New Philadelphia City Schools Third Grade Reading Guarantee HB 316

Transcription

1 New Philadelphia City Schools Third Grade Reading Guarantee HB 316 Guidelines of Third Grade Guarantee: All Students in Grades Kindergarten to Grade 3 All Reading Skills are accessed by Sept. 30 and parents are notified of any substantial reading deficiency. Parents will be informed of current services provided to the student, describe the proposed supplemental services, and supports to be provided for the student All Third Graders Parents will be informed that student has substantial reading deficiency and may be retained in third grade if the student scores are below the State Board s specified cut score on the third grade reading achievement assessment. Exemptions include: Limited English proficient students who have been enrolled in U.S. schools for less than 2 full school years and have had less than 2 years of instruction in English as a second language program. A Special Education student who s IEPs exempt them from retention or 504 Plan show they have been retained and are still demonstrating deficiency in reading. Students who, as determined by Dept. of Education, demonstrates an acceptable level of performance on an alternative assessment. Students who received intensive remediation in reading for two school years, but still demonstrate a deficiency in reading, and were previously retained in any of grades K-3.

2 New Philadelphia City Schools Reading Program Wilson s Fundations Program. K & Grade 1 Fundations provides research-validated strategies that serve as a prevention program to help reduce reading and spelling failure. Teachers incorporate a 30-minute daily Fundations lesson into their language arts classroom instruction. Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling. Critical thinking, speaking and listening skills are practiced during Story time activities. Furthermore, targeted small group intervention is available for students in the lowest 30 th percentile. Keep Books Grade 1 KEEP BOOKS are designed as a school/home book program that addresses the need for inexpensive but appropriate books in the home. Designed by educators at The Ohio State University for students to take books home to read again and again. KEEP BOOKS: Create positive communications with parents and caregivers. Enhance achievement because children are motivated and encouraged to read at home. Allow children to take ownership and develop their own library. Independent Reading Level Assessment (IRLA) K-5 IRLA determines the level at which students can successfully decode, understand, analyze, and evaluate text without teacher support. IRLA is a research-proven system that has every student reading on or above grade level. Using the new common core standards as the basis for the instruction, teachers use textbooks, children literature, and technology to guide reading instruction. One-on-one coaching is the powerful instructional tool used for struggling readers. Students develop individual learning goals to take responsibility for their own learning. An on-line system called School Pace graphically keeps track of student progress to show individual growth of each student.

3 Rebecca Sitton Spelling Program. K - 5 Sitton primary goal is forever spellers who learn to spell for writing rather than the Friday test goal. Emphasizing instruction tailored to: individual needs; the importance of explicit, direct teaching; proofreading and self-checking; the central role of word study6; the recycling of skills, using the known to discover the unknown; and the bond between spelling and writing. Title One Program K-5 Our Title One specialized reading teachers are additional instructional services and supports to remediate student deficiencies and coach classroom teachers. These supports include instruction, curriculum, and assessment on the five essential elements of reading within and outside of the classroom: Phonemic Awareness. The knowledge and manipulation of sounds in spoken words. Phonics. The relationship between written and spoken letters and sounds. Fluency. The ability to read with accuracy and with an appropriate rate, expression, and phrasing. Vocabulary. The knowledge of words, their definitions, and context Reading Comprehension Strategies. Strategies such as monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing all of which aid in understanding of textual meaning. Summer School K-4 Summer school is an intensive reading intervention program that combines nonfiction reading and writing that develops vocabulary, background knowledge, and test preparedness. Project-based learning stimulates and challenges students to read like detectives and write like reporters. Students build knowledge of the world they live in today and acquire literacy skills for tomorrow. Studies have shown that, on average, students lose one month of instruction over their summer vacation. This loss, however, is not equal for all learners; children from lowerincome families experience a greater achievement decline, particularly in reading, than their more advantaged peers. For these and other struggling students, the summer represents an opportune time to intervene, not only to halt the slide in their learning, but also to provide the extra support they need to meet new learning expectations.

4 Curriculum and Instruction Required Minimum Time Requirements per Day Grade English Mathematics Social Studies Science Language Arts Kindergarten 120 minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 45 minutes 45 minutes Grade 4 90 minutes 90 minutes 60 minutes 60 minutes Grade 5 90 minutes 90 minutes 60 minutes 60 minutes

5 New Philadelphia City Schools Third Grade Reading Guarantee HB 316 Guidelines of Third Grade Guarantee: All Students in Grades Kindergarten to Grade 3 All Reading Skills are accessed by Sept. 30 and parents are notified of any substantial reading deficiency. Parents will be informed of current services provided to the student, describe the proposed supplemental services, and supports to be provided for the student All Third Graders Parents will be informed that student has substantial reading deficiency and may be retained in third grade if the student scores are below the State Board s specified cut score on the third grade reading achievement assessment. Exemptions include: Limited English proficient students who have been enrolled in U.S. schools for less than 2 full school years and have had less than 2 years of instruction in English as a second language program. A Special Education student who s IEPs exempt them from retention or 504 Plan show they have been retained and are still demonstrating deficiency in reading. Students who, as determined by Dept. of Education, demonstrates an acceptable level of performance on an alternative assessment. Students who received intensive remediation in reading for two school years, but still demonstrate a deficiency in reading, and were previously retained in any of grades K-3.

6 New Philadelphia City Schools Reading Program Wilson s Fundations Program. K & Grade 1 Fundations provides research-validated strategies that serve as a prevention program to help reduce reading and spelling failure. Teachers incorporate a 30-minute daily Fundations lesson into their language arts classroom instruction. Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling. Critical thinking, speaking and listening skills are practiced during Story time activities. Furthermore, targeted small group intervention is available for students in the lowest 30 th percentile. Keep Books Grade 1 KEEP BOOKS are designed as a school/home book program that addresses the need for inexpensive but appropriate books in the home. Designed by educators at The Ohio State University for students to take books home to read again and again. KEEP BOOKS: Create positive communications with parents and caregivers. Enhance achievement because children are motivated and encouraged to read at home. Allow children to take ownership and develop their own library. Independent Reading Level Assessment (IRLA) K-5 IRLA determines the level at which students can successfully decode, understand, analyze, and evaluate text without teacher support. IRLA is a research-proven system that has every student reading on or above grade level. Using the new common core standards as the basis for the instruction, teachers use textbooks, children literature, and technology to guide reading instruction. One-on-one coaching is the powerful instructional tool used for struggling readers. Students develop individual learning goals to take responsibility for their own learning. An on-line system called School Pace graphically keeps track of student progress to show individual growth of each student.

7 Rebecca Sitton Spelling Program. K - 5 Sitton primary goal is forever spellers who learn to spell for writing rather than the Friday test goal. Emphasizing instruction tailored to: individual needs; the importance of explicit, direct teaching; proofreading and self-checking; the central role of word study6; the recycling of skills, using the known to discover the unknown; and the bond between spelling and writing. Title One Program K-5 Our Title One specialized reading teachers are additional instructional services and supports to remediate student deficiencies and coach classroom teachers. These supports include instruction, curriculum, and assessment on the five essential elements of reading within and outside of the classroom: Phonemic Awareness. The knowledge and manipulation of sounds in spoken words. Phonics. The relationship between written and spoken letters and sounds. Fluency. The ability to read with accuracy and with an appropriate rate, expression, and phrasing. Vocabulary. The knowledge of words, their definitions, and context Reading Comprehension Strategies. Strategies such as monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing all of which aid in understanding of textual meaning. Summer School K-4 Summer school is an intensive reading intervention program that combines nonfiction reading and writing that develops vocabulary, background knowledge, and test preparedness. Project-based learning stimulates and challenges students to read like detectives and write like reporters. Students build knowledge of the world they live in today and acquire literacy skills for tomorrow. Studies have shown that, on average, students lose one month of instruction over their summer vacation. This loss, however, is not equal for all learners; children from lowerincome families experience a greater achievement decline, particularly in reading, than their more advantaged peers. For these and other struggling students, the summer represents an opportune time to intervene, not only to halt the slide in their learning, but also to provide the extra support they need to meet new learning expectations.

8 Curriculum and Instruction Required Minimum Time Requirements per Day Grade English Mathematics Social Studies Science Language Arts Kindergarten 120 minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 30 minutes 30 minutes Grade minutes 90 minutes 45 minutes 45 minutes Grade 4 90 minutes 90 minutes 60 minutes 60 minutes Grade 5 90 minutes 90 minutes 60 minutes 60 minutes