Sarah Mitchell, Principal Teena Anderton ,Principal Sally Grimes Reading Coach Jennifer McCord

1. Sarah Mitchell, Principal Teena Anderton ,Principal Sally Grimes Reading Coach Jennifer McCord Counselor Robert D. Sloman PrimarySchool Title I School

2. Being a Title I school means receiving federal funding (Title I dollars) to supplement the school’s existing programs. These dollars are used for: Identifying students experiencing academic difficulties and providing timely assistance to help these students meet the state’s challenging content standards. Purchasing supplemental staff/programs/materials/supplies Conducting parental involvement meetings/activities Recruiting/hiring/retaining highly qualified teachers

3. A Y P Adequate Yearly Progress

4. DES met 20 of 21 Goals 95.24 %. DES has approximately 500 students of which at least 40 are special needs students. Special Ed reading was the area where these children were unable to excel. This group includes children who are in the functional curriculum of the Learning Center.

5. Douglas Elementary and Robert D. Sloman Primary School share the same Adequate Yearly Progress Report. The primary schools in Alabama do not administer a state standardized test; therefore, we do not have the data collected to obtain AYP. But we know that we are the building blocks of the educational foundation that helps Douglas Elementary reach its educational goals.

6. Parent's Right to Know

9. 100% of the Robert D. Sloman Teachers are Highly Qualified

10. Parent Compact At the beginning of the school year, a school-parent compact was sent home for you to review. The compact is a commitment from the school, the parent, and the student to share in the responsibility for improved academic achievement.

11. School/Parent Compact Parent/Guardian Agreement I want my child to achieve. Therefore, I will encourage him/her by doing the following: See that my child is punctual and attends school regularly. Support the school in its efforts to maintain proper discipline. Establish a time for homework and review it regularly. Provide a quiet, well-lighted place for study. Encourage my child’s efforts and be available for questions. Stay aware of what my child is learning. Read with my child daily and let my child see me read. Agree to meet with my child’s teacher if I can’t fulfill these items. Meet with my child’s teacher when a parent/teacher conference is requested. Signature:_____________________________ Student Agreement It is important that I work to the best of my ability. Therefore, I shall strive to do the following: Attend school regularly. Come to school each day with the necessary materials for learning. Complete and return homework assignments. Observe regular study hours. Conform to the rules of student conduct. Read with my parents daily. Signature:_____________________________ Teacher Agreement It is important that students achieve. Therefore, I shall strive to do the following: Provide necessary assistance to parents so that they can help with the assignments. Encourage students and parents by providing information about student progress. Use special activities in the classroom to make learning enjoyable. Provide a high-quality curriculum that enables the child to meet the state performance standards. Attend parent/teacher conferences upon request. Signature:_____________________________

12. Parent Involvement Opportunities Orientations, Grandparent’s Day, Harvest Festival, Awards Programs, Daddy Day, Family Reading Night, Vehicle Career Day, Kindergarten Preview Day, Mommy Day, Sloman Fun Day, Kindergarten Celebration, Reading Buddies and Open House

13. Robert D. Sloman Primary School Continuous Improvement Plan

14. CIP Information Strengths: The results of the 2011-2012 DIBELS Data were as follows: Kindergarten to be 100% established in Phoneme Segmentation Fluency and 99% Not at Risk in Nonsense Word Fluency. First grade showed 95% established in Nonsense Word Fluency and 95% Not at Risk in Oral Reading Fluency. The Second Grade showed 87% Not at Risk in Oral Reading Fluency.

15. Goal 1: Increase reading proficiency for all students Action Steps to reach that goal: • Whole Group Instruction in UL • Provide small group instruction in UL • Teach daily intervention activities in Universal Literacy • Use differentiated instruction through scripted, research based program with ample opportunities to practice oral reading fluency.

16. Goal 2: To Improve Math Proficiency for All Students Action Steps to reach that goal: • (1) Daily implementation of explicit, intensive whole group and differentiated instruction implemented through a scripted, research-based program, utilizing cooperative learning in every classroom to provide a solid foundation for higher order thinking skills by • Use assessment data • Use of WIDA “CAN DO” Descriptors • Use of manipulatives to reinforce skills previously taught • Re-teach skills to students experiencing difficulties • Implement STI Math Pacing Guide

17. Building Supportive Learning Environment • Decrease the number of office referrals for disciplinary action. • 5 Card discipline system • “Dougie Dollars” • Positive Behavior Support- Sloman Pledge to become responsible, respectful, and resourceful. • Curriculum Imbedded Field Trips • Birmingham Zoo, Tennessee Aquarium ,Cathedral Caverns • Pumpkin Patch

18. Title III AMAO’S • Marshall County also met  AYP in both Reading and Math for the EL/LEP subgroup - AMAO-C • Sloman Primary 86.3% of the EL Population made AMAO A • Sloman Primary had 14 students attain language proficiency-AMAO-B

19. A Y P takes Parents, Students, & Teachers.

20. DIBELS: Dynamic Indicators of Basic Early Learning Skills

21. DIBELS and FLUENCY DIBELS (Dynamic Indicator of Basic Early LiteracySkills) is an assessment that measures how successfully a child is progressing in critical early reading skill areas. These measures have been shown to reliably predict whether a child is on track to become a reader by the end of 3rd grade. (Good, Gruba & Kaminski 2001)

22. 5 Basic Indicators

23. ISF – Initial Sound Fluency • LNF- Letter Naming Fluency • 3. PSF- Phoneme Segmentation Fluency • 4. NWF- Nonsense Word Fluency • 5. ORF- Oral Reading Fluency

24. Letter Naming Fluency

26. Initial Sound Fluency

28. Phoneme Segmentation Fluency

30. Nonsense Word Fluency

32. Oral Reading Fluency

34. Kindergarten Fall Winter Spring Letter Naming Fluency- 8 27 40 Initial Sound Fluency- 8 25 Phoneme Segmentation Fluency- 18 35 Nonsense Word Fluency- 13 25

35. First Grade Fall Winter Spring Letter Naming Fluency- 37 Phoneme Segmentation Fluency- 35 35 35 Nonsense Word Fluency- 24 50 50 Oral Reading Fluency- 20 40

36. Second Grade Fall Winter Spring Nonsense Word Fluency- 50/15 Oral Reading Fluency- 44 68 90

37. “Fluency Is More than Reading FAST…”

38. Fluency is more than reading fast… it is reading at an appropriately fast rate with good expression and phrasing that reflects understanding of the passage.

39. What are the attributes of a fluent reader? FLUENT READERS: Recognize words AUTOMATICALLY, giving attention to comprehension Group words together quickly, not concentrating on decoding Read aloud effortlessly, with expression, prosody Samuels, Schermer & Reinking (1992):

40. FLUENT / NOT FLUENT • For fluent readers, we talk about “automaticity”: reading without any effort • Not fluent, on the other hand, requires much effort and sounds labored.

41. WHY ???? Why????

42. Big Ideas from Research • The more attention readers must give to identifying words, the less attention they have left to give to comprehension. • (Foorman & Mehta, 2002; LaBerge & Samuels, 1974; Samuels, 2002) • Reading requires the coordinated use of multiple brain processors. • (Rayner et al., 2001, 2002) • Effective fluency instruction encompasses 9 key steps. • (Pikulski & Chard 2005)

43. Research Identifies 9 Steps to Building Fluency: • Pikulski & Chard (2005) • Develop phonemic awareness, letter knowledge & phonics foundations • Increase vocabulary and oral language skills • Effectively teach high frequency words • Teach common word parts and spelling patterns • Teach/practice decoding skills (including multi-syllabic) • Provide students time in appropriate text to build fluent reading skills • Use guided oral repeated reading strategies • Support and encourage wide reading • Implement screening and progress monitoring assessments

44. Intervention Implications Once specific skill gaps have been identified, teachers plan instruction accordingly. For Example: If a class has students struggling with ‘high frequency words,’ the teacher will want to build in extra practice. Students may be placed in Tier II Intervention for extra help.

45. Parents are one of the greatest influences on the education of their children.

46. Passage reading procedures to support fluent reading include: CHORAL READING • Read selection with your child • Read at a moderate rate • Tell your child, “Keep your voice with mine.” Model fluent reading with expression.

47. Cloze/Maze READING • Read selection with your child, pausing on “meaningful” words • Have child read the deleted word chorally. PARTNER READING Procedures for partner reading: alternate sentences, paragraphs, pages… (ex. CHECK: “Can you figure out that word?” TELL: “The word is ___”)

48. “STORY READING WITH PARTS” • Read passage changing reader as character in the passage changes REPEATED READING STRATEGY • Time your child for one minute, reading a new text. Record # of words. • Ask your child to reread text 3 times alone and then time again for one minute. Record # of words. • Is there a difference?

49. Support, Guide, and Encourage Reading! Slide graphics and information by Martha Teigen Regional Coordinator, WA Reading First

50. Thank You for Coming! At this time I invite you to visit with your child’s teachers. Please look at the documents on the sign in table. We have maps if you are not sure where your child’s room is located. Thanks, Sarah Mitchell and Teena Anderton If you need to set an appointment time for a conference, see Ms. McCord, Ms. Mitchell, Ms. Anderton, or Ms. Grimes. You may call the school at anytime; our number is 593-4912. A listing of the teacher’s email addresses are on the table.