PURPOSE Required by KDE as part of the grant application Attendance data provides us with: o Number of RTA students served o Number of students successful following RTA interventions
DIRECTIONS Open and save the attendance data EXCEL file emailed to you from Judy. Save using the following file name template: School name_county name_teacher name Open and print your Directions for completing attendance data 2014 word document
Enter student data directly into the excel file you received as an email attachment (do not create your own)
Column Name in Excel SheetDescription A: School CodeYour school’s assigned state ID number (on IC or your school’s Report Card) B: Student NameFormal name as it appears on IC C: Student State ID#Student’s 10-digit assigned ID number (on IC) D: Date intervention beganDate student received their FIRST session of intervention with you E: # of intervention sessions attendedTotal number of intervention sessions this student was physically present for F: PRIMARY RTA Intervention Program NumberThis is either the intervention the student spends the MOST time in OR the intervention they started first. Refer to key in the word document entitled Directions for recording attendance data 2014 Tip: A lot of information you can look up on Infinite Campus
Column Name in Excel SheetDescription G: SECONDARY RTA Intervention Program NumberThis is the intervention they spend LESS time in OR they started this intervention after the PRIMARY intervention. Refer to key in the word document entitled Directions for recording attendance data 2014. H: Did the student exit RTA intervention successfully? (YES or NO) Did the student return to the core reading instruction following participation in the RTA intervention? If no, skip to Column J I: If yes, date (XX/XX/XXX) of when student successfully exited intervention? Date of the student’s last RTA intervention session J: If no, what decision was made about the child? (Please record option 1, 2, 3, 4, 5, 6, or 7) Refer to key in the Directions for recording attendance data 2014 K: Number of new intervention programRefer to key in the Directions for recording attendance data 2014
Data entry Once you have reviewed both files (excel data entry sheet & word document directions sheet), you’re ready to begin data entry! Tip: You can begin data entry as soon as possible and enter in as much student data that you have This way, at the end of the school year you only need to enter the total number of sessions, exiting information, and new intervention information (if applicable)
Potential problems/concerns Make sure you’re using the excel file sent as an attachment in your email Do NOT include any non-numerical characters in the student information columns (e.g., State ID number: #0001093201 – the # should not be included) Note: Excel will automatically remove an ‘0s’ at the beginning of a student or school code – this is okay! We can still determine the student/school ID number if it is less than 10 digits and will assume the first digits should be ‘0’ Please only include RTA students in the data file (i.e., not all students in your grade/school)
What if…? If the student receives multiple intervention programs (simultaneously) from the RTA intervention teacher? Please record the PRIMARY intervention provided by the RTA funded teacher If a student exited RTA intervention in the winter, but re-entered in the spring? Complete two separate entries (i.e., two rows for that student) containing their original entry date (e.g., 08/08/2013) and their “re- entry date (e.g., 03/17/14)
Questions What if I still have questions? Melissa Murphy – firstname.lastname@example.org@uky.edu Judith Halasek - Judith.email@example.comJudith.firstname.lastname@example.org
It has been estimated that 80% of comprehension in nonfiction is dependent upon understanding the vocabulary.
Model Break down directions Rely on the sense of community Share feedback Offer supports
Tips for reading aloud to English Learners Choose a limited set of core words for understanding Use manipulatives, illustrations, facial expressions and gestures Use the native language to facilitate comprehension Read the story several times per week Encourage students to retell or dramatize the story Connect the story to centers in the room
Digital Tools to Build Vocabulary http://www.learningunlimitedllc.com/2013/02/20-digital-tools-for-vocabulary/ wordhippo.com lingro.com blachan.com/shahi/
1.Teacher provides a description of the term. 2.Students restate the description of the term. 3.Students create a representation of the term. 4.Students record the term in a vocabulary notebook. 5.Students discuss the term with one another. 6.Students play games with the term.
The best predictor of summer loss or summer gain is whether or not a child reads during the summer. And the best predictor of whether a child reads is whether or not he or she owns books. Anne McGill-Franzen, Richard Allington
Junie B. Jones and the Stupid Smelly Bus$.94 The Adventures of Captain Underpants$1.37 Fancy Nancy: There’s No Day Like a Snow Day$1.66 Dr. Nicholas is Ridiculous$1.19 National Geographic Kids Chapters: True Stories of Amazing Animal Talents $2.58 Ballpark Mysteries #6: The Wrigley Riddle$1.55 TOTAL$9.29
Education.ky.gov Find Curriculum/Content Areas Go to Library Media Click on Summer Reading
Email the code 4714 to email@example.com@education.ky.gov to receive credit for participating in the webcast.
Sources http://colorincolorado.org http://news.nationalgeographic.com/news/2013/11/131129-little-red- riding-hood-folktale-tehrani-anthropology-science/ http://www.teachingenglish.org.uk/language-assistant/primary- tips/fairy-tales http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19 Gillanders, Cristina and Castro, Dina C., Reading aloud to English Language Learners FPG Child Development Institute University of North Carolina at Chapel Hill