Literacy CoachesContent ChairsAugust 2008

Kathy Kelly

Cindy LaRiccia

•Think about your personal and/or professional life.•Write down 3 famous slogans, sayings, or lines of poetry that seem appropriate for describing your personal life or professional career.•"The early bird catches the worm" • "Do unto others as you would have them do unto you“•“A rolling stone gathers no moss!”

Icebreaker

Welcome to a New Year!

“This is what it is. We can’t change it. We just have to decide how we’ll react to it. We cannot change the cards we are dealt, just how we play the hand.”

How will you react? Are you Tigger or Eeyore?

Randy Pausch

The Last Lecture

ELA Instructional Coaches

� Kathy Kelly� kellyk@christina.k12.de.us� ELA District Chair

� Cindy LaRiccia� laricciac@christina.k12.de.us

� Norman Kennedy� kennedyn@christina.k12.de.us

� Edith Bacon � bacone@christina.k12.de.us� Kindergarten

WilsonSmith

Stubbs*West ParkMcVey*

PulaskiMarshallMaclary

PalmerJonesGallaher *

BrooksideLeasure*Downes

BancroftKeene*Brader

Cindy LaRicciaNorm KennedyKathy Kelly

*indicates home schools

Instructional Coach Contacts

Instructional Coach Roles

� Coaches support the instructional initiatives of the district by directly providing coaching and technical support to schools

� Professional Learning Communities

� Inclusionary Practices (including Response to Intervention)

� School Improvement Plans (SIP)

� Coaching Support for Teachers

� School Instructional Focus

Literacy Coach and Content Chair Roles

� Literacy Coach� Take district level professional

development back to teachers and staff at building level

� Assist teachers with:

� Differentiated instruction

� Model lessons

� Analyze data

� Ensure fidelity to 90 minute block and core curriculum

� Provide assistance with DIBELS assessments and progress monitoring

� Content Chair� Take district level professional

development back to teachers and staff at building level

� Common Assessments

� Collect data on common assessments

� Analyze data

� Make instructional decisions that align with 90 minute block and core curriculum

� Website resources

Response to Intervention

� “If students do not receive high quality initial instruction, and do not have available to them reasonable interventions if they struggle in the classroom, then far too many students will be judged to have learning disabilities” (Torgeson, 2007)

What is Response to Intervention (RtI)?

� Practice of providing high-quality instruction and interventions matched to student needs

� Practice of using progress monitoring(learning rate over time and level of performance) to make important educational decisions

RtI Model

� FROM……

� Problem resides within child

� TO…….

� Assume first that student problem is with instruction

RTI Instructional Model

� 3 Components of RTI� High quality initial instruction along with small group instruction that is differentiated according to student needs

� Reliable screening and progress monitoring to identify students falling behind

� Interventions for struggling readers provided by the classroom teacher and/or reading support personnel

RTI Instructional Model

� 3 Tiers of RTI

� Tier 1: High Quality Instruction

� Tier 2: Interventions provided by the classroom teacher in differentiated small groups

� Tier 3: Intense Intervention (which could lead to possible identification and qualification for special education services)

High Quality Core Instruction

Focus

Program

Interventionist

Setting

Grouping

Time

Assessment

For all students

Scientific-based curriculum and instruction implemented with

fidelity (Houghton Mifflin)

General education teacher

General education classroom

Flexible grouping

90 minutes or more per day (reading)

Screening assessment at beginning, middle,

and end of the academic year (3 x yearly)

DIBELS w/ Progress Monitoring

Five Strands

Scientifically-based instruction in reading

� Phonemic Awareness

� Phonics

� Fluency

� Vocabulary

� Comprehension

Reschly RTI

Teaching Methodology

Explicit Instruction� Modeling

� Guided practice

� Practice to automaticity

� Application

Reschly RTI

Routine Assessment of Progress

� Screen all students, begin in K; 3 times per year with appropriate early literacy measure (DIBELS)

� More intense instruction and monitoring within classroom for students below trajectories

� Increase assessment as per RtI regulations

� Must use standardized data (uniformity in administration, scoring, interpretation)

Reschly RTI

Break…..

90 Minute Block Overview

� Interactive Read Aloud

� 30-45 minutes whole group core instruction

� 45-60 minutes differentiated small group instruction (15-20 minutes per group)

� Strategic group (phonics & fluency)

� Intensive group (Phonics, phonemic awareness, and/or fluency)

� Benchmark group (vocabulary & comprehension plus extension)

Small Group FormatTimes are only guidelines…they are not set in stone!

Application of new skill utilizing text (decodable text, leveled reader, phonics reader, etc)

10-15 minutes

Skill focus on no more than 2 concepts (phonemic awareness, phonics, fluency, vocabulary, comprehension)

10-15 minutes

Explicit instruction reviewing previous day’s skills/reading warm up

(partner read, whisper read-with teacher guidance and corrective feedback)

No more than 5 minutes

Strategic Group-Grades 1 & 2 (possibly 3)

Application of skills with a phonics reader, decodable text, leveled reader, etc.

5-10 minutes

Phonics/Decoding/Word Recognition

White boards, letter tiles, word sorts, magnetic boards

www.fcrr.org

5-10 minutes

Fluency

Partner reader, whisper read

High Frequency Words, leveled readers, letter sounds

5-10 minutes

Strategic Group Grades 3-5Word Recognition and Fluency

Phonics work (sounding and blending)

4 minutes

Decodable text-whisper reading4 minutes

High Frequency Words (introduce new/review old)

4 minutes

Decodable text-whisper reading3 minutes

Strategic Group Grades 3-5Fluency and Comprehension

Choral or echo read new text portion

5 minutes

Summary or inference questions8 minutes

Partner or whisper read same text portion

5 minutes

Pre-teach difficult words2 minutes

Intensive Group Lower Grades

Application of phonic skills to words or with a phonics reader, decodable text, etc.

10 minutes

Phonics/Phonemic Awareness/Decoding

Phonics/Decoding/Word Recognition

White boards, letter tiles, word sorts, magnetic boards

www.fcrr.org

10-15 minutes

Explicit instruction of:

High Frequency Words

Letter names/sounds

Segmenting and blending

Say-it-and-move-it (Road to the Code)

5 minutes

Intensive Group Upper Grades

Application of phonic skills to words or with a phonics reader, decodable text, etc.

10 minutes

Phonics/Phonemic Awareness/Decoding

Phonics/Decoding/Word Recognition

White boards, letter tiles, word sorts, magnetic boards

www.fcrr.org

10-15 minutes

Explicit instruction of:

High Frequency Words

Letter Patterns

Whisper/Partner Read (if applicable)

5 minutes

Benchmark GroupFluency and Comprehension

Summary or inference questions8 minutes

Partner or whisper read same text portion

5 minutes

Choral or echo read new text portion

5 minutes

Pre-teach difficult words2 minutes

Benchmark GroupVocabulary and Comprehension

Comprehension discussion4 minutes

Whisper read or teacher read aloud

7 minutes

Review comprehension strategy1 minute

Pre-teach vocabulary3 minutes

Independent Practice Ideas

� Look for materials already in the core

� Daily paired readings and re-readings

� Writing in response to reading

� Activity related to read aloud

� Independent read with accountability

� Extension from small group work

90 Minute Block Overview

� Start right away with management

� Get students into the routines

� Build in accountability for all students at all times

� Set expectations for independent practice

90 Minute Block Overview

� One step at a time…

� Establish and post your 90 minute block schedule (include whole group and needs based instruction)

� Assess

� Determine your groups based on your data

� Identify needs and plan for explicit instruction

� Target the intensive group

� Bring in the strategic and benchmark groups

What Data Should I Use?

� DIBELS

� Benchmarking

� Progress Monitoring

� MAP

What tools should I use to target student needs?

� Spelling Inventory

� Phonics Inventory

� Fry Sight Word Inventory

Practice

� Let’s take some time to practice…

� Spelling inventory

� Phonics inventory

� Fry sight word inventory

Break…

Internet

� http://www.christina.k12.de.us/LiteracyLinks/ElemResources.htm

� Pacing guides

� Spelling inventory, phonics inventory, fry sight word inventory

� Planning template

� Sample schedule

� Weekly overview

� Elementary Literacy Plan

Intranet

� http://intranet/LiteracyLinks/

� Timeline

� Common assessments

Florida Center for Reading Research

� http://www.fcrr.org/

� Student center activities search tool

� http://www.fcrr.org/assessment/ET/index.html

� Empowering teachers

Needs for the Year

� What needs do you have for the

� Day

� Week

� Month

� Year

So what’s it gonna be?

� Are you Tigger or Eeyore?

By working together we can have a Tigger kind of year!

Literacy Coach Meetings8:30-3:30 Gauger Staff Development Room unless otherwise noted

� August 19th

� September 12th (12pm-3pm)� September 26th

� October 3rd, 24th

� November 7th, 21st

� December 5th (Eden Library)� January 16th

� February 13th

� March 6th

� April 3rd

� May 8th

Content Chair MeetingsGauger Middle School 4:15-6:15 pm

� August 19th

� September 25th

� October 16th

� November 13th

� December 18th

� January 15th

� February 19th

� April 2nd

� May 21st