Instructional Planning

      • Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data
      • Planning for Effective Intervention Instruction
      • Intervention Logs and Logistical Planning for Intervention
      • Instructional Modeling
      • Classroom Coaching Visit
      • Student Intervention Response Meeting
      • What is Systematic and Explicit Instruction?
      • LETRS®* Modules Content in brief

 

Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data

 

Materials:  Selected informal surveys, sample scorring sheets, student materials

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis

Course Description:  Participants will select informal diagnostics based upon screening data and learn to administer informal surveys to determine students’ instructional level.  Participants will practice administering the assessment with one another and perhaps with students when available.

Learning Objectives:

Participants will be able to:

      • Administer informal diagnostics with fidelity.
      • Discuss the purpose of informal diagnostics and understand how the data can be used to identify student’s instructional level.

Student Participation:   When possible.

Substitute Needs:  1 substitute per classroom teacher

 

Planning for Effective Intervention Instruction

 

Materials:  Informal diagnostic survey data, sample scoring spreadsheet, populated scoring spreadsheet, Instructional Planning for Intervention form, syllabus, resources for interventions core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys.

Course Description:  Participants will analyze informal surveys previously administered to students.  Participants will identify individual students academic needs as determined by the assessment data.  Participants will group students according to results and plan instructional goals.  Time will be allotted for introduction of appropriate interventions for grade level groups.

Learning Objectives:

Participants will be able to:

      • Form differentiated small groups for intervention into the school day.
      • Create a plan for scheduling intervention into the school day.
      • discuss the importance of targeted small group instruction.

Student Participation:   No.

Substitute Needs:  1 substitute per classroom teacher

 

Intervention Logs and Logistical Planning for Intervention

 

Materials: Calendar, Instructional Planning for Intervention form, sample intervention logs, “syllabus”, resources for interventions *core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys.

Course Description:  Participants will review samples of intervention logs and create their own intervention log for grade level use or individual classroom usage.  Instructor will present steps for systematic logistical small group instructional planning.  classroom management strategies for managing multiple small groups and centers will be explored.  Participants will examine their current schedule and document times for intervention on a calendar.

Learning Objectives:

Participants will be able to:

      • Construct intervention logs that meet their individual records keeping styles
      • Develop strategies for classroom management during small groups or centers
      • Formulate a schedule/rotation plan for intervention that accounts for students’ needs and minimum time/frequency requirements based upon need.

Student Participation:   No.

Substitute Needs:  1 substitute per teacher per day.

 

Instructional Modeling

 

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will explain and model relevant instructional interventions with students in the classroom.  Participants will practice systematic and explicit instructional interventions with the coach.  A conference and debrief competes the visit for the teacher to discuss outcomes.

Learning Objectives:

Participants will be able to:

      • Identify components of systematic explicit instruction in a modeled lesson and then plan to include components in their intervention lessions.
      • Identify areas of personal growth in the instructional process.
      • Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Classroom Coaching Visit

 

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor observes a lesson delivered by the participant with his/her own students.  Instructor is observing the lesson for systematic and explicit instructional interventions.  A conference and debrief completes the visit for the teacher to discuss outcomes and to set personal growth goals.

Learning Objectives are individualized with the coach based upon participants’ instructional level and personal growth goals.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Student Intervention Response Meeting

 

Materials:  Student screening data, progress monitoring data, informal diagnostic data, Instructional Planning for Intervention form, Intervention Logs, sample lessons, 25-minute collaborative problem-solving process

Course Hours:  4

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will facilitate a meeting to determine student progress as a result of classroom intervention.  The 25-Minute Process for Academic or Behavior Concerns will be introduced and modeled as a tool for collaborative problem solving.  Participants will practice and then apply the student focused process targeting a current problem.

Learning Objectives:

Participants will be able to:

  • Apply a problemsolving strategy
  • Collaboratively plan with collogues using a systematic approach
  • Use progress monitoring data and intervention logs to determine which students required an instructional adaptation

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

What is systematic and Explicit Instruction?

 

Materials:  Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological pircutre cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer, fluency progress chart, instructional intervention materials list, *syllabus, *resources for interventions, and *core reading curriculum teacher manual.

Course Hours:  4 hour session

Prerequisite Trainings:

Course Description: Instructor will explain and provide samples of systematic instructional sequences.  Instructor will explain the components of an explicit lesson and then model relevant instructional interventions with the group.  Participants will watch video clips to determine if the lesson is explicit and how they might make it more explicit.  Participants will practice systematic and explicit instructional interventions in small groups.  Participants will craft an explicit lesson to use in their classroom.

Learning Objectives:

Participants will be able to:

  • Identify and evaluate components of systematic explicit instruction in a modeled lesson.
  • Determine how they could revise lessons to make them more explicit.
  • Create a explicit lesson using a template for use in their classrooms.
  • Practice delivery of an explicit lesson.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher for each participant.

 

LETRS®* Modules – Content in brief

FOUNDATIONS

 

LETRS®* Foundations introduces educators to the concepts and practices supported by reading science.  This three day training prepares teachers for the more rigorous, in-depth modules of the over LETRS®* professional development program.  Crafted for the adult learner, this module addresses the differences between good and poor readers; aspects of language that are important for literacy; the components of effective instruction; principles of systematic, explicit instruction in each component; and instructional activities that can support the implementation of any comprehensive core program.

 

Module 1 – The Challenge of Learning to Read

 

The first module in the LETRS®* series explores the reasons why many students have reading difficulties and explains how children learn to read.  Case studies illustrate the progression of reading development; the influences of biological, genetic, cognitive, environmental, and instructional factors in learning to read; and the components of effective reading instruction.  A “four-part processing system” model is explored in detail.

 

Module 2 – The Speech sounds of English: Phonetics,, Phonology, and Phoneme Awareness

 

This module introduces phonemes (speech sounds) and discussing the importance of phonological awareness in reading and spelling instruction.  This one day training discusses the features of consonants and vowels and covers some of the problems that childen who speak other languages or dialects may have when learning English.

 

Module 3 – Spellography for Teachers: How English Spelling Works

 

Module 3 explores the structure and history of English spelling from several angles: phoneme-grapheme correspondences, letter patterns within words, syllables, meaningful word parts (morphemes), and historical layers in the orthography.  This one day training addresses differences between syllables and morphemes, between “irregular” and “high frequency” words, and among six syllable types.  After learning this content, teachers can approach phonics, spelling, and word study with confidence.

 

Module 4 – The Mighty Word:  Building Vocabulary and Oral Language

 

Vocabulary instruction differs from other areas of reading.  This one day training addresses varied approaches to instruction, including indirect (contextual) and direct methodologies, and stresses techniques for fostering word use, knowledge of word relationships, and awareness of word structure and its connect to meaning.  Participants apply what they have learned about vocabulary instruction to several examples of narrative and expository text.

 

Module 5 – Getting Up to Speed: Developing Fluency

 

Comprehensive reading instruction includes deliberate fluency-building at sub word, word, phrase, and text levels for those students who are too slow.  This one day training reviews the rationale for a fluency component in lesson design.  Participants learn and practice techniques for speed drills, repeated readings,simultaneous and alternate oral reading, calculating reading fluency, and charting the results of exercises.

 

Module 6 – Digging for Meaning: Teaching Text Comprehension

 

Comprehension instruction is one of the most researched areas in reading education, yet one of the most challenging.  This one day training addresses the research base for teaching comprehension, the reasons why children have difficulty with comprehension, and approaches for teaching comprehension at the phrase, sentence, paragraph, and passage levels. Questioning techniques and strategies useful before, during, and after reading are reviewed.  Exercises include text analysis for planning instruction.

 

Module 7 – Teaching Phonics, Word Study, and the Alphabetic Principle

 

With contributions from TIME for TeachersTM Online, developed by Blanch Podhajsky, Ph.D., and produced by Marilyn Varricchio, M.Ed., at the Stern Center for Language and Learning in Williston, Vermont.

Effective, enjoyable,systematic phonics instruction involves many subroutines that are all practiced in this module.  In this one day training, the sequence and substance of concept development in code-based instruction is emphasized, including the importance of applying learned skills to reading and writing.  Answers to common questions are provided, including, “How Much Phonics?”, “Who Needs Phonics?”, “What Kind of Phonics?”, and “Why Phonics?”

 

Module 8 – Assessment for Prevention and Early Intervention

 

This module distinguishes screening and progress monitoring assessments from diagnostic and outcome assessment.  This one day training reviews the rationale for early screening with fluency-based measures and teaches a developmental spelling inventory.   DIBELS® is used as the example of a valid, reliable, efficient approach to early screening.  Exercises include a review of classroom reports and individual case studies in light of children’s instructional needs and the “three tier” concept of intervention.

 

Module 9 – Teaching Beginning Spelling and Writing

 

This module addresses writing instruction for children in grades K-3 who need to be taught the component skills that underlie composition.  Drawing on recent research at the University of Washington that explicates the cognitive and linguistic components of composition skill, a framework for analyzing writing samples is applied to several examples of students at different levels of achievement in this one day training.  Instruction that builds automaticity  in critical components while teaching children the stages of the writing process is explained and modeled.

 

Module 10 – Reading Big Words:  Syllabication and Advanced Decoding

 

This module addresses the instructional needs of students in grades 3 and up who are inaccurate and/or slow in reading and spelling multisyllabic words.  Beginning with phoneme-grapheme mapping, this one day training goes on to address systematic teaching of syllabication, syllable spelling types, and ending rules.  Morphology – including inflection, Anglo-Saxon compounds, Latin and Greek roots and fixes, and derivational word learning processes – is addressed in some depth.  An Advanced Decoding Survey is included with this modujle along with lists of instructional resources and programs.

 

Module 11 – Writing:  A Road to Reading Comprehension

 

If students actively seek, organize, and reformulate information in their own words, their reading comprehension is likely to improve.  This one day training, designed for all classroom and content area teachers, presents a few major strategies that help students process and remember the main ideas in written text.  Additionally, it reviews the many causes of reading comprehension difficulties and addresses the research consensus on teaching reading comprehension.  Text structure and its relation to comprehension are explored, and participants learn to implement the Key Three Routine, to include construction of topic organizers, note-taking, and summarizing.  A list of effective curriculum materials for teaching older students to read and write is included in the module.

 

Module 12 – Using Assessment to Guide Instruction

 

This module is an advanced module for intermediate and secondary educators to help them identify and pinpoint the instructional needs of all struggling readers.  This one day training describes efficient, reliable, and research-based assessment strategies that enable a school staff to focus on the effectiveness of instruction.  Participants review a strategic plan for screening students and learn how to assemble a group of suitable assessments for individual and classroom use.  Diagnostic tests that measure decoding and word analysis, spelling, written composition, reading fluency and comprehension are demonstrated and rehearsed.  Case studies allow participants to discuss and analyze assessment results and their implications.

 

*LETRS® is a registered trademark of Voyager Sopris Learning™ Group and any use herein does not imply endorsement or affiliation.