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5th Grade Parent Orientation
Transcript of 5th Grade Parent Orientation
1: Pen-pal Experience (Mentor and Partnership)
2: Principal Visits to East and Grafton Elementary
3: Students tour Illini Middle School
4: Parent Orientation - To inform and reduce any anxiety that you may have
5: Meet the Teacher and Supply Night (August 22 at 6:00pm)
6. Read and Review the school handbook which is located on our website.
- Historical Fiction study - provide a selection of books that reflect a variety of reading levels and match students with an appropriate book or group books and let students choose from the collection-(Preassess students’ skills & knowledge, Provide choices about topics to explore in greater depth, Provide students with basic & advanced resources that match their current level of understanding)
Faculty and Staff
Welcome to Illini
Dr. Jason Brunaugh - Principal
Mr. Dan Diamond - Dean of Students
for more information
Tips for Success
One article that was written was about a survey that the International Reading Association conducted nation wide in 2012-2013. The purpose was to get feedback from teachers on how they felt about the use of RTI as the new method of identifying students as having a learning disability. One question on the survey how has the RTI influenced collaboration among instructional personnel, and overwhelmingly teachers said that using the RTI process has helped with teachers collaborating to ensure everyone was on the same page. Another question asked about the impact they felt the RTI was having on class room instruction. The statistics showed that an overwhelming majority of teacher felt that it was negatively impacting instruction, but their was a small amount that stated they felt it was negative. The negative response wasn’t very big out of the three hundred plus teachers that had responded when the article was written.
As the questions went on their were some other negative results. The question was asked that who was responsible for the intervention at each tier of the RTI. What wasn’t a surprise is 95% felt it was the classroom teachers job to implement interventions at Tier 1. Which is correct that it is the teachers job at tier 1. At tier 2 is where it gets negative. 43% of teachers stated that the classroom teacher was responsible for the interventions. The concern placed in the article was that it could be possible that the students aren’t getting interventions be properly trained personnel.
The RTI seems to be felt by the majority that it is good if implemented correctly. But that is the key good implementation.
Scanlon, D. M. (2013). RTI Implementation Survey Yields Both Promising and Troubling Findings. Reading Today, 31(3), 6-7.
In Illinois the RTI model was implemented. However Illinois knew that for it to be successful the teachers would have to know how to properly use the RTI. To ensure success Illinois they created a program called ASPIRE. Which is an response to intervention professional development project of the Illinois State Board of Education. This initiative was funded by the federal government. The first time they put a conference to train teachers and other professional on what RTI was they took a few employees from a lot of different schools to train. What these people where to do is go back and help their home schools with the implementation of RTI. Doing it this way gave a support system at each school where they could get answers for question they would have. For Illinois it wasn’t just about training teachers on RTI. They feel that for RTI to work the whole school would have reform their whole system, and to do that they had to encourage everyone to get on board with the idea. This idea wasn’t to be completed overnight either. Illinois had it mapped out over a 5 year span getting over a million dollars a year from the government to help out.
This article is like a guideline on how to implement the RTI properly in schools and districts in a state. It will take time to properly train teachers on what RTI is, and how to use it properly. However a teacher that is trained on this model of intervention will be able to help identify those students that need extra help at a early age. More states need to help their teachers learn the RTI, so when they get into a real job it will be smoother transition, and they will be able to accommodate their teaching to their students.
Bergstrom, M. K. (2008). Professional Development in Response to Intervention: Implementation of a Model in a Rural Region. Rural Special Education Quarterly, 27(4), 27-36.
In the Sanger Unified School District located in California was one of the 98 lowest performing school districts. So operation “program improvement” was being implemented. For this program the RTI processes was going to be used to help students that would be identified by testing as have a shortcoming is certain areas. The RTI was implemented in 2004 it took 6 years to turn around the school district to the point that state wants each district at. California measures its schools on an "academic performance index," an annual measure of test-score performance that starts at 200 and tops out at 1,000. The target is 800 points or more. In 2004, Sanger's AH was 599 points. In 2010, it was 805.
What it took was a lot of hard work, dedication, and faith from the teachers that where in the school district. But as anyone who reads this article can see the RTI model works. What it does is give teachers avenues of approach to teaching that in the end helps student succeed. As all the teachers started getting training on RTI in this districts good things seemed to start happening. Before RTI principals would have so many students being written up. After RTI it minimized the write ups and teachers were able to deal with some of the behavior issues that were happening in the classroom.
RTI is so much more than a teaching tool. There are so many things that seem to get helped when RTI is implemented into a school/school district. Behavior problems can be addressed, learning difficulties can be addressed, and the misidentification of special education students are helped out. So for this California school district they found out that they were missing something like this to help them be the best they can be. And for all their hard work over the 6 six years they were rewarded with awards and honors from the state on their test scores.
SAMUELS, C. A. (2011). A Calif. District Employs RTI To Boost Achievement for All. Education Week, 30(22), S6-S8.
In this first article on what interventions would work that are backed by evidence based research we are looking at elementary school kids and what will work when it comes to helping students read better, and have success when it comes to moving up in grades. This article is set p going step by step through the different tiers of the RTI, and while doing so the writer gives examples of some strategies that will work for the students like reading a passage multiple times or a sentence. Another one that works is listening to the sentence or passage for younger elementary students.
Also what this article does is help teachers have a sense of what type of interventions should be used at each tier level. The reason it changes is because when you start tier 1 this tier is all inclusive. Every student should benefit from this tier level, and as you move through the tiers it becomes more individualized. So for tier one we have read a passage multiple times or listen to a passage before students try to read. But when we get down to tier 3 a lot less students are being targeted.
This article is all about students and becoming more literate. What the writer is doing is giving some information on what can work, and how it works for teachers. The writer provides information and research that backs up the article. Also the writer provides information on where someone can go to get even more information about helping students in learning vocabulary and literacy.
Jones, R. E., Yssel, N., & Grant, C. (2012). Reading instruction in tier 1: Bridging the gaps by nesting evidence-based interventions within differentiated instruction. Psychology In The Schools, 49(3), 210-218. doi:10.1002/pits.21591
This article pertains to co-teaching and how it is a highly effective way for students with disabilities to sit in a general education class and learn with their peers. The article starts explaining what RTI is and then moves down into the co-teaching. When starting the co-teaching information it brings some concerns up that schools and districts should be aware of. The first is if the teachers don’t work together and they are just thrown into a room together that does no good. Teacher have to collaborate on everything for the co-teaching to benefit the students.
As you progress further in the article it goes into explaining what co-teaching brings to the classroom. General education teachers don’t have as much training as special education teachers do with teaching to multiple disabilities. So having a special education teacher teamed with general education teacher gives that general education teacher someone to get strategies that work. And as students move up in the tiers the special education teacher helps out in co-teaching by giving those student the more intensive instruction without the general education having to stop with the other students in the class.
Co-teaching is successful when implemented correctly. Teachers have to be able to work together for the good of the students. In co-teaching classrooms one teacher is not over the other. They are supposed to work together. This article is informative for soon to be co-teachers to read. It will give them information that I feel is needed to make a co-teaching classroom more inclusive and every student learns in a fun environment that meets all their needs.
Murawski, W. W., & Hughes, C. E. (2009). Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change. Preventing School Failure, 53(4), 267-277.
In this article the subject was again language. The article itself wasn’t all about an effective teaching strategy it was about teachers making a good decision on what strategy should be used. But at the bottom of the article the writer talks about a reading teacher that was using a couple of strategies to help her students read a book. The first thing she did was put them in smaller groups. And in one group their was English learners. These students where having a difficult time connecting with the book. So what did the teacher do? The teachers used the strategy that while you read try to apply what is happening in the book to something in the students life experiences. This strategy is a great one for all students, and especially great for the English learners.
Also earlier in the week the teacher did an exercise of think aloud while trying to get the kids to connect the story to their lives. This is another good strategy for a teacher because it allows the students to talk about themselves first of all to the teacher and peers. Also when asking open-ended questions encourages students to discuss things out about the story that they might have liked or even disliked if they choose too.
I liked this article as a whole it was informative, and when I got down to near the bottom with the example of the teacher and her kids I laughed at the little girls response to one of the questions. This article shows a couple of strategies that any teacher teaching any subject can use. By getting students to connect with the information by using their personal experiences will help them to store the information and be able to recall it later.
Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126
Morning Drop Off
Drop Off & Pick Up Maps
All students in 6th and 7th grades have a STEM class.
This class provides opportunities for our 21st Century learners and establishes a learning environment in which students are guided to produce original ideas, objects, and structures according to certain specifications using concepts and skills from math, science, and technology.
To provide a welcoming atmosphere for students and families
To create an atmosphere that minimizes anxiety, promotes positive attitudes, and stimulates an excitement for learning
If you have not completed the Mandatory Parent Training for Laptop Deployment, you will need to remain at the conclusion of our orientation for a short presentation. You will need to sign the completion form.
Also, please pass around or sign the attendance sheet.
Science, Technology, Engineering, & Mathematics
Enrichment built into the day
Panther Time (Study Hall)
Activities or Clubs
Panther Pride Club
Panther Pal Champions
Girls on the Run
Let Me Run
Field Trips / Events
In-town walking field trips
Local school partnerships
Strategies for Success
Examples of Strategies
- Culture study – students compare & contrast two versions of Cinderella from different cultures. Students can draw pictures of similarities and differences (visual learners), discuss and prepare an oral presentation (auditory learners) or create 30 seconds reenactments representing similarities & differences (kinesthetic learners). At the end of the time, all groups share their ideas.Note: The content is the same, the same learning objective is achieved but the way that students are able to learn or process the information is different. (Add greater complexity to tasks, Engaging students in creative & critical thinking, Increase the ways in which you ask them to learn)
- Power Unit: Students may plan a debate or speech, present a multimedia presentation, write a report or perform a role play depicting specific events to demonstrate their understanding-(May be tangible: report, brochure or model, May be verbal: dialogue, speech or debate, May involve action: skit, mock trial or dance)
Differentiated Instruction: Making Informed Teacher Decisions
Reading Teacher. Dc 2012, Vol. 66 Issue 4, p303-314. 12p. 4 charts
The part of the article that I focused on was the using flexible grouping in a primary-grade classroom to see if differentiating the instruction would work. Ms. Cooper had a group of four first-grade students, including two of which are ELL. These students typically struggled to read simple beginning text so, Ms. Cooper placed these students in a group together. She put these students together so they could receive specific comprehension instruction. Ms.Cooper was teaching the class to engage in a text by recalling their own experiences in relation to the characters and events of the story. This strategy would especially be helpful to her ELL students.In doing small group instruction, Ms. Cooper feels that she was able to create differentiated learning centers that allowed students to work independently as well collaboration amongst the students of the small groups. Ms. Cooper feels that this type of differentiated instruction was most successful because she was able to learn more about her students readiness levels as well.
Differentiated Reading Instruction: What and How
Reading Horizons: January/February 2008, Vol. 48 Issue 2, p133-146, 14p
The next article talks about how that by just differential pacing of the same material or lessons does not work. In order for differentiated instruction to work, the materials must be used in small group settings. The groups are matched according to interest and the student’s instructional level as well. True differentiated lessons means that the lesson focus will be different for each group. The teacher bases the decisions about the lesson length and frequency based on the needs of the group. This is the way the teacher feels that the students succeed best
Differentiated Instruction: Can it Work?
Education Digest. Jan 2000, Vol. 65 Issue 5, p25. 7p
This article talks about how Differentiated Instruction is not a strategy, but a total way of thinking about learners, teaching, and learning.
It is, in essence, growth toward professional expertise. Differentiated Instruction is meant
to foster development and success from the
students. The article goes on to say that if
teachers have the correct coaching and
training in differentiated instruction it is
Specifically Designed Instruction & DI
Specifically Designed Instruction
All Bus Riders will get dropped off at our main entrance.
All Car Riders will get dropped off in the back of the building (Liberty Street)
All students will go to the cafeteria first and later to the large gym. All 5th grade students will sit on the West Side and may be allowed to play basketball in the morning.
Laptops and Backpacks
Tips for Success
Documents for this evening
Regular Attendance and Punctuality are key elements of academic success.
Please call in the morning if your child is sick (just like you currently do)
After 10 absences - all absences are considered unexcused unless we receive a doctors excuse.
Band (Instrument Rental Night)
STEM during 6th and 7th grade
At 2:55, Car Riders will be dismissed for pick up in front of the main office.
At 3:05, all Bus Riders will wait in the cafeteria for their bus to arrive. At this time, any student that has not been picked up will move to the rear pick up area off of Liberty Street.
Students that will ride a bike or walk home will be dismissed at the NW doors and exit through the teacher parking lot.
Check our school website, district site, and teacher pages on a regular basis to view attendance, special notes, grades, activities, and assignments.
Communicate with teachers via phone (618.498.5527) or email (Staff Directory)
Encourage your child to be as involved as possible (Panther Pride Club, Blue Crew)
Cafeteria Prices: Breakfast is $1.00 and Lunch is $2.50
Eligible Students may qualify for meals at a free or reduced cost.
Students will use the same personalized PIN. They have been using this number for the past three years.
Menus are available on our website.
All students who have paid the technology fee of $50 will receive a Chromebook. Insurance is included.
Our plan is deploy on the third day of school.
All students will go through a special training and sign a responsible use policy.
Bring your own device is available for a $25 fee.
We will call home
Offense and Action Summary
"Illini is very similar to East and Grafton"