Module 4: Unit 2, Session 2 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 2, Session 2

Module 4: Unit 2, Session 2 THE ROLE OF THE SCHOOL ADMINISTRATOR IN TI 4.2.2

Module 4: Unit 2, Session 2 Session Overview  Unit 2, Session 2 Questions:  What is the leadership structure for developing a TI action plan?  What are the responsibilities of the administrator in the implementation of TI?  Unit 2, Session 2 Objective:  Understand the qualities of a successful school administrator during the process of TI implementation 3

Module 4: Unit 2, Session 2 Warm-Up: Review the Basics  What are the main differences between the three tiers of intervention?  What are the roles of the…  School principal?  Classroom teacher?  Special education teacher/reading specialist? 4

Module 4: Unit 2, Session 2 Whole School Approach 5

Module 4: Unit 2, Session 2 Who are the Administrators?  Superintendants  Building principals  Special education directors  Academic directors 6

Module 4: Unit 2, Session 2 TI Leadership Qualities  Dedication to intervention  Clear communication of goals to staff  Ability to listen to concerns and accept suggestions of TI practitioners  Presence in every aspect of the TI action plan  Participation on TI leadership team  Consistency 7

Module 4: Unit 2, Session 2 Review the Reading  Use the “text-rendering” protocol to review the Kukic (2010) reading. 8

Module 4: Unit 2, Session 2 Establishing a Literacy Team  Variety of subject area instructors and other administrators  Advises principal in TI decisions  Ensures a “culture of literacy” for consistent implementation 9

Module 4: Unit 2, Session 2 Consistent TI Goals  Improve overall levels of reading proficiency  Ensure that all students make at least expected yearly growth in reading ability each school year  Accelerate struggling readers’ development 10

Module 4: Unit 2, Session 2 Meeting Scheduling Needs  How to fit intervention into the daily school schedule  How to make literacy a part of the daily lesson plan in every subject 11

Module 4: Unit 2, Session 2 Guiding Instruction  Evaluating & providing appropriate resources  Phonemic awareness  Phonics  Fluency  Comprehension  Vocabulary  Helping the TI team to identify specific interventions for students 12

Module 4: Unit 2, Session 2 Overseeing Assessment  What assessments are needed?  Who will administer assessments?  How will assessment data be organized and maintained?  How will assessment data be used to determine placement? 13

Module 4: Unit 2, Session 2 Activity  “Back to the Future” Protocol activity  Envision the future of a successful literacy plan ten years down the road.  Break thoughts down into the requirements of  Methods  Time  Support systems  Make notes of what needs to happen in order to achieve each goal. 14

Module 4: Unit 2, Session 2 Ongoing Professional Development  School-wide literacy training  Training in specific intervention tools  Consistent and continual professional development before & during TI for the entire faculty  Meeting the needs & answering the questions of instructing teachers 15

Module 4: Unit 2, Session 2 Continual, Consistent Support  Leader in every step of TI implementation  Dedication to the school’s literacy plan  Supportive, visible presence in daily literacy activity  Patience with implementation process  Open communication with faculty 16

Module 4: Unit 2, Session 2 Wrap-Up  Things to Remember:  TI cannot be successfully maintained without strong administrative support.  The visible presence of administrators throughout the process reinforces the need for TI.  Professional development must be ongoing and relevant for all teachers. 17

Module 4: Unit 2, Session 2 For Next Time  Make a wish list of your ideal TI resources, supplies, equipment, and training needs for your administrator.  List the top three qualities you expect of an effective administrator during the implementation of school-wide interventions. 18

Module 4: Unit 2, Session 2 References Batsche, G. (2010). Building support. Retrieved from Support Kukic, S. (2010). TI leadership that works: Relentlessly doing whatever it takes to sustain the change necessary to improve the achievement of all students. Retrieved from That-Works Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction. 19