Independence Elementary

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Mrs. Boranko-Title One Reading

Welcome! I am Mrs. Kathy Boranko, the reading specialist at Independence Elementary School. I can be reached at 724-375-6691, ext 6320, Class Dojo or by e-mailing at [email protected].

I attended Geneva College for the following degrees: Bachelor of Science in Elementary Education, Bachelor of Arts in Sociology, and a second major in Psychology. My reading specialist certification was obtained at Slippery Rock University. I also have obtained my Masters Equivalency.

What is Title I? Title I is a federally funded program. The federal government uses a formula based on the number of students that qualify for free and reduced lunches to determine the amount of money each school receives towards their Title I program each year. Qualifying for a free and reduced lunch does not have anything to do with which students receive services in Title I. Any student in the building may qualify for Title I services.

How does a child qualify for Title I services? Well, several factors are involved. DIBELS, NWEA, PSSA, and classroom test scores/grades are collected and reviewed. Specific criteria has been created for each. Students scores must meet this criteria to be in Title I. This criteria demonstrates that the student is at risk of failing. As you can see, several factors are looked at to determine which students will receive Title I services.

The Title I Schedule: Students are seen in Title I on a daily basis for 25-40 minute sessions. Progress monitoring (assessing) of students on an individual basis will be done every 1-2 weeks. The Title I class size usually ranges from 3-7 students. Title I lessons include interventions for Tier II/III instruction that are identified through the RTII /MTSS (Response to Intervention & Instruction) process. Tier II/III interventions are identified through assessments (DIBELS, Diagnostic, classroom, &/or individual). These interventions are geared to meet each student's individual needs. These needs may include the alphabetic principal (letter names & sounds), phonemic awareness (the ability to hear, segment &/or blend sounds in words), phonics, fluency &/or comprehension. The regular classroom does not introduce any new material while their students are in Title I.

Title I Course Syllabus

Title I follows the core curriculum of the Hopewell Area School District. We reinforce skills currently being taught in the student’s homeroom. At the same time, we strive to re-mediate those previously taught skills that students have not mastered. Fundations, Wonders Tier 2 Interventions, Guided Reading, and 95% materials, are some of the materials used to re-enforce reading skills.

Your child may use the following computer programs in Title I:

Lexia for all reading skills

Read Naturally for fluency and comprehension

Title I Grading Practices

Your child does not receive a grade in his/her Title I class. However, the DIBELS Next assessment is given three times a year followed with progress monitoring in between assessments. Progress monitoring is administered at least twice a month. A DIBELS Next progress monitoring report for your child will be reviewed during parent conferences (October & March). These reports will include progress monitoring data. If you are unable to meet for conferences, then the report will be sent home. The DIBELS Next assessment report will be sent home three times a year (September, January and June). You may request an updated DIBELs progress monitoring report at any time.

In addition to the DIBELS Next assessment, an Individual Reading Inventory (IRI) will be given throughout the year for grades 1-4. An IRI will provide fluency, accuracy, and comprehension scores. Wonders Diagnostic assessments are administered at least three times a year to further determine the skills each student needs to improve. These diagnostic assessments include letter names/sounds, phonemic awareness, and phonics skills. The following progress reports may also be sent home: IRI and/or Read Live.

If you would like to know more about your child’s progress at any other time, please do not hesitate to contact me.

School Testing

DIBELS Next (K-2) and NWEA (K-4, Reading & Math) assessments are given three times a year during the first three weeks of September, January and May. PSSA Reading and Math assessments are given to third and fourth graders. Science PSSA is alos given to fourth graders. PSSA is given in either March or April. The testing dates are set by the state education department.

Classroom Rules & Expectations

My expectations are:
Respect is to be given to everyone. Everyone should do their best in everything they do.

These expectations can be accomplished by following these Class Rules:

1. When someone speaks … LISTEN!

2. When you have a question …ASK!

3. When you are discouraged …KEEP TRYING!

4. When there is a job to do …GIVE IT YOUR BEST!

5. When you make a mistake …LEARN FROM IT!

6. When someone needs a friend …BE ONE!

7. When you succeed …BE PROUD!

Should a student break a rule, they will first be verbally reminded of the rule. Should they continue to break the rule, the student may lose some recess, If the behavior continues then parents will be contacted. If needed a behavior plan may be created for the student to follow.

Educational Websites for Parents & Students

EDUCATIONAL Websites

http://www.starfall.com/ This is a great website for kindergarten through 2^ndgrade.

http://www.hopewellarea.org Go to the Hopewell website. Click on your school's name. Scroll down to find Accelerated Reader Test Lists plus many educational activities for you and your child to use.

http://www.harcourtschool.com/ This is a great site for all grade levels!

· Click on “The Learning Site”

· Click onReading

· Click on Harcourt Trophies

· Follow the onscreen instructions

Want to know the spelling words, vocabulary words, or sight words for any story? Click on Homework Helpers, chose the grade level and then the story name. In the chart click on spelling, vocabulary, or sight words!

www.read words.org

Access free, quality K-12 articles to improve your child's reading anc comprehension

ABCmouse.com

Helps kids learn to read through phonics, and teaches lessons in reading, math, social studies, music and more.

www.education.com

Reading, phonics and math games

http://fredrogers.org/best-books-babies/index.html
Locate the Best Books for Babies 2011.
The Fred Rogers Company proudly supportsBest Books for Babiesalong with The School of Information Sciences at the University of Pittsburgh and the Pittsburgh Association for the Education of Young Children (PAEYC).

http://www.khanacademy.org/ Khan Academy for learning, a free website for K-12 that addresses all subjects

http://janbrett.com/ 3,683 pages of free activities, coloring pages and projects by Jan Brett, children's author and illustrator

EARLY INTERVENTION RESOURCES

Local EI Programs: Ages birth-three: Beaver County Behavioral Health,724-891-2827

Ages 3-5: Beaver Valley Intermediate Unit,724-774-7800

Educational Resources

http://www.corestandards.org/ Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science & Technical Subjects

PaTTAN website link: http://www.pattan.net/

Pennsylvania Department of Education website link: http://www.education.state.pa.us/

State Standards

http://www.pde.state.pa.us/early_childhood/lib/early_childhood/1st_Grade_Standards_Final.pdf

http://www.pde.state.pa.us/early_childhood/lib/early_childhood/2nd_Grade_Standards_Final.pdf

For information about dyslexia:

http://www.interdys.org/ or http://www.ldonline.org/

Free Parent Publications/Information

www.nifl.gov/publications/publications/html National Institute for Literacy

www.edpubs.gov/ U.S.Department of Education Publications

Quarterly e-newsletter

http://pittsburghiskidsburgh.com/

Find the right book at your child's lexile level at Lexile Framework for Reading: https://fab.lexile.com

Learn Keyboarding:

ABCya! Keyboard Challenge: www.abcya.com/keyboard.htm

BBC Schools - Dance Mat Typing: www.bbc.co.uk/schools/typing/

Typing.com: www.typing.com/

Sense-lang How to Type: www.sense-lang.org/

Keyboarding Skills: https://businessdegrees.uab.edu/mis-degree-masters/business-keyboarding-skills/

Learning keyboardig: https://router-network.com/kids-computer-basics-keyboarding

Parent Involvement Policy

Independence Elementary

Title I Parent & Family Engagement Policy

Independence Elementary Title I in consultation with parents, teachers, and administrators have developed a written policy to ensure parent engagement in the planning, design and implementation of the Title I program.

Hopewell shall conduct an annual meeting to inform parents of this LEA’s (school’s) participation in a Title I program. Parents will be informed of their right to be involved in the planning, review, and improvement of the Title I program.

Program and instructional information will be sent home on a regular basis. Such as:

* Monthly informational pamphlets, booklets &/or newsletters.

*Building workshops and conferences will be made available for parents to attend.

Workshops will be held during different times of the day.

*Individual student progress reports will be sent home at least three times a year.

a. NWEA, DIBELS, Read Live &/or Essential Skills reports may be included.

b. These reports may also be reviewed during parent conferences.

c. For parents unable to attend conferences, reports will be sent home.

* Also a parent resource center is available in the school lobby.

Assessments: The following assessments will be administered three times a year (Sept., January & May).

a. NWEA (Northwestern Education Association), a group on-line assessment.

b. DIBELS (Dynamic Indicators of Basic Early Literacy) is individually administered to each student. (K-2 – all students; Grades 3-4 – Title I students only)

c. These test results, PSSA results and grades are used to determine who qualifies for Title I.

Title I promotes shared responsibility of parents, students and educators for high student performance. A learning compact has been developed with goals in mind. These goals describe the mutual responsibilities for supporting students’ achievement. This policy and the compact are reviewed yearly by parents for editing during a Parent District Meeting.

Parents are encouraged to express any concerns regarding their child’s learning to the Title I teacher as soon as they become aware of a problem. Every possible attempt will be made to address the concern. In the event that informal procedures are not sufficient, formal action may be useful in resolving complaints. If you have concerns that the Title I teacher cannot address, you may contact our Federal Programs coordinator, Dr. Maslyk.

Check my link on HASD web page! Revised October 25, 2018

Title I Compact

As a school, we, the faculty and staff of Independence Elementary, will strive to:

Communicate and work to engage families and the community to enhance student learning. Provide families with timely reports on student progress and on the school’s overall performance. Create opportunities for families to volunteer. Guide parents to help their children with home learning activities. Present staff and teachers with training to work effectively in partnership with families. Assist students in achieving basic and advanced skills. Assign meaningful homework with clear directions and return it promptly with comments. Offer special assistance to students who progress at different rates. Promote positive behaviors in a safe and caring environment

Independence Staff October 29, 2018

As a parent/caregiver, I will strive to:

Communicate and work with my child and school to increase student learning. Participate actively in my child’s education by attending Open House, parent teacher conferences and volunteering for school activities etc... Support the school by developing positive behaviors toward self and others. Monitor my child’s progress, assure that he/she completes homework assignments, and attends school regularly. Set a goal for my child to read ___ number of books every week, over the holidays and summers. Encourage my child to read at home at least 15 minutes daily.

As a student I will strive to:

Talk to my family about what I am learning and doing at school. Always try to do my best, use my time wisely, and ask my teacher when I do not understand. Work cooperatively with students and staff. Serve as a role model by honoring the school rules and showing respect to others. Come to school regularly with homework completed. Read over the holidays and summer vacation.