M- Meets P- Progressing C- Area of Concern X- Not Evaluated This Trimester Grades are based on performance in Title I class. 10/8/2015 12

14. 10/8/2015 13 Donna Schluter- Title 1 Reading Specialist 2013-2014 7:50-8:20 Planning Rm 118 8:20-8:50 Grade 1 (Meckes) Rm 101 8:50-9:20 Grade 1 (Engelman) Rm 118 9:30-10:00 Grade 2 (McNair) Rm 118 10:00-10:30 Grade 3 (Bensinger) Rm 118 10:30-11:00 Grade 2 (Silimperi) Rm 109 11:10-11:40 Grade 2 – Roadrunner Block Rm 118 Language for Thinking 1:50-12:20 Lunch 12:40-1:10 Grade 2- Tier Support Rm 118 SRA Reading 1:10-1:40 Grade 1 (Dincher) Rm 118 1:40-2:10 Gr 2- (Bartholomew) Rm 118

15. 10/8/2015 14 Meghan Panczer- Title 1 Associate Teacher 2013-2014 8:20-8:50 Grade 1 (O’Leary) Rm 107 8:50-9:20 Grade 1 (Bajan) Rm 102/104/217 9:30-10:00 Grade 2 (Sysko) Rm 115 10:00-10:30 Grade 3 (Pettinelli) Rm 227 10:30-11:00 Grade 2 (Zopf) Rm 104/217 11:10-11:40 Grade 2 – Roadrunner Block Rm 104 11:50-12:20 Lunch 12:20-12:50 Grade 2- Tier Support Rm 104/217 1:00-1:30 Grade 1 (Scheetz) Rm 103 1:40-2:10 Gr 2- (Hontz) Rm 114