NOVEMBER 2018

NewsletterFederal Programs

Lawton Public Schools

From the Director’s Desk: LPS Federal Programs

Spotlight on Native American Heritage Month

The Title I School-Home Connection: Being Culturally Sensitive & Responsive

Literacy Instruction for All: Raising a Reader

Title IV A - Student Support and Academic Enrichment

Teaching English Learners: Overview of EL Programs

Teaching English Learners (EL): SIOP®

EL Ongoing Professional Development Links

Title VI - Indian Education: LPS Indian Education Presentation for Students

Children Living in Crisis: The Invisibility of Student Homelessness

Community Resources Connection

From the Director’s Desk

In thIs Issue…LPS Federal Programs

Newsletter designed by Lori Newell, Title I Professional Development Facilitator

www.lawtonps.org/federal-programs--2

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The Federal Programs Department for Lawton Public Schools is responsible for managing the following federally funded programs: • Title I A - Improving the Academic Achievement of the Disadvantaged • Title I A Reading Recovery - Short Term Reading Intervention for First Grade

Students• Title I A - Neglected• Title II A - Preparing, Training and Recruiting High-Quality Teachers, Principals or

Other School Leaders• Title III - Language Instruction for Limited English Proficient• Title IV A - Student Support & Academic Enrichment• Title VI - Indian Education • Johnson-O'Malley Indian Education• Title I & Title IX A McKinney-Vento Homeless Education Services• Title I Education for Foster Care Children

We have a special highlight section from Pam Fodder, Indian Education Coordinator, with professional development for Native American Heritage Awareness month.

Teresa DonahueDirector of Federal Programs

Shoemaker Center ~ Phone X2054

Federal Programs ~ Shoemaker Center ~ Lawton, Oklahoma ~ (580)357-6900

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This newsletter provides professional development, information, and resourcesfor the student services provided by these programs.

Pam Fodder Title VI & JOM IndianEducation Coordinator

Douglass Learning Center Rm. 8B ~ Phone X2310

Chelsey Fodder Title VI & JOM

Clerical Assistant

On August 3, 1990, President of the United States George H. W. Bush declared the month of November as National American Indian Heritage Month, thereafter commonly referred to as

Native American Heritage Month.The office of American Indian Education serves as an ambassador for Indian Education providing guidance and leadership to the Native American tribes recognized as sovereign nations. Services include technical assistance information and appropriate professional development, as well as, collaborative efforts to bridge the gap between the state, tribal nations, and schools. The office will provide educators with continued access to culturally appropriate resource/information and in-service that reflects teaching strategies and learning styles which ensure full inclusion of the Native American child in a positive learning environment and furthers the educational opportunities of the Native American students enrolled in Oklahoma’s public schools.

Valuable information is available to teachers at the following website: http://ok.gov/sde/oier

The Oklahoma Indian Education Resource is an online resource designed to strengthen and expand the teaching of Native American culture, traditions, history and governments in Oklahoma.

Included in this valuable resource:• Oklahoma Indian tribe guides• Educator lesson plans• Collection of research tools and resources for

educators

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By Julian Guerrero, OSDE Executive Director of American Indian Education

November is a popular time to teach students about Native peoplesand brings a critical opportunity to ensure history is honestly portrayed and accurately balanced. Four thoughtful ways to teach respect for Native American Heritage Month are to: 1. Support organizations advocating for Native American communities.2. Support the needs of your local tribes.3. Take time to learn the indigenous history of where you live. 4. Follow the do’s and don’ts below.

DO• Do present Native peoples as appropriate role models with whom a Native student can identify.• Do make sure you know the history of Native peoples, past and present, before you attempt to teach

it.• Do present Native peoples as separate from each other, with unique cultures, languages, spiritual

beliefs and dress.• Do use materials that show the continuity of Native societies, with traditional values and spiritual

beliefs connected to the present.• Do teach Native history as a regular part of American history and not just for Thanksgiving.

DON’T• Don’t do activities that trivialize Native dress, dance or ceremony.• Don’t assume that you don’t have Native students in your class. • Don’t do or say anything that would embarrass a Native student. • Don’t have students dress up as “Indians,” with papier-mâché “costumes” or paper-feather

“headdresses” or “war whoops.”• Don’t use books that show Native people as savages, primitive craftspeople or simple tribal people,

now extinct. • Don’t refer to Native spirituality as superstition, make up Indian legends or encourage students to do

“Indian” dances. The Smithsonian offers an excellent guide, Native Knowledge 360°, that features a number of tribal nations in digital lessons, including respectful approaches to Thanksgiving. The digital lessons can be filtered by subject, tribal nation, grade level, language and region. To see the lessons, click here.

Click on the picture (left) to check out a culturally sensitive approach to teaching about Thanksgiving created by the National Museum of the American Indian.

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Donna Seymour & Lori NewellTitle I Facilitators

Strategies for developing positive relationships with families

Being Culturally Sensitive & Responsive Classroom Considerations

Information to Share with Parents

Issues can occur when behaviors of adults at school do not coincide with behaviors of adults within the home. Messages conveyed by tone of voice, facial expressions, and body language can be interpreted differently between cultural groups.

Consider the following & the direct and/or indirect impact it may have for your classroom:• Motivational methods vary widely between cultural groups and family units. Some incentives may not

be familiar to some children (praise, star charts, earning special privileges). In cultures where shunning is the worst punishment, time-out is not considered acceptable for young children.

• Some cultures value group efforts over individual efforts. Allow opportunities for students to work together with partners or groups.

• Keep in mind that competition may be frowned upon in some cultures.• Some students/families may be uncomfortable being put in the spotlight.

Try to learn the parent/care-givers approach to motivating their child, the reasoning behind it, and the expected outcomes. Being open to discussing your expectations for children in your classroom in a respectful and inclusive manner will help you build a culturally sensitive and respectful classroom.

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Shoemaker Center ~ Phone X2059 & X2058

Strategies for engagement of students in literacy instruction

Reading before bedtime should be as routine as putting on a pair of pajamas. Studies show that the more achild reads or is read to, the more likely he will become a good reader. Devoting as little as 15-20 minutes aday can make a difference between success and failure for a child. The benefits of reading include improvedfocus and concentration, stronger analytical thinking skills, and improved memory and knowledge.

Make your reading time relaxed, positive and free of interruptions such as the television. Before you read,talk about the front cover and speculate what the book may be about. During the reading, discuss what hashappened and predict what may happen next. After the reading, talk with your child about the story. Whatpart did he like best? The goal of reading is always to make sense, sound right and look right. This Dr. Seussquote says it all, “The more that you read, the more things you will know. The more that you learn, the moreplaces you’ll go.”

Susan Perry Reading Recovery

Teacher Leader

Diane Landoll Title I Compliance Facilitator Reading Recovery Teacher LeaderShoemaker Center ~ Phone X2057 Shoemaker Center ~ Phone X2056

Overview of EL Programs

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LPS received a $152,857.00 Title IV grant for the 2018-2019 school year. Thank you for your participation in the districtwide Needs Assessment which guided the discussion and provided direction during the Stakeholder Committee Meetings in determining the use of funds. The district will utilize these new grant funds under the authorized activities in these three required areas with districtwide projects which include:

1) 30% for Well-Rounded Education – Sheltered Instruction Observation Protocol (SIOP®) Consultant

2) 30% for Safe & Healthy Students – Mental Health Professional

3) 60% for Effective Use of Technology • 85% – Technology

Trainer Consultant• 15% - Infrastructure -

Devices for Districtwide Classroom Teacher Training Lab at Media Center

Oklahoma is a pilot state for WIDA’s new e-learning modules. Until June 30, 2019 every educator in the state can access four self-paced e-learning modules, complete with handouts and lessons designed to help teach English learners. Users can also print PD certificates. Teachers and principals should have received an email from WIDA inviting them to create a WIDA account. You will need to create your account first to access these modules. More information on this will be shared via email, at principal meetings, LCI’s and the Continuous PD. Click on the picture for more information.

Teachers with EL students using Imagine Learning should have teacher account log-in information. If student or teacher log-in access is needed, please email Tonya Bond. Imagine Learning University is available to provide information on getting started on Imagine Learning and using the reporting tools and the teacher resources. Imaging Learning University can be accessed at

http://university.imaginelearning.com.

Imagine Learning University, Teacher Accounts, & Student Accounts

Eduskills provides a Plan & Progress component to all district teachers! What is the purpose of Plan & Progress? In order to best support the instructional process for English Learners, EduSkills provides lesson planning and progress monitoring support services titled “Classroom EL Plan and Progress.” The Plan and Progress services allow teachers and EL specialists to efficiently plan for instructing students at all levels and track progress of the individual English Learner through pre-designed formative assessments. EduSkills’ Plan and Progress services are designed primarily to:• Facilitate efficient instructional support provided by EL instructional specialists

to classroom teachers who serve English Learners;• Provide a bank of EL instructional resources to EL instructional specialists and

classroom teachers; • Deliver a lesson planning platform that supports the instruction of EL students

at each language acquisition level; and • Allow teachers to easily track and provide feedback on the academic progress

of EL students.

At the November LCI teachers will receive a resource book, Making Content Comprehensible for Elementary/Secondary English Learners - The SIOP® Model. This SIOP® Model improves teaching effectiveness and results in academic gains for students. This book will serve as a resource to fully explain the SIOP® Model and provide lesson plans and instructional activities to help teachers implement it effectively in the classroom. Ask your LCI leaders to see the book!

Check out page 6 of this newsletter for strategies and activities for SIOP® components 1-3!

Tonya BondTitle III EL Teacher TrainerShoemaker Center ~ Phone X2055

The Sheltered Instruction Observation Protocol (SIOP®) was developed to make content material more comprehensible to

English Language Learners.

Assessing and Instructing English Learners (EL)

1. Lesson Preparation:Planning must produce lessons that enable students to make connections between their own knowledge and experiences and the new information being taught. Well-planned lessons include content area objectives as well as language objectives. Concepts must be appropriate for the age and educational level of the student. The teacher and students should use supplementary materials such as charts, graphs, pictures, illustrations, multimedia and manipulatives, as well as demonstrations. Graphic organizers, such as outlines and labeling, should also be used, in addition to study guides, marginal notes,

adapted text, and highlighted text.

For more information on SIOP®, click hereand/or see the web links on the next page.

2. Building BackgroundConcepts must be directly related to the students’ background experiences, when possible, whether personal, cultural, or academic. Teachers must make explicit and direct links between past learning and new concepts. Emphasize key vocabulary, and present new vocabulary only in context. Studies have shown that there is a strong correlation between vocabulary knowledge and student achievement. It is therefore necessary to explicitly teach academic language and academic content vocabulary.

3. Comprehensible InputTeachers must use speech that is appropriate to the students’ language proficiency level. The teacher should speak slowly, enunciate clearly, repeat more frequently, and adjust speech as needed. The teacher should avoid jargon and idioms and use body language, gestures, and pictures to accompany spoken words. The explanation of a task should be made clear in a step- by- step manner using visuals. Teachers should use a variety of techniques to make concepts clear, including paraphrasing and repetition.

For more examples of Strategies and Activities for ELs, click here.

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Meeting the needs of Native American students

Sheltered Instruction Observation Protocol (SIOP®) Training Links• SIOP® Professional Development Training 1 - Overview• Learn about SIOP®

• Sample SIOP® Lesson Plans• SIOP® Components Videos

OSDE & USDE Resource Links• Comprehensive Academic Resource and Training Toolkit for English Learners (CARTT)• Oklahoma English Language Learner Identification and Placement Guidance• USDE English Learner Tool Kit

WIDA• WIDA Model• WIDA Can-Do Descriptors

Lawton Public Schools Indian Education Programs will be presenting Cultural Programs to various elementary schools

during the month of November, targeting 3rd & 4th grade students. Students will receive information focused in Reading

and Math through history of various tribes and language. Students will also participate in a make-it-take-it project

specific to the Tribe.

Principals may contact the Indian Education Office at ext. 2310 or Pam Fodder, pfodder@lawtonps.org to schedule a

presentation at their school.

• SIOP® 30 Features• SIOP® Lesson Plan Checklist• SIOP® Video• SIOP® Handout

Lawton Public SchoolsIndian Education Programs

is holding anOpen Meeting & Tribal

Consultation Introduction/Discussion Meeting

on November 13th at 6:00 p.m.

For details, click on the picture link above.Pam Fodder

Title VI & JOM IndianEducation Coordinator

Douglass Learning Center Rm. 8B ~ Phone X2310

Chelsey Fodder Title VI & JOM

Clerical Assistant

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• WIDA eLearning Workshops Flyer

Meeting the needs of students who are homeless and/or living in foster care

Andrea Winstead Title IX A McKinney-Vento & Foster Care LiaisonDouglass Learning Center Rm. 21A ~ Phone X2311

Health & Emergency Services•Comanche County Health Department ~ (580)248-5890

Immunizations (580)585-6701 WIC (580)585-6625 •Lawton Community Health Center ~ (580)280-4420 •Taliaferro (Mental Health/Alcohol/Drug Abuse ~ (580)248-5780•Hearts That Care Free Clinic ~ (580)355-9007•C. Carter Crane Shelter ~ (580)248-0936•New Directions Domestic Violence Shelter ~ (580)357-6141

New Directions 24 Hour Crisis Hotline ~ (580)357-2500•Marie Detty Emergency Youth Shelter ~ (580)248-6540

Food•Hungry Hearts Feeding Ministry ~ (580)284-9935•Lawton Food Bank ~ (580)353-7994•Dept. of Human Services ~ (580)250-3600•Dept. of Human Services Food Stamps ~ (580)250-3600•Catholic Charities ~ (580)353-1811 •St. John’s Baptist Church ~ (580)357-3542

Child Care Services•Dept. of Human Services ~ (580)250-3600•Salvation Army Boys & Girls Club ~ (580)357-7541•MIGHT Program ~ (580)595-4808

Clothing•Cameron Baptist Church ~ (580)355-4854•Good Will ~ (580)581-1363•Salvation Army Thrift Store ~ (580)355-1802

Housing•Lawton Housing Authority/Family Division ~ (580)358-1894•Comanche Nation Housing Authority ~ (580)357-4956

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“Given the heavy toll that homelessness takes on students, it is critical that they be identified and connected to the right support systems as soon as possible. This is made difficult, however, by the fact that many students do not want to share the fact that they are homeless with friends, classmates, teachers, counselors, or liaisons due to embarrassment, fear of stigma or bullying, or worry over what will happen if they self-report. Approximately two thirds (67 percent) of formerly homeless youth say they were uncomfortable (and nearly 4 in 10 were very uncomfortable) talking with people at their school about their housing situation and related challenges. In fact, in qualitative interviews many report that no one at their school was ever aware of their situation.”

Excerpt from Hidden in Plain Sight: Homeless Students in America’s Public Schools

To watch the situation here at Lawton Public Schools,

check out our video produced by Lawton Public Schools.

Click on the picture link.