Professional Development


Scope and Sequence

  1. Evidence Based Reading Instruction

1.1.   Key Understandings of Literacy Instruction          

1.1.1. Phonological/Phonemic Awareness

Rhyming, Isolation, Segmenting          

1.1.1.1.   PA Screencast

1.1.1.2.   Appendix section

1.1.2. Phonics

Letter/Sound Relations, Blending, Onsets Rimes, Morphology, Multisyllabic Decoding      

1.1.2.1.   Phonics Screencast

1.1.2.2.   Appendix section

1.1.3. Fluency

Letter, Word, Sentence/Phrase, Passage Fluency          

1.1.3.1.   Fluency Screencast

1.1.3.2.   Appendix section

1.1.4. Vocabulary

Choosing words for instruction            

1.1.4.1.   Vocabulary Screencast

1.1.4.2.   Appendix Section

1.1.5. Writing

1.1.6. Spelling

Moats’ guidance on spelling, importance of encoding 

1.1.6.1.            Spelling Screencast

1.1.6.2.            Appendix Section

1.1.7. Comprehension

1.2.   Individualizing Student Instruction           

1.2.1. Power of Small Group Instruction

1.2.2. How to use assessment to plan instruction

1.3.   Explicit and Systematically Providing Individualized Instruction     

1.3.1. How to plan teacher-led lessons that are explicit and systematic

1.3.2. How to plan for student-led stations

 

  1. Coaching for Individualized Instruction         

2.1.   How to provide quality coaching              

2.2.   Coaching Teachers on Literacy, individualization and A2i 

2.2.1. How to lead PD, coach teachers, before school year starts, then supporting all year

 

  1. Initial A2i Software Training

3.1.   Overview of A2i              

3.1.1. Theoretical Framework

3.1.2. Review of Research on A2i/Individualizing Instruction

3.2.   Dimensions of Instruction           

3.2.1. Child vs Teacher

3.2.2. Meaning vs Code

3.3.   Using Assessment to Guide Instruction   

3.3.1. What information do I need to understand my students’ skill levels?

3.3.2. What do we know about initial skill constellations and how this relates to instruction needed for optimal gains?

3.4.   Individualized Instruction            

3.4.1. A2i’s Grouping Algorithm

3.4.2. Recommendation of Amounts and Types

3.4.3. What scores drive each recommendation?

3.4.4. Where do the recommendations come from? How do we know how much is best for groups of students?

3.4.5. When do the recommendations change?

3.4.6. Understanding Growth Targets

3.4.7. How does A2i know where my student should be at year’s end?

3.4.8. How do targets differ by grade?

3.4.9. Impact of Algorithm Guided Instruction

3.4.10.   Is algorithm guided instruction any better than good, small group instruction that is explicit and systematic?

3.5.   Using Your Curriculum to Individualize Instruction             

3.5.1.Examining your materials to plan individualized instruction

3.6.   Using Reports and the Dashboard

3.7.   District Level Decisions on Tools and resources

 

  1. Monthly Support of Individualized Literacy Instruction          

Presented in any order at monthly COP meetings

4.1.    Initial Training

4.2.    Behavior Management

4.3.    Classroom Management

4.4.    Understanding and Using Assessment

4.5.    Planning for Individualized Instruction

4.6.    Struggling Readers/RTI

4.7.    Phonics

4.8.    Vocabulary

4.9.    Fluency

4.10.  Comprehension

4.11.   Writing

4.12.   Spelling

4.13.   Differentiating at Stations

4.14.   Providing Instruction for Gifted and Talented Students

4.15.   Acting as a Literacy Coach