Pli leadership project

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Pli leadership project

  1. 1. Literacy Instruction
  2. 2. • Assistant Principal – Lack of Instructional Experience• Absence of framework through which students at-risk forreading difficulties are:• Identified• Provided w/ evidence based & data informed• Instruction• Intervention• Before they further behind
  3. 3. 012345678910Gratts PC PC A PC B PC C PC D2010/20112011/20122012/2013
  4. 4. • Principal• Assistant Principal• Psychologist• 4 Teachers
  5. 5. • AIMSweb – set of criterion-referenced measures to trackbenchmark achievement• RtI Tiers• Running Record – Reading level assessment to gaugecomprehension, fluency, accuracy• Teacher anecdotal data
  6. 6. Common CoreReadingRtIInstruction &Intervention
  7. 7. KindergartenWinter SpringComprehensionReading Literature•With prompting and support,asks and answers questionsabout key details in a text.•With prompting and support,retells familiar stories, includingkey details.•Describes the role of the authorand illustrator•Makes predictions about the text•Reflects upon prior knowledge offamiliar textInformational text•With prompting and support,asks and answers questionsabout key details in a text.•Identifies the front cover, backcover and title page of a book•What do the pictures in the textdepict•Identifies basic similarities anddifferences between two textsproviding the same ideas•Uses pictures and ideas to makepredictions•Activates prior knowledge aboutfamiliar ideas and conceptsReading Literature•With prompting and support,identifies characters, settings,and major events in a story•With prompting and support,asks and answers questionsabout unknown meaning ofwords•Recognizes common types oftext (stories, poems, fantasy,etc.)•With prompting and support,describes the relationshipbetween illustrations and thestory•With prompting and support,compares and contrasts theadventures and experiences ofcharacters in familiar storiesInformational text•Identifies the main topic andretells the key informationalideas•Describes the connectionbetween two pieces ofinformation from the text•With prompting and support,asks and answers questionsabout unknown meaning ofwords•With prompting and support,identifies the reasons/facts anauthor uses to support ideas•Uses pictures and ideas to
  8. 8. •Post Implementation•Is it working•Does it aid instruction•Does it benefitStudents•Teacher Survey•Modify according tofeedback•Present revisions toteachers•CCSS ReadingExpectations•Present to Teachers•Utilize as measure forreading grades•System check•Causes•Infrastructure•Lack of understandingof CCSS•Incorrect data usePlan DoStudyAct
  9. 9. • Comprehensive school-wide framework through which at-risk students• Identified• Provided• Evidence Based & Data Informed Instruction and Intervention• Progress Monitoring• Progression through tiers• As needed
  10. 10. • Is support getting to at-riskstudents• Does intervention work• Progress Monitoring• Teacher feedback• Ability to utilize RtI resources• Modify studentinterventions, as needed• Present findings of evaluationto staff• Implement through SST• Understanding of CCSS• Increase teacher committee’sRtI knowledge• Present to teachers• Implement through SST• Develop Goal-DirectedIntervention• Causes• No Data hub• No framework for• Identifying students• Monitoring progressPlan DoStudyAct
  11. 11. • Teacher surveys to gauge how supported they feel?• Will RtI prove to be too much additional work forteachers?• Who will provide intervention?• Organic• Specialist• Will this truly inform instruction?

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