1. From Identifying to Supporting All Learners

2. Last month: 2 things for successful schools A systematic process of identifying students in need of targeted or specialized supports, with a way to keep it organized. Structure in place that allows teams to support students.

3. Last month: 2 things for successful schools Structure in place that allows teams to support students.

4. Last month: 2 things for successful schools So you screened all your kids…so now what? The purpose of screening and assessing is to inform teaching and improve learning for all students. Screen to teach, not to test.

7. How do you know if a student needs intervention or better instruction?

8. Research Supported Practices Reading Framework Essential Components of Literacy Instruction Self-reflection Tool IL Literacy Questions

9. IL Literacy Questions to Consider Do you know each of your students as readers? Specifically, can you talk about their reading levels, their strengths as readers, and specific areas of reading that each student needs to improve? How do you collect information about your students’ reading levels and reading skills? How often do you collect this type of information? What do you do with this information once you collect it? How does this data inform your teaching practice and instructional design? How often do you listen to your students read? How often do you read with your students? What is your goal in listening to your students read? How does reading with your students impact your practice? In other words, what information are you gathering as you listen to them read, and what are you doing with that information? Think about Allington’s 6 elements of reading: – Every child reads something he or she chooses. – Every child reads accurately. – Every child reads something he or she understands. – Every child writes about something personally meaningful. – Every child talks with peers about reading and writing. – Every child listens to a fluent adult read aloud. How often are these activities occurring in your classroom? What does that look like? What are specific examples of each of these activities within your classroom? What evidence do you collect about students’ involvement in these 6 activities? How are you assessing reading in your classroom? How are you reporting growth? What do examples of your assessments look like? How are you supporting struggling readers in your class? How are you differentiating for the variety of readers in your class?

10. Conversation Process How will you use these tools to know if a student needs intervention or better instruction?

12. What structures and supports do you have in place for students in your building who are in need of specialized supports (lacking foundational reading skills)? What structures and supports do you have in place for students in your building who are in need of targeted supports (slightly below grade level, “need a boost”)? What ideas can you steal from your group?

13. Table Talk Assign 1 person per table as recorder. Recorder captures main ideas on the Google form (link is in email).

14. Targeted How might you set this up in your building? How get everyone to the meeting? How do you build this time into the schedule? How do you facilitate this meeting? Sharing of where we are and where we would like to go?

15. What structures and supports do you have in place for students in your building who are in need of specialized supports (lacking foundational reading skills)? What structures and supports do you have in place for students in your building who are in need of targeted supports (slightly below grade level, “need a boost”)? What ideas can you steal from your group?