5/2/ Title I/Reading Support Program Meet Your Teacher Night Dallastown Area School District

5/2/ No Child Left Behind Reauthorization of Elementary/Secondary Education Act Federal Programs – Title I Monies to operate the Title I program are $403,433 (- 40,115) Salaries and benefits for six teachers in four elementary schools: DT, OV & YT

5/2/ Program 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.

5/2/ Title I Program Calendar Mark 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)

5/2/ District Assessments and Title I Program Criteria Developmental Reading Assessment (DRA) Sentence Dictation Writing Vocabulary Word Study

5/2/ Developmental Reading Assessment (DRA) A method of assessing and documenting students’ development (growth) as readers over time (Beaver p. 4) Provides focus for instruction

5/2/ DRA Benchmarks First 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

5/2/ What does it look like? One on one conference with a book Given in an area of the classroom or another location Child reads all or part of the text aloud to the teacher

5/2/ What does it look like after the 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

5/2/ What information is provided? Accuracy Comprehension Fluency (phrasing) The goals for children's independence in each of the three areas change over time as the child grows as a reader.

5/2/ Sentence Dictation

5/2/ Sentence Dictation First Grade Only – Advanced – Proficient – Basic 0 – 10 – Below Basic

5/2/ Writing Vocabulary

5/2/ Writing Vocabulary First Grade Advanced Proficient 3-10 – Basic 0-2 – Below Basic Second Grade – Advanced – Proficient – Basic 0-22 – Below Basic

Word Study Word 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.

5/2/ Parent Communication Parent Notification Letter Progress Report Each marking period Sent home with report card Program Evaluation and Needs Assessment Sent home at the end of the year

Progress Report NameGrade Classroom TeacherSchool Reading Support Teacher 1 st 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: 2 nd 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: 3 rd 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: 4 th 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:

TO:Title I Parents FROM:Paula R. March, Project Director SUBJECT:Annual Program Evaluation and Needs Assessment DATE:April 11, 2008 ExcellentGoodFairPoor 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 Conferences  Meet Your Teacher Night  Parent Literacy Night (A Magical Night of Reading)  Title I Calendar  Title I website  Progress Reports  Monthly 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.

5/2/ How can you help us? READ Thank you for coming this evening and showing your support of our program!