SCHOOL IMPROVEMENT SPECIALIST TRAINING SEPTEMBER 14, 2011

OUTCOMES FOR TODAY Understand how to facilitate all components of Grade Level Data Team meetings Understand how to develop Action Plans  Examine instructional strategies  Make a plan to progress monitor

AGENDA Grade Level Team Meeting Protocol update Revisiting evaluating your school’s RtI plan for teaching reading Developing an Action Plan Sample Action Plans

REVISED FALL DATA ANALYSIS PROTOCOL

EVALUATE YOUR SCHOOL’S RTI APPROACH TO READING Section V: Evaluate your school’s RtI Approach to Reading Group Discussion:  “Do we have a plan for Tier 1 students? Tier 2? Tier 3?” See PPS Reading Framework for expectations regarding time and materials. If yes… For K-5: Revisit Walk to Read Schedule Determine who will teach each group Make Walk to Read class lists For 6-8: Revisit schedules for Language!, Xtreme Reading and Language Arts classes If no… Brainstorm possible solutions and schedule a time to discuss with principal Contact Reading Team for additional help if needed

EVALUATING YOUR SCHOOL’S RTI APPROACH TO READING Work with your triad. Each person has 7 minutes Group may ask clarifying questions Discussion Questions: What have you learned about your school’s plan for meeting the needs of all students at each grade level? Walk to read schedule? Materials? Time? What’s in place? What’s working well? What problems need to be solved? What challenges do you foresee?

DEVELOP AN ACTION PLAN FOR INSTRUCTIONAL FOCUS GROUP

DEVELOP AN ACTION PLAN FOR INSTRUCTIONAL FOCUS GROUP: REFINE INSTRUCTIONAL FOCUS 1. Refine Instructional Focus Each benchmark and strategic teacher: a. selects an Instructional Focus Group b. reviews Instructional Focus for selected group **For K-3 Instructional Focus Groups 3 or 5, use the Phonics Survey data to group the students by the lowest phonics task they did not pass c. writes Learner Centered Problem on Action Plan Each intervention teacher: a. reviews In-Program Placement Tests b. groups students using intervention placement guidelines c. writes Learner Centered Problem on Action Plan

DEVELOP AN ACTION PLAN FOR INSTRUCTIONAL FOCUS GROUP: CHOOSE AN INSTRUCTIONAL STRATEGIES 2. Choose an Instructional Strategy a. Teachers reflect for a moment and then answer the following: “What do I know this group needs?” “What strategies do I have in my tool box to meet their needs?” b. As a group, review Instructional Strategies Handout for additional ideas c. Each teacher identifies an instructional strategy to meet their focus group’s needs and adds selected Instructional Strategy to Action Plan

DEVELOP AN ACTION PLAN FOR INSTRUCTIONAL FOCUS GROUP: MAKE A PLAN TO PROGRESS MONITOR 3. Make a plan to progress monitor a. Teachers reflect for a moment on the following question: “How I will know if the instructional strategy is working?” b. Teachers use the Progress Monitoring Assessments Handout and PPS Assessment Framework to identify the appropriate progress monitoring tool(s) and to determine the frequency of assessment, then adds this information to Action Plan

SAMPLE ACTION PLANS

SOLIDIFYING YOUR UNDERSTANDING Take one minute of think time to summarize and be ready to share with your triad. 1.Person A: Summarize RtI School Conversation. B & C add to what A has said. Triad identifies elements about which they are confused. Discuss. Jot down any remaining confusions on Recording Sheet to share out whole group. 2.Person B: Summarize Develop an Action Plan: Refine Instructional Focus and Instructional Strategies.. Same as above. 3. Person C: Summarize Develop an Action Plan: Progress Monitoring. Same as above.

NUTS AND BOLTS All training materials have been posted on School Improvement Specialist website. Each school has been assigned a liason from the K-8 Reading Team Reminder: Review data reports in advance of each grade level meeting Each certified teacher gets a half-day substitute for Fall Data Team Meeting. Contact Joyce Letcher for chartfield. See handout for responses to Sept ember 7 th Fishbowl Questions