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Title I/Reading Support ProgramTitle I/Reading Support Program Meet Your Teacher Night Meet Your Teacher Night

Dallastown Area School District

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No Child Left BehindNo Child Left BehindReauthorization of Elementary/Secondary

Education Act Federal Programs – Title IMonies to operate the Title I program are

$403,433 (- 40,115)Salaries and benefits for six teachers in

four elementary schools: DT, OV & YT

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Program ComponentsProgram 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.

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Title I Program CalendarTitle I Program CalendarMark your calendars:Title 1 Parent Workshop – December 10, 2010 (9:15 - 1:30 at LIU # 12 – New Oxford)Summer Bucket of Fun – May 18, 2011 (6:30 – 8:30 at York Township)

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District Assessments and District Assessments and Title I Program CriteriaTitle I Program Criteria

• Developmental Reading Assessment (DRA)

• Sentence Dictation• Writing Vocabulary• Word Study

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Developmental Reading Assessment Developmental Reading Assessment (DRA)(DRA)

• A method of assessing and documenting students’ development (growth) as readers over time

(Beaver p. 4)• Provides focus for instruction

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DRA BenchmarksDRA BenchmarksFirst Grade

Level 4/D - First MP Nov.Level 10/G – Second MP Jan.Level 14/H – Third MP Apr.Level 16/I – Fourth MP May/Jun.

Second Grade

Level 18/J – First MP Nov.Level 20/K – Second MP Jan.Level 24/L – Third MP Apr.Level 28/M – Fourth MP May/Jun.

Third Grade

Level 30/N - First MP Nov.Level 34/O – Second MP Jan.Level 34/O – Third MP Apr.Level 38/P – Fourth MP May/June

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What does it look like?What does it look like?One on one conference with a

bookGiven in an area of the

classroom or another locationChild reads all or part of the

text aloud to the teacher

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What does it look like after the What does it look like after the reading?reading?Child retells the story immediately

after reading (Level 4/D – 24/L)Child retells the story immediately

in writing after reading (Level 28/M and up)

Teacher prompts for details not provided by the student

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What information is provided?What information is provided?AccuracyComprehensionFluency (phrasing)

The goals for children's independencein each of the three areas change overtime as the child grows as a reader.

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Sentence DictationSentence Dictation

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Sentence DictationSentence Dictation

First Grade Only

33-37 – Advanced 24-32 – Proficient 11-23 – Basic 0 – 10 – Below Basic

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Writing VocabularyWriting Vocabulary

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Writing VocabularyWriting Vocabulary

First Grade

36-100 - Advanced 11-35 - Proficient 3-10 – Basic 0-2 – Below Basic

Second Grade

50-125 – Advanced 32-49 – Proficient 23-31 – Basic 0-22 – Below Basic

Word StudyWord Study allows for instruction at a student’s

individual level of spelling development.There are five stages of spelling development.

– Emergent (Beginning to match letters and sounds.)– Letter Name (Beginning and ending sounds, maybe blends/digraphs

and vowels are inconsistently used.)– Within Word (Learning long vowel patterns, short vowel patterns are

more consistent.)– Syllable Juncture (Multiple syllable words)– Derivational Constancy (Proficient spellers)

Students may qualify if their instructional level is Letter Name.

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Parent CommunicationParent CommunicationParent Notification Letter

Progress ReportEach marking periodSent home with report card

Program Evaluation and Needs Assessment

Sent home at the end of the year

DDDAAALLLLLLAAASSSTTTOOOWWWNNN AAARRREEEAAA SSSCCCHHHOOOOOOLLL DDDIIISSSTTTRRRIIICCCTTT

York Township Elementary School 2500 S. Queen St. York, PA 17402

(717) 741-2281 Telephone (717) 741-6700 Facsimile

Paula R. March, Principal Diane C. Boff, Assistant Principal

September 2007

Dear Parents, Your child, ________________________, has been selected to participate in the first grade reading support program. This program is designed to offer students additional instruction in reading skills. Students qualify for this extra assistance based on the results of the District Grade 1 Summer Assessments.

Reading Level (DRA) ______________ Sentence Dictation ______________ Writing Vocabulary ______________

The selection criteria cut-offs are listed on the back of this paper.

Those of us involved in this supplemental program feel that the instruction is very valuable. It can provide an opportunity for growth in self-esteem and improvement in academic skills. It is a cooperative and collaborative venture with student, reading support teacher, classroom teacher, parents and principals. It is designed to supplement not replace, the regular classroom program. Instruction is provided either in the classroom or another available tutoring room.

Please complete the attached form letting us know if you would like your child to receive these additional reading services. Please return the attached form by ________________________. I am looking forward to working with your child and continued communication with you. If you have any questions about the program, please contact me at school. Sincerely,

Mrs. Bryson, Mrs. Cuba and Mrs. Grim

DALLASTOWN AREA SCHOOL DISTRICTDALLASTOWN AREA SCHOOL DISTRICTYork Township Elementary School

2500 S. Queen St.York, PA 17402

(717) 741-2281 Telephone(717) 741-6700 Facsimile

Progress ReportName GradeClassroom Teacher SchoolReading Support Teacher 1st Marking Period – Date Making limited progress in the Reading Support program Making satisfactory progress in the Reading Support program Making successful progress in the Reading Support Program

Reading Level Comments: 2nd Marking Period – Date Making limited progress in the Reading Support program Making satisfactory progress in the Reading Support program Making successful progress in the Reading Support Program Reading LevelComments: 3rd Marking Period – Date Making limited progress in the Reading Support program Making satisfactory progress in the Reading Support program Making successful progress in the Reading Support Program Reading LevelComments: 4th Marking Period – Date Making limited progress in the Reading Support program Making satisfactory progress in the Reading Support program Making successful progress in the Reading Support Program Reading LevelComments:

TO: Title I ParentsFROM: Paula R. March, Project DirectorSUBJECT: Annual Program Evaluation and Needs AssessmentDATE: April 11, 2008

Excellent Good Fair Poor

How effectively is the program in helping your child make progress in his/her reading skills?

How would you evaluate the attitude of your child(ren) toward this reading support program?

How effective are the instructional materials (books) that are being used?

How would rate the communication among the Title I teacher, classroom teachers, and building administrator as they strive to meet your child (ren)’s educational needs?

How would you rate our efforts to involve parents in the Title I Program? Circle those programs that you have attended:Parent/Teacher ConferencesMeet Your Teacher NightParent Literacy Night (A Magical Night of Reading)Title I CalendarTitle I websiteProgress ReportsMonthly Newsletters

Specific commendations on the Title I program:

Specific recommendations on how to improve the Title I program:

We are required by law to conduct an annual parent evaluation of our Title I Program. Without your assistance in this evaluation, our program and the children served by it will be adversely affected. Please help us in this matter by responding to the questionnaire below.

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How can you help us?How can you help us?READ

READ

READ

Thank you for coming this evening and showing your support of our program!