1. READING FIRST Exemplary Schools Presentation Jefferson Elementary School Medford School District 549C April 2005

2. Team Members Susan Inman – Principal  susan.inman@medford.k12.or.us susan.inman@medford.k12.or.us Linda Taylor – Reading Coach  linda.taylor@medford.k12.or.us linda.taylor@medford.k12.or.us

3. District Support Dr. Phil Long, Director of Elem Ed/Curriculum Julie York, Director of Special Services Communication and collaboration Attend all IBRs Monthly district coaches meetings Full day Kindergarten ERI assistant in kindergarten classes

4. Jefferson Elementary School Demographic Information 550 students 63% free & reduced lunch participation Mobility rate - TBD Kindergarten 3 classrooms 25/25/25 1 st grade 18/19/21/22 2 nd grade 28/30 2/3 split 26 3 rd grade 32/31

5. Kindergarten Participation in Core Harcourt Trophies 90-120 minutes reading block  Classroom teachers  ERI Assistant  Classroom Literacy Assistant  Parent/grandparent volunteers

6. Kindergarten Participation in Core Whole group  Morning Message  Sharing Literature Small group – 4-5 students  5 Rotations 15 – 22 minutes  Phonemic Awareness, Phonics, ERI, Phonics Activities, Letter names and sounds, Decodable books

7. First Grade Participation in Core Harcourt Trophies 90 minute reading block  Deploy based on DIBELS benchmark and progress monitor scores  Classroom teachers  Two Classroom Literacy Assistants in each classroom  Parent volunteers

8. Communication is the key!  Effective communication leads to teamwork and shared goals.  Efficient use of resources includes utilizing Title, Special Ed and ELL to maximize student instruction.  Regular progress monitoring and effective communication of data results lead to clear areas of success & areas for refinement.

9. Title I Reading Specialist 1 full-time, experienced reading teacher Small group instruction with K, 1 st, 2 nd intensive (according to DIBELS) Groups are established by DIBELS scores, and re-established based on progress monitoring. Variety of programs implemented based on student needs. Serves 46 students. Serves on Assessment team and ERT

10. Resource Room 1 full-time, experienced teacher; 1 full-time assistant; 2 Classroom literacy assistants. Students served include those on IEP’s as well as “guests” that require additional assistance in reading and/or math. Variety of programs used based on student needs. Interventions: Reading Mastery, Read Naturally, Phonics for Reading. Serves on Assessment team and ERT

11. Title I Specialist 1 full-time, experienced teacher Oversees and monitors Title I funded programs and monies Collects and analyzes school assessment data Supervises Classroom Literacy Assistants Supervises Read Naturally Lab for Strategic first, second and third grade students Serves on Assessment team and ERT

12. Instructional Assistants Each first – third grade classroom has 2 Classroom Literacy Assistants during reading block (funded throughTitle I) Early Reading Intervention. All kindergarten classes have a 3.75 educational assistant provided by the district for implementing/supporting this program with all K students.

13. Educational Assistant Support EA’s have received training from Title Specialist and Reading Coach. Scheduling is based on uninterrupted reading block. Teachers plan lessons for EA to implement in small groups Coach provides assistance during classroom visits.

14. Initial Core Program Training Harcourt Representative completed training for teachers, specialists and CLA’s CORE provided a K/1 & 2/3 training on the implementation of Harcourt. Reading Coach is the “State Expert” for Harcourt Trophies. Three fidelity observations are completed each year. Scheduling for observations is up to the teacher.

15. Kindergarten Supplemental/Intervention Programs All students receive ERI instruction provided by ERI assistant with support of the teacher Teachers use Harcourt Intervention materials for intensive and strategic students Intensive students see Title I Reading Specialist for 30 minutes a day

16. First Grade Supplemental/Intervention Programs Teachers use Harcourt Intervention materials with strategic and intensive students Teachers use Touchphonics in small groups Intensive students see Title I Reading Specialist 30 minutes a day. Programs used: Reading Mastery and Read Naturally Strategic students see Title 1 Specialist 30 minutes each day in Read Naturally/Phonics Express Lab

17. Assessment Assessment team:  Principal  Reading Coach  Reading Specialist  Title I Specialist  Resource Teacher  Classroom teachers (beginning in May)

18. Assessment DIBELS benchmark data is collected three times each school year with ongoing progress monitoring by classroom teachers, specialists, and coach. Handhelds are used by the team to collect DIBELS data. Information goes to Wireless Generation Website. DIBELS data is entered into database by the reading coach.

19. Grade Level Team Meetings Attendees: Classroom teachers, Reading Coach, Specialists, Principal Meet monthly, 1 hour to 4 hours Agendas are written by coach with input from teachers and specialists.

20. Grade Level Team Meetings Topics include:  DIBELS, progress monitoring and classroom performance of students.  Student groupings  LPRs  Intervention/Supplemental programs  Schedules  Teacher/student needs

21. Early Reading Team Members: Principal, Reading Coach, Title I Specialist; Resource Specialist, Title I Reading Specialist, ELL Specialist Meet monthly for 1-3 hours Agendas written by coach with input from principal and specialists

22. Early Reading Team Meeting topics include:  Reading block/double dose schedule  Strategic/Intensive students  Supplemental/Intervention programs  Teacher needs  What’s working/what’s not  Other issues that arise

23. Reading Coach Visit classrooms during reading block formally and informally – Fidelity observations, 5 minute observations Three fidelity observations for each teacher – pre and post conferences are held each time Assess new students

24. Reading Coach Plan and implement grade level meetings and Early Reading Team meetings Provide professional development when needed Provide assistance and support for and communicate with teachers in all aspects of teaching reading