NewsletterFederal Programs

Lawton Public Schools

From the Director’s Desk

LPS Federal ProgramsThe 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

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

Teresa DonahueDirector of Federal Programs

Shoemaker Center ~ Phone X2054

Federal Programs Administrative Professionals

Sandy BrazzelTitle I, II, & IV

X2051

Helen BibyTitle III & McKinney Vento

X2053

Rose JonesTitle III, Title VI, & JOM

X2052

From the Director’s Desk: LPS Federal Programs

The Title I School-Home Connection: Preventing the Summer Slide: Tips to Share with Parents

Literacy Instruction for All: Develop Phonological Awareness Using Elkonin Boxes

Teaching English Learners: Overview of EL Programs

Teaching English Learners (EL): SIOP®

EL Ongoing Professional Development Links

Title VI - Indian Education: Understanding Tribal Differences

Children Living in Crisis: Absences

Community Resources Connection

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MAY 2019Newsletter designed by Lori Newell, Title I Professional Development Facilitator 1

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

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Donna Seymour & Lori NewellTitle I Professional Development/Parent & Family Engagement Facilitators

Strategies for developing positive relationships with families

Preventing the Summer Slide: Tips to Share with Families

Reading Recovery strategies for the Classroom

Diane Landoll & Susan PerryReading Recovery Teacher Leaders

Elkonin boxes are an instructional method named after Russian psychologist, D.B. Elkonin who introduced the use of sound boxes with preschool students. Dr. Marie Clay included Elkonin boxes in the writing portion of Reading Recovery lessons. In the beginning of lessons, boxes are a supporting framework for hearing the sounds in words (phonemic analysis). The procedures include:Slow articulation and hearing sounds/phonemes: Using a picture card for simple words such as cat or bus, the teacher slowly articulates the word. Individual sounds need to be heard but in a natural way. Then students are asked to say the word slowly. You may ask students to watch your lips as you say the word or say the word while looking in a mirror.

Using boxes for hearing sounds in words (phonemic analysis): Phonemic analysis cards provide a visual model to place the sounds. Make three cards. Each card will have two, three, or four squares. A square is needed for every sound, NOT letter. The teacher models the task by saying a word slowly while pushing some kind of counters (pennies, disks, gems) into each square. Then students try, sharing the task with the teacher until the coordination of saying the word slowly while pushing counters is controlled. Once students have control of pushing counters, begin to use boxes when writing new words. Students write letters into the boxes in any order they hear them, but the teacher is guiding them to write the letters in the correct box. Students record letters they can hear and know how to write. The teacher writes what is unknown.Shift your question from What can you hear to What letters do you expect to see? Do away with counters as soon as students learn the task. Have students push with their finger. When students can hear and record most sounds, ask them to complete the task in sequence. You will now introduce some exceptions such as silent e or ones that are recorded with two letters. The final shift isspelling boxes, where a box is drawn for each letter of a word.Elkonin boxes help increase reading skills by challenging students to segment words into individual sounds and syllables. For more information that includes activities and templates, Google Elkonin boxes.

May I Have Your Attention, PleaseHave your child:• read to a pet or favorite stuffed animal.• read to you in different voices (scary, mad, silly, whiny).• choose a section to act out from a book, practice it and then perform it for the family.• read in unusual ways (sitting in a tree, under the covers, on a float in the pool, swinging on a

swing, laying on a blanket in the grass, etc...).

Technology Tidbits• Record yourself reading a book/section of a book on your phone/tablet for your child to play

back as she reads along (or record them reading a familiar story to build speed and fluency).• Read a book with your child that has become a movie, then watch the movie as a reward and

talk about how they are the same or different.• Turn on the closed caption option on your TV and encourage your child to read along while

watching a favorite show. For an added challenge, mute the sound and read the dialogue.• Allow your child to “video chat” with a friend or relative to show how well he can read.

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Overview of EL Programs

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As a reminder, Oklahoma is a pilot state for WIDA’s new e-learning modules. Until August 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. Users will need a WIDA account. An email went out in October from WIDA inviting teachers to set up a WIDA account. If you no longer have that email and need an account set up, please email Tonya Bond. The ACCESS 2.0 online testing has concluded. Job well done to all of our testing administrators and EL building coordinators!

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.

In February and March, LPS held the second round of SIOP training with John Kongsvik! The teachers and principals who attended left excited and have continued to provide great feedback. It is exciting to see the SIOP strategies that were taught by John put into action in the classrooms!

For more resources on SIOP please check out the links on page 5 of this newsletter and on our LPS Title III English Learners webpage.

Title III EL Teacher TrainerShoemaker Center ~ Phone X2055

Tonya Bond

Check out page 4 of this newsletter for strategies and activities for SIOP® components 7 & 8!

Language Instruction Education Program (LIEP) for English Learner Students

ESSA, Section 1112(e)(C)(3)(A) requires Local Educational Agencies (LEAs) using funds under Title I or Title III and providing services to identified EL students, to have in place a Language Instruction Educational Program (LIEP) not later than 30 days after the beginning of the school year. Non-Regulatory Guidance, English Learners and Title III A of the ESSA requires LEAs to meet Title VI of the Civil Rights Act of 1964 and the EEOA and provide services to identified English Learners (ELs). A district’s LIEP describes ONLY those services provided through state and local funding. The LIEP does not include services provided with federal funds. This link provides quick access to Lawton Public School’s LIEP.

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

English Language Learners.

Assessing and Instructing English Learners (EL)

7. Lesson DeliveryLesson delivery includes how well the stated content and language objectives are supported during the lesson, to what extent students are engaged in the lesson, and how appropriate the pace of the lesson is to students’ abilities. The research relating to engaged time on task states that instruction that is understandable to ELLs, that creates opportunities to talk about the lesson’s concepts, and that provides hands-on activities to reinforce learning, captures students’ attention and keeps them more actively engaged. • Content Objectives describe what the students will learn during the lesson. Content objectives should be

stated orally; be written where all will see, preferably in the same space each time; and be limited to one or two per lesson.

• Language Objectives describe how the student will learn the content of the lesson. Language objectives should be stated orally and should be written where all will see, preferably in the same space each time. Language objectives can be specific academic “school words” and they need to be recognizable in the lesson’s delivery.

• Pacing refers to the rate at which information and concepts are delivered during a lesson. The pacing rate for ELL students must be quick enough to keep students’ interest but not so quick that it makes understanding difficult.

• Student Engagement is critical. For lesson delivery to be considered effective students should be actively engaged 90% to 100% of the time period set-aside for the lesson. Students should be engaged in activities that relate directly to material that they will be tested on. Effective teachers minimize off task activities such as making announcements, passing papers etc. These are some factors that contribute to high levels of student engagement:

Well planned lessons Clear explanation of academic tasks or instructions Appropriate allocation of time for academic task Strong classroom management skills Opportunities for students to apply learning in relevant and meaningful ways Active student involvement in planning and implementation of activities Lesson design that meets the language proficiency and learning needs of students

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

8. Review & AssessmentThroughout the lesson, and especially at the end, it is important to determine how well students have understood and have retained key vocabulary and content concepts. The determination of whether to move on or offer additional instruction and support is the key to effective assessment and instruction. It is essential for the success of English language learners. It is important for teachers to incorporate review and assessment into the daily lesson to assess student learning and effective teaching. Effective sheltered instruction involvesreviewing important concepts, providing constructive feedback through clarification, and making instructional decisions based on student response.

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

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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

• SIOP® 30 Features• SIOP® Lesson Plan Checklist• SIOP® Video• SIOP® Handout• Elementary EL Resources

• WIDA eLearning Workshops Flyer

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Meeting the needs of Native American students

Native American….does this mean all Tribes are the same? Not in the least. We should not rely on stereotypes that all Indians look the same and talk the same. This is far from the truth. The tribal traditions and culture vary greatly among Tribes. For example, eagle feathers are very sacred among some tribes and women are not allowed to handle these feathers. In other tribes, the primary feather of use may be hawk feathers and there are not restrictions for their handling.

In his book, “Teaching American Indian Students” Dr. Jon Reyhner states. “Finally, there is no such human as a generic Indian, though there are some general similarities including hair and skin color and life-styles based on geographical location. For instance, there are similarities among Plains Indians. In fact, if there is some notion of a generic Indian, it is modeled on the Plains Indian, associated with the horse, tipi, buffalo, and feather regalia. There are, however, great dissimilarities among all Indians, the Plains Indians included. These dissimilarities include language, worldview, economic condition, degree of acculturation to the dominant society, spiritual outlook, religion, myth, and clan structure.” Dr. Reyhner’s

book, “Teaching American Indian Students” is a recommended reading for Educators of American Indians and for parents as well. Dr. Reyhner states, “Parents are the first educators of their children and they must instill in them the need to be educated.”

Pam Fodder Title VI & JOM IndianEducation CoordinatorDouglass Learning Center Rm. 8B ~ Phone X2310

Chelsey Fodder Title VI & JOM

Clerical Assistant

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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School absences can be an indicator that something might be going on with a student’s family/housing situation. Our students need a lot of support! Please do not hesitate to contact your District Liaison. Referring a student could make a significant difference in a students’ life.

“One of my students is covered under the McKinney-Vento Act. My concern is that this student has excessive absences and tardies. He has missed over 12 days of school, and has excessive

tardies. He is struggling. Does the McKinney-Vento Act cover such excessive absences?

Answer: The McKinney-Vento Act does contain some specific requirements around absences. In particular, under the Act, states and LEAs must review and revise policies to remove barriers to the education of homeless children and youth, “including barriers to enrollment and retention due to outstanding fees or fines, or absences.” The citation is 42 U.S.C. §11432(g)(1)(I).In this case, I think the issue would be if he is being penalized in some way because of the absences–for example, is he being given failing grades automatically because he has missed so many days of school? In addition, is anything being done to help him catch up from the days he missed? For example, is he receiving help before or after school, or even during school, to help him make up for what he missed? Also, are the absences and/or tardies related to difficulties with transportation? Lastly, do you know if the McKinney-Vento liaison has been informed of his status, so that he can be connected to the supports provided by that program, or by Title I? We strongly suggest making that connection.”

Extract form School House Connection: Questions and answers about educational issues of homeless students for educators: https://www.schoolhouseconnection.org/learn/from-our-inboxes/

Take 2 minutes to watch this video of children and youth talking about

school and being homeless. https://vimeo.com/280746209