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Welcome Thoreau Park

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... to walk, talk, or ride a bicycle at exactly the same age or in ... Children do NOT miss classes such as physical education, music, art, or library. DIBELS ... – PowerPoint PPT presentation

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Title: Welcome Thoreau Park


1
Welcome! Thoreau Park Renwood Parents to our
Annual Title 1 Open House!
2
Introducing
3
Mr. Olexa
  • 4th year at Thoreau Park but 6th year teaching in
    Parma
  • Undergraduate Degree from Cleveland State
    University
  • Masters Degree from Marygrove College
  • He loves comic books, his wife Liz, coffee!

4
Mrs. Evans
  • 2nd year at Thoreau Park
  • Teaching morning Title 1 and afternoon 3rd grade
  • Undergraduate degree from Baldwin Wallace
  • Currently attending Baldwin Wallace to attain
    Masters Degree
  • Mrs. Evans loves her husband Sean, dog Butch, and
    Mexican food.

5
Ms. Mazzola
  • 2nd year in Parma
  • Teaching morning Title 1 at Renwood and afternoon
    Title 1 at Thoreau Park
  • Undergraduate Degree from Kent State University
  • Currently working on Masters Degree at Cleveland
    State University
  • Ms. Mazzola loves traveling and spending time
    with her family friends.

6
Frequently Asked Questionsabout Title 1
7
What is Title I?
  • Largest federal aid program in the United States
  • It is short for Title I of the Elementary and
    Secondary Education Act of 1965, as amended by
    the Hawkins Stafford Elementary and Secondary
    Improvement Amendments of 1988.
  • Formerly know as Chapter I
  • Title I became the new name of the program under
    Improving Americas Schools Act of 1995.

8
What is the purpose of Title I?
  • Language Arts and Math Focus
  • Additional instruction and support
  • Overall goal help children succeed and overcome
    areas of difficulty.

9
How are children selected for Title I?
  • Regular classroom teacher
  • Teacher from the preceding year
  • Standardized Tests, like the OAT
  • Title I screening measurement (DIBELS)
  • Many times, if children were in Title I the
    previous year, they may continue with the program
    throughout the following year.

10
Is Title I special education?
  • Title I is NOT special education.
  • It simply reinforces the same skills already
    being taught in the regular education classroom.
  • Some parents are concerned with their children
    having difficulties. Children do no learn to
    walk, talk, or ride a bicycle at exactly the same
    age or in the same way. Likewise, children do not
    all learn in the same way, nor do they master
    certain skills at the same time.
  • Title I provides children with individual help
    that may enable them to catch up.

11
How does Title I funding affect our school?
  • Federal funding determines the number of schools
    assisted, and the number of people staffed to
    teach Title I, in a school district.

12
Are children required to participate in Title I?
  • Children are not required to participate in Title
    I.
  • Parental permission required

13
How does the Title I pullout program affect your
child?
  • Daily 30-40 minute
  • Small group (5-6 students per group)
  • Intense instructional periods
  • Least intrusive to regular classroom activities
    and special activities or events
  • Children do NOT miss classes such as physical
    education, music, art, or library.

14
DIBELS
  • Dynamic Indicators of Basic Early Literacy Skills
  • Title 1 screening measure
  • Predictor of literacy success
  • Administered 3x a year to each student grade K-3
  • Depending on the test, students are scored as
    follows
  • At Risk, Some Risk, or Low Risk
  • Deficit, Emerging, or Established
  • Students who scores At Risk or Deficit typically
    receive Title 1 services
  • All assessments are 1 minute long

15
DIBELS
  • Kindergarten
  • Letter Naming Fluency (can the student identify
    upper lower case letters out of order)
  • Initial Sound Fluency (can the student hear or
    identify the first sound in a word)
  • Phoneme Segmentation (can the student hear sounds
    in words)
  • Nonsense Words (can the student match sounds to
    letters and say them as a word)
  • First Grade
  • Letter Naming Fluency (can the student identify
    upper lower case letters out of order)
  • Phoneme Segmentation (can the student hear sounds
    in words)
  • Nonsense Words (can the student match sounds to
    letters and say them as a word)
  • Oral Reading Fluency (can the students read a
    passage fluently and with out errors)

16
  • Second Grade
  • Nonsense Words (can the student match sounds to
    letters and say them as a word)
  • Oral Reading Fluency (can the students read a
    passage fluently and with out errors)
  • Third Grade
  • Oral Reading Fluency (can the students read a
    passage fluently and with out errors)

17
Some Typical Activities for(But not limited to)
18
Kindergarten Using Early Reading Intervention
Program
  • Phonological Awareness
  • Alphabetic Principle
  • Introduce reintroduce the new letter sounds
  • Listening for new sound
  • Writing Spelling
  • Practice writing new letters
  • Review writing previous letters
  • Matching letters to pictures words
  • Rhyming games

19
First Grade
  • Book/Story of the Week
  • Picture walk, echo reading, buddy read
  • Phonics skills (short long vowels, word
    families)
  • Comprehension (predictions, summarizing,
    retelling)
  • Working with Words
  • Making words with letter cards
  • Word sorts, rhyming words, word endings, blends
  • Word Wall
  • Review high frequency words
  • Fluency games recognition
  • Writing
  • Proper sentence formation
  • Using high frequency words
  • Writing complete sentences

20
Second Third Grades
  • Book/Story of the Week
  • Picture walk, echo reading, buddy read
  • Phonics skills (short long vowels, word
    families)
  • Comprehension (predictions, summarizing,
    retelling)
  • Vocabulary activities
  • Working with Words
  • Making words with letter cards
  • Word sorts, rhyming words, word endings, blends
  • Word Wall
  • Review high frequency words
  • Fluency games recognition
  • Writing
  • Proper sentence formation
  • Using high frequency words
  • Writing complete sentences
  • Paragraph Writing

21
Progress Reports
  • Issued
  • -Each quarter for grades 1-3
  • -Each semester for Kindergarten
  • Standards Based
  • Not everything is assessed each grading period
  • Marks given
  • X Needs improvement
  • Improving
  • Meets Expectations
  • Many students receive X or

22
Family Involvement!
  • Nightly reading
  • Routine time/area for your child to read and
    study
  • Family activities throughout the year

23
Thank you!
  • Please remember to sign in under the appropriate
    school!
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