ELEMENTARYK-6

I N -SE RVI C E - AU GU ST 22 , 20 13

Williamsport Area School District

Welcome

Welcome Back

Year I Implementation Retrospect Thank You We accomplished an amazing amount of

work and change Collaboration was essential What did we learn?

Targets

LiteracyImplementation of core—refinement

Stay the Course, fidelity still applies

Focus on students and student achievement

Digging deeper with interventions

Keystones to Opportunity

Resources supported through Keystones to Opportunity… over $1million in 2 yearsCurriculum and materials-Core Reading K-5Job-embedded professional development through

instructional coaches (4) –at all buildingsSupport and delivery of a defined RtII model that delivers

tiered interventionsDelivery of core professional development modules (KtO)—

2 HEAT Moodle CoursesDelivery of systematic and universal assessments; DIBELS

Next and G-RADE. Data Liaison Coach that will support building and district

analysis of results and needed instructional changes

Treasures Core Reading Philosophy

“Treasures Philosophy and Research”… page 1National Reading Panel--The Big 5 +3 from Treasures1. Phonemic Awareness2. Phonics3. Comprehension4. Fluency5. Vocabulary+ 3 Treasures6. Writing7. Grammar8. Oral Language

5

Treasures Core Reading Philosophy

Why a core reading program?Consistent scope and sequence of skillsStructured curriculum that develops evenly

within and across grade levelsCommon instructional routinesCommunicates our priorities consistentlySets expectations that are evenly appliedGives teachers support to focus on students

and not the development of materials

Treasures Core Reading Philosophy

“Treasures Philosophy and Research”… page 1Research and Evidence BasedCommon Core Standards– “What”Instructional Routines— “How”Inclusive—Intervention is Built-InAll students must participate in whole group to

see, hear, and use grade-level textClassroom teachers delivers “intervention” by

using data, making instructional decisions for both whole and small groups

Essential Elements

“The Recipe”.. Page 21. Oral LanguageListening Comprehension, Building Background,

Vocabulary, Fluency, Speaking and Viewing2. Word StudyPhonics, Spelling, Vocabulary in context3. ReadingFluency, Comprehension, Strategies and Skills4. Language ArtsWriting, grammar, writing process and traits

Essential Elements

“Research-Based Lesson Design”Page 31. Deliver the essential lesson design daily.2. Follow the grade-level flow chart3. Eliminate interruptions within the blocks4. Some lesson components should NOT be

separated5. Small group time is skill based, targeted,

and needs to match the student

Lesson Planning—Lesson Flow

“Lesson Planning and Lesson Components”—Flow chart

pages 4-84 Components in the daily lesson—contained in 3

Blocks of Reading TimeOral Language and Word Study are “usually”

connected and are considered one block of instruction within the teacher edition

Pace is briskWhole Class—90-120 minutesSmall Group 40-120 minutesTotal Time for Both 110-180 minutes

• 4• 3

• 2• 1

OL WS

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Essential Elements

“The Recipe”Turn and Talk…1. Discuss with a colleague what will you

investigate and implement deeper this year?

2. What elements are “ESSENTIAL”?

Calendar and Timelines

Start Smart shortened-but not less than a weekStart Smart and Unit 1 (2-6) @7 weeksRoutines are important, as a team decide when

to start Unit 1– communicate with co-teachers, plan together.

Start Smart Timelines page 20Unit Timelines page 20Elementary Calendar HandoutOur best efforts -- stay on paceAssessments—All are listed

Small Groups and Work Stations

“Small Group Instruction” page 12Less teacher time is spent trying to match text to

readers—more teaching time is focused on teaching skills

Movement to on-level or beyond is essentialInstructional focus is on skill developmentSmall group time is directly connected to whole group

—lessons , a 1-to-1 matchClassroom teacher delivers tiered intervention through

small group teaching—in addition to co-teachersInstructional delivery of 2 groups a daySmall Group placement recommendations*

Leveled Groups

What level should I start students?How do I decide?Data-multiple data pointsClassroom and Assessment dataConsider starting students on-level first and

then decide Remember goal is keep them on-level or

higherYear 1 retrospect of starting on-level

Focus on Standards

Standards are built-in but we still need to pay attention to where and how they are developed in the lesson

Are you consciously aware each day elements of the lesson that are reinforcing standards?

Standards are prominently listed each week—take notice, prioritize these options within your lesson,

Instructional routines that focus on standards are not elements to skip or shorten

Examples: Graphic organizer, vocabulary, strategy teaching, comparing text, written practice

PA Assessment Anchors and Eligible Content

PDE has update and released PA Common Core assessment anchors and eligible content for grades 3-4-5-6

We need to know these--take a lookCoaches working on producing a crosswalk

between PA Common Core and Treasures for each unit

Purpose:For teacher to be aware of and know how to

prioritize standards within Treasures to prioritize in their instruction

Tiers of Intervention

Title I, page 16Main focus is to support the core reading

instruction and assessmentsSmall group instruction needs to be “in addition to”

classroom teacher instructionTiers of Intervention Least Intensive to Most IntensivePreviewingTargeted Skill LessonsTier 2—LessonsOnly with Supervisor Approval: Tier 3 –

Triumphs

Tiers of Intervention

Special Education—Tiers of Intervention, page 15

page 16All students receive daily direct instruction in TreasuresAll students receive daily exposure to grade level textParticipate in Both: Core Reading + Core AssessmentsAdditional intervention and progress monitoring from special

education teachers– “in addition to” the core

Tiers of Intervention Least Intensive to Most IntensivePreviewingTier 2—ApproachingTier 3 –TriumphsAlternate materials below Triumphs are an IEP team decision

Tier 1 & 2 Lessons

There are multiple instructional and assessment opportunities to create Tier 1 & 2 lessons …

Tier 2 Lessons (Connect Ed)Diagnostic Assessments ie. Phonics SurveySmall Group Lesson Plans

Whether for small group in your classroom or for an RtII group—what resources will you use to deliver targeted small groups?

Small Groups and Work Stations

“Work Stations” –another opportunity for practice, intervention, targeted skill workpage 13

What are the rest of students doing while the teacher working with a group?

Requires daily planning and prep of stations Students engaged in purposeful and accountable work—focus

is on written Grouping: Individual, Pairs, Small Groups Job Chart and Planned Rotation Resources: Student portfolios, composition book Students know what stations they are assigned to and know

what to do Students of most need are seen more frequently

Practice is Core

The Importance of Practice page 9Beyond instructional design elements of Treasures

student work are “core” to the success of the programWritten practice goes deeper than discussionWritten practice is a demonstration/performance of

what was learned or not—formative assessmentWritten practice leads to the weekly assessmentWritten practice is supposed to be a “repetition” (20-30)We should not eliminate or avoid practice because it is

challengingPractice is not optional –a majority of the materials

delivered at your grade level should be used

Practice is Core

The Importance of Practice page 9Read why practice is importantTurn and talk with a neighbor on how you

do/will use itOther than students working at

independently how can it be used?How can practice inform our parents?How can you use practice to reinforce

strategies?

Open-Ended

Composes a written response to reading “reader’s response”

Suggestions for assessment evidence for this sub skill: Reading responses should be created weekly by the teacher to

mirror PSSA expectations—in many cases—Treasures have “like” or similar open-ended responses with slight revisions can mirror the same expectations

Weekly assessments that include a revised open-ended matching to PSSA language

Reading Responses –The Answer Sandwich is taught and assessed weekly: using the Constructed Response—PSSA rubric

Work Station Comprehension Check Reading journal—where students respond in writing to a posted

open-ended question by the teacher

Assessment Evidence

Last year significant work and time was spent on revising the report card and giving clear guidance on where to collect assessment evidence

Reading and Writing Assessment Evidence Guide

Demonstrates comprehension skills Suggestions for assessment evidence for this sub skill: There is significant comprehension work across weekly lesson development, Days

1-4 Daily—teacher choices of Quick Checks, Reading Comprehension Strategy and

Skill teacher and student questions, and teacher selection of practice Weekly Assessment Selection Tests Graphic organizers Practice Book pages In student anthology–weekly there is a “Comprehension Check”….teacher

collection of evidence Teacher collection of Strategy and Skill Quick Checks In Teacher Edition—weekly lessons on Paired Selections and “Connect and

Compare” Comprehension based Work Stations GRADE

Thank You

October In-service Treasures

Look forward to the placesWe will go

Look forward to the accomplishments ourStudents will achieve

Look forward to getting there ALL together