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Mrs. Donna Schluter- Title 1 Reading SpecialistMiss Meghan Panczer-Title 1 Associate Teacher

Welcome to the Title I Annual Meeting for 1st Grade/New Parents 2013 - 2014

Why do we have annual Why do we have annual meetings?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

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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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Parent CommunicationParent Communication

Parent Notification Letter

Progress ReportEach marking periodSent home with report card /Parent-

Teacher ConferenceProgram Evaluation and Needs

AssessmentSent home in June

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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.

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….

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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.

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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.

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Nonsense syllables make real words

den tist

con test

mas cot

fin ish

CAPSFirst 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.

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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.”

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Shafer Elementary School

Title I Progress Report

Primary Reading

  School Year:   2010-11 2012-13 Teacher:  

Teacher:   Mrs. Donna Schluter /Miss Megan Panczer Grade: School:   Shafer Elementary School

1st Trimester 2nd Trimester 3rd 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.

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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

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Meghan Panczer- Title 1 Associate Teacher2013-2014 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 BlockRm 104 11:50-12:20 Lunch 12:20-12:50 Grade 2- Tier SupportRm 104/217  1:00-1:30 Grade 1 (Scheetz) Rm 103  1:40-2:10 Gr 2- (Hontz) Rm 114