2013 Title I Conference

The content of the presentation will focus on how to use student writing to inform literacy instruction. Because of the popularity of rubrics and benchmarking papers, using student writing in formative ways is often overlooked. Since student writing is generative, it provides a rich resource for understanding not only how our students compose in various genres, but also how they make meaning and how they apply knowledge of text structures and phonics/phonemic awareness. Student writing samples from primary and intermediate grades will be shared in this interactive presentation in order to clarify how these samples can be used by teachers of both reading and writing.

If Nelson Mandela can leave prison and become president of the country that imprisoned him, if man can reach the moon, if the Boston Red Sox can break a 90-year losing streak, then surely we can help students of color to become readers. Hunter addresses twelve pivotal understandings and practices that encourage successful reading -- from giving kids more access to books to knowing how to navigate nonfiction, stressing academic vocabulary, providing around-the-clock oral language opportunities, using response to intervention to break the cycle of failure, and supporting families of color, and more -- that every educator who works with a diverse population should understand. As Hunter maintains, "Reading is a civil right."

Our middle school has created an RTI team process that has been very successful. We have established practices/interventions such as Success Class mid-day, Success on Saturday classes, and Jump Start summer classes that really make a difference for students. Our RTI team will share experience and insights gained while implementing a culture of success for every child. We will have a District RTI coordinator, our Principal, Counselor, Reading Specialist, and classroom teachers on our presentation team.

The presentation will begin with a explanation of why the understanding of genre is significant in processing texts with high levels of comprehension and essential to having the knowledge and skills to write in a specific genre. References will be made to the work of Randy Bomer, Heather Lattimer, and Gay Su Pinnell.

Next, participants will be led through the six major steps of creating a genre study: 1. Collect. 2. Immerse. 3. Study. 4. Define. 5. Teach. 6. Read and Revise. This Genre Study is an inquiry-based model which strongly encourages and values the contributions of each reader in the class, regardless of reading ability. Collaboration and authentic conversation are key. (Based on work of Fountas & Pinnell, Genre Study: Teaching with Fiction and Nonfiction Books.)

The presenter will share her own "case study" of Genre Study in a classroom, suggestions for implementing a Genre Study as a part of a reading/writing workshop, and lists of exemplar books for each genre.

Technology offers educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun. This session will provide educators an opportunity to view instructional strategies of old followed by a redesigned approach to reach 21st Century learners. The presenters will model commonly used instructional strategies followed by technology enhanced strategies using Web 2.0 tools that will motivate and engage all learners. To increase achievement, decrease drop-out rates, and ensure all students are college and career-ready, technology is an essential component to instruction.

It is crucial that we meet the language development needs of all students in order to close the word gap for young struggling readers—including English Language Learners and Special Education students. Today's K-2 children are more diverse than ever before, and this diversity provides a tremendous opportunity for educators to build upon the strengths that children bring to the table. Our children deserve high-quality instructions, practice, and assessment in foundational reading, and now is the time to deliver it.



Session attendees will:



• Learn practical strategies for developing English Language Proficiency for English Language Learners and students from diverse backgrounds.

• Learn techniques to developing foundational reading skills—including direct instruction, practice, and assessment.

• Learn how to accelerate reading growth by capitalizing on students' strengths and backgrounds.

Poverty has a synergistic and pervasive impact on children’s brains. In this workshop, participants will learn the specific differences developing brains exposed to poverty have, the impact of those differences in the home and classroom, and the unique interventions that can be used to overcome poverty’s effects. Known as “neuroplasticity”, the brain’s ability to change and grow through exposure to environmental stimulus offers exciting new approaches and strategies for educators, parents and child-serving professionals working with children from impoverished backgrounds.

An increase in awareness of the impact that poverty has on children, and specifically on thier brains, is necessary for all educators.

Our reading scores soared from an 83% pass rate to a 95%! It was an effort to pull the school together and have everyone work to support every 3rd grade student in trying to pass the reading SOL test. I will share the “shared meaning” strategy that I took to ensure that all teachers were on board and ready to assist the school in meeting the challenge. The Reading Specialist will share how she created a “data board display” to track the reading progress of every student in our school. She will explain how she groups the children on the “data board” into intensive, strategic, benchmark, and advanced learners. She will also discuss the teacher meetings held every 9 weeks that target student growth and explain how she determines which reading strategies to put in place for the next grading period. Our Third Grade Chair will share how we secured free after-school tutoring and some creative motivational programs that we used to inspire the students to meet the challenge.