Welcome to Paxtang’s Title I Parent Night

1. Welcome to Paxtang’sTitle I Parent Night October 18, 2012

2. What is Title I? • It is the largest federal assistance program for our nation’s schools. • The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education. • Title I provides funds to improve achievement of the lowest-achieving students – those who are failing, or are most at risk of failing, to meet State academic achievement standards – enrolled in high-poverty schools.

3. How Title I Works • The federal government provides funding to states each year for Title I. • The State educational agencies send the money to the school district. • The local school district identifies eligible schools and provides Title I resources. • Title I serves children in six elementary campuses in the Central Dauphin School District.

4. Title I Programs FundsGenerally Offer…….. • Additional support teachers (reading specialist and intervention specialist) • Additional professional development for school staff • Extra time for supplemental instruction • Supplemental instructional materials • Data system to assist with monitoring student progress • Parent/Family Involvement Funds

5. What data do we use to determine a child’s level in reading or math? • Letter Naming Fluency (Kindergarten & Grade 1) • Letter Sound Fluency (Kindergarten & Grade 1) • Phoneme Segmentation Fluency (Kindergarten & Grade 1) • Nonsense Word Fluency (Kindergarten & Grade 1) • Reading-Curriculum Based Measurement (Grades 1-5) • Maze Comprehension (Grades 2-5) • Math Computation (Grades 1-5)

6. Example for Kindergarten & Grade 1

7. Example for Kindergarten & Grade 1

8. Example for Kindergarten & Grade 1

9. Example for Kindergarten & Grade 1

10. Example Passage for Grades 1 to 5

11. Example Passage for Grades 2 to 5

12. Example Math Probefor Grades 2 to 5

13. ParentBenchmarkLetter

14. Analyzing Data • Is the child reading fluently? • Is the child understanding what they are reading? • Are they monitoring what they are reading? • Are the self correcting? • Are they making sense of what they are reading? • Are they thinking about the meaning of the text? • Does the text “sound right” when they read it? These questions guide us skills are put together when we analyze data and help us determine what kind of skills and how to inform our instruction so that students are reading books at their instructional level.

15. Taking a Running Record • The child reads a book or passage aloud. • The teacher uses a coding system of marking conventions to record the students words and actions while reading. • Afterwards the teacher analyzes the running record for types of errors.

16. Uses of Running Records • To place children in appropriate texts. • To note reading behaviors the child knows and what (s)he needs to learn next. • To keep a record of change over time. • To make critical decisions about a child.

18. Reading Programs • Grades 3, 4, and 5 are using the new reading series from Houghton Mifflin Harcourt • Grades k,1,and 2 are using Houghton Mifflin reading series • Students may also be utilizing a standard protocol, research based reading system if it is determined (several examples of these programs are laid out for you to view).

20. Student Materials Include: • Student Anthology Vocabulary cards • Leveled Readers • Practice Books • Trade books • Student Unit 6 Magazine

21. Access to Materials at HOME!

22. Thank youfor coming!