1. Read by Grade Three SB 391
May 06, LEAD ● TEACH ● LEARN :00-1:30 p.m.
Scott Bailey, Chief Academic Officer
Randy Drake, Assistant Director of Grants and Compliance
Kacey Edgington, Kindergarten Program Coordinator
Karen Perisho, Administrator, Professional Learning
Yvette Deighton, TIF4 Grant Program Coordinator
Mary Shoemaker, Project Specialist, Assessment
Dr. Salwa Zaki, Director, Professional Learning
Carol Gebhardt, Director, Striving Readers
Dr. Tami Sakelaris, School Psychologist
Stacy Drum, K-6 Literacy Coordinator
Ann Warren, ELA TOSA, Assessment
Trish Shaffer, Coordinator, MTSS
Lauren Ohlin, Director, Grants
May 06, TMCC

2. Read by Grade 3
By the end of this session participants will have deeper understanding of:
The law;
Principal’s role and responsibilities;
Learning Strategist’s role and responsibilities;
Professional learning opportunities for remainder of SY and SY
Phase II competitive grant application and related support
Scott

3. Read by Grade 3
AN ACT relating to education; requiring the board of trustees of each school district and the governing body of each charter school to prepare a plan to improve the literacy of pupils enrolled in certain grades;
Scott/Carol

4. Read by Grade 3 What does this mean to me?
I should review the Nevada State Literacy Plan and Local K-3 Literacy Plan.
I should understand implications on teaching and learning at my school.
I should convey the alignment of the literacy plans to the teaching and learning process to my staff at my school.
Scott/Carol

5. Read by Grade 3
AN ACT relating to education; requiring the board of trustees of each school district and the governing body of each charter school to prepare a plan to improve the literacy of pupils enrolled in certain grades; requiring the principal of each public elementary school to designate a learning strategist to train and assist teachers in providing intensive instruction to pupils who have been identified as deficient in the subject area of reading;
Scott \Randy (see SBOE Roles and Responsibilities table)

6. Read by Grade 3 What does this mean to me?
I should know the procedures for designating a Learning Strategist (LS) at my site, as well as procedures for application to Teacher Leadership Pool (TLP);
I should know the role and function of the LS at my site, as determined by the State Board of Education.
I should know how the LS is to be compensated for additional responsibilities.
I should develop a plan to facilitate collaboration between the LS and regular classroom teachers grades K-4.
I should articulate the aforementioned to my staff.
Scott/Randy/Yvette

7. Read by Grade 3 Learning Strategist
Required (w/ limited exceptions) to be in Teacher Leadership Pool.
Will be compensated up to $7,000 stipend.
Must attend monthly professional learning sessions.
Must deliver professional learning content.
Will be supported by Karen Perisho, DPL Administrator
and Mandi VanDellen, RbG3 Coordinator.
Scott/Randy/Yvette

8. Read by Grade 3
AN ACT relating to education; requiring the board of trustees of each school district and the governing body of each charter school to prepare a plan to improve the literacy of pupils enrolled in certain grades; requiring the principal of each public elementary school to designate a learning strategist to train and assist teachers in providing intensive instruction to pupils who have been identified as deficient in the subject area of reading; requiring certain teachers at public schools to complete professional development concerning the subject area of reading;
Salwa/Karen and Carol (see PD calendar/Discuss Teal Tuesday); Intro Karen P. and Mandi VanDellen

9. Read by Grade 3 What does this mean to me?
I should review the roles and responsibilities of the LS.
I should be familiar with the proposed professional learning calendar for SY16-17.
I should know the requirements for
K-4 teacher participation in training.
I should share the aforementioned
with applicable staff at my site.
Salwa/Karen and Carol

10. Read by Grade 3
AN ACT relating to education; requiring the board of trustees of each school district and the governing body of each charter school to prepare a plan to improve the literacy of pupils enrolled in certain grades; requiring the principal of each public elementary school to designate a learning strategist to train and assist teachers in providing intensive instruction to pupils who have been identified as deficient in the subject area of reading; requiring certain teachers at public schools to complete professional development concerning the subject area of reading; requiring certain interventions for pupils enrolled in kindergarten or grade 1, 2 or 3 who do not achieve adequate proficiency in reading; prohibiting a public school from promoting a pupil to grade 4 if the pupil does not achieve proficiency in reading;
Trish/Tami S./Ann W./Mary S.
requiring certain interventions – so in this case, literacy interventions which we already do for pupils enrolled in kindergarten or grade 1, 2 or 3 who do not achieve adequate proficiency in reading
; prohibiting a public school from promoting a pupil to grade 4 if the pupil does not achieve proficiency in reading; - we don’t do that and we don’t want to do that, but….

11. Read by Grade 3 What does this mean to me?
I should understand how and when students with reading deficiencies will be identified at my site (e.g. DRA/MAP).
I should understand how students receive different levels of tiered supports.
I should understand the parent notification and support aspect of the Law, as well as its relationship to MTSS procedures and practices.
I should understand the interventions required for students with reading deficiencies (e.g. small group instruction, phonological and phonemic awareness, decoding skills, reading fluency, procedures for assessing reading proficiency, and a program to improve proficiency in reading of English Learners).
I should understand the structure through which the interventions will be delivered, the schedule of progress monitoring, and the tools required.
I should understand retention procedures and good-cause exemptions.
Scott/S./Ann W./Mary S.

12. Read by Grade 3
AN ACT relating to education; requiring the board of trustees of each school district and the governing body of each charter school to prepare a plan to improve the literacy of pupils enrolled in certain grades; requiring the principal of each public elementary school to designate a learning strategist to train and assist teachers in providing intensive instruction to pupils who have been identified as deficient in the subject area of reading; requiring certain teachers at public schools to complete professional development concerning the subject area of reading; requiring certain interventions for pupils enrolled in kindergarten or grade 1, 2 or 3 who do not achieve adequate proficiency in reading; prohibiting a public school from promoting a pupil to grade 4 if the pupil does not achieve proficiency in reading; making an appropriation; and providing other matters properly relating thereto.
Lauren/Randy/Kacey E./Stacy Drum (The Phase 2 Grant Application-Lit. Collaborative)

13. Read by Grade 3 What does this mean to me?
I should understand Phase II of the competitive grant application (as applicable), which includes awareness of the Literacy Collaborative, so that I can articulate how these monies would support compliance with the law, and ultimately increase student proficiency in reading.
I should understand funding sources (Zoom/Victory vs. non-Zoom/non-Victory).
Lauren/Randy/Kacey E./Stacy Drum

14. Questions
All