Embed Size (px)
Citation preview
Lisa J. Mails ElementaryPRO Series
(Parents ‘R Onboard)Topic #1: Universal
Screening, Intervention, and Goal Setting
Parents ‘R OnboardO Purpose
O Our Hope for these Meetings
O Future Meeting Topics
Why Universal Screening?
O Need to assess how all students are performing in regards to key standards.
O Only meaningful if it’s “universal” – across the grade level.
O Assists teachers in targeting the needs of all learners.
Primary (K-2) Screening Skills
Kindergarten: (ESGI) Phonemic Awareness
(letters, sounds, rhyming, beginning/ending sounds, oral blending)
First: Phonemic
Awareness/Phonics Sight Words Fluency
Second: Fluency Comprehension
Defining Foundational Reading Skills
O Phonemic Awareness: The ability to notice, think about, and work with the individual sounds in spoken words.
O Phonics: Understanding the relationships between the letters of written language and the individual sounds.
O Fluency: The ability to read a text accurately and quickly.
O Comprehension: Understanding what you read. Good readers are purposeful and active in their reading.
3rd – 5th Screening
3rd – 5th ScreeningO Scholastic
Reading Inventory
O Scholastic Phonics Inventory
O Scholastic Math Inventory
Understanding the SRIO Computer-based and Adaptive
O Focus on Inference
O Lexiles (www.lexile.com)
O Recommended Reading Lists
O SPI – Purpose and Usage
3rd – 5th Screening
3rd – 5th Screening
3rd – 5th Screening
Understanding the SMIO Computer-based and Adaptive
O Quantile scores (www.quantiles.com)
O Importance of Fact Fluency
O Importance of Building Conceptual Understanding
Response to Intervention
O Purpose
O Understanding the Pyramid
O What is an Intervention?
O Models of Intervention
The Importance of Goal Setting
“Student goal setting for learning allows students to set learning targets and then develop strategies to reach those goals. The self-assessment process allows students to monitor and evaluate their performance during a lesson or unit of instruction.
Research has shown that using goal setting and self-assessment not only increases student performance but also increases student’s responsibility for their own learning and critical thinking skills.”
~ Taken from Tools for Great Teachers website
Goal Setting Grades 3 - 5
O Students take SRI/SMI 4 times a year.
O Goal setting follows each test session.
O Standard growth expected
O Action steps
Ways to Support Your Child
O Understand how your child is doing.O Support the goal setting process.O If your child is getting intervention,
know what skill is being targeted and support the skill at home as well.
O If your child is on target or above target, know what support will take him/her to the next level.
Supporting Phonemic Awareness
O Make it a game! Put it in a real-life context!
O RhymingO Beginning and
Ending soundsO Identify letters and
soundsO Blend/SegmentO Substitute and delete
sounds
Supporting PhonicsO Read to and with
your childO Touch and pointO Finding words/soundsO Open Court Readers
– focus on skill, apply skill
O Nursery Rhymes/Dr. Seuss Books
O Word families
Supporting FluencyO Read to and with your
childO Sight word practiceO Appropriate reading
levels – repeated reading
O Listening to tapesO Read NaturallyO Build confidenceO Model reading with
pauses and expression
Supporting Comprehension
O Read to and with your child.
O Talk about what is being read. Model your thinking aloud.
O Activate prior knowledge.O Ask questions about what
is being read.O “Make a movie” strategyO Make predictions and
connections, draw a picture, make comparisons!
Supporting Reading for Strong Readers
O Fiction and Non-fictionO Inference and
ApplicationO Evidence-based
ConclusionsO Opportunities to share
reading experiencesO Vocabulary
developmentO Text structureO Writing about reading
Websites
www.starfall.comwww.abcmouse.comwww.mobymax.comwww.tickettoread.comwww.eduplace.comFast Math Stretch to Gowww.readnaturally.comwww.raz-kids.com
Thank you for Joining Us!
“The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students, they are likely to see the family as separate from the school. If educators view students as children, they are likely to see the family as partners with the school in children’s education and development.”
~ Dr. Joyce Epstein
