Reading Specialists In-School Support Programs

 Names: Wendy Miller, Jill Weber, Laurel Davis
Job Titles: Reading Supervisor, Reading Specialist, Reading Specialist
Job Descriptions: This position will develop and facilitate opportunities for teachers and
administrators to further enhance literacy within their district, along with the creation of
new learning initiatives centered around literacy and Response to Intervention. They will
maintain and enhance current projects that have already been established, which include
the following: Evidence Based Literacy Instruction, Foundational Reading Support, Data
Analysis and Response to Intervention Models. They will attend conferences to provide
schools with current literacy initiatives. They will speak at state and national conferences
in order to share new literacy ideas and to further enhance the charter schools presence in
the charter school movement. They will look to partner with community resources in
order to strengthen the charter school movement.
How your jobs tie into the GVSU CSO mission:
To enhance student learning by providing oversight, compliance, and professional
development to our charter schools.
Our role is to provide literacy support to our schools through workshops and in school
consulting & professional development. We are charged with helping all students reach
their highest potential in reading, writing and spelling.
Programs:
Name: EBLI (Evidence Based Literacy Instruction) Training & Consulting
Description: EBLI consists of research-based instructional strategies that are infused
within the existing curriculum to provide a bridge connecting research-based literacy
instruction THEORY to IMPLEMENTATION with students through classroom-level
activities. The goal of EBLI is to assist learners of all ages to reach higher levels of
reading in the shortest amount of time possible, resulting in measurable results.
To achieve reading accuracy, EBLI uses awareness of the word sounds (phonetic
awareness) and the different ways the same sound can be spelled. Learning is reinforced
with multi-syllabus strategies, visuals and motions, which also aim to improve students’
ability to analyze unfamiliar words visually and phonetically (word attack skills). Number schools involved (2014-15): 37
Survey Support Data: See Stakeholder Feedback Diagnostic
Student Support Data: NWEA MAP Data, Contract Performance Reviews, Top to
Bottom Rankings & DIBELS Scores
Name: In School, Embedded, Literacy Support (Customized for Individual Schools)
Description: Reading Specialist provide in school support through professional
development workshops, teaching & modeling and collaborative & analytical meetings.
The in school support consists of the following: Common Core, Response to
Intervention, 5 Essential Components of Reading, Middle/High School Reading
Strategies, Reading Data Analysis, Analyzing Strengths & Weaknesses of Literacy
Components, DIBELS, Running Records, Content Area Word ID Assessment,
Interventions, Guided Reading, Effective Workshop Model, Reading Street Basal Series
& Foundations of Literacy.
Number schools involved (2014-15): 35
Student Support Data: NWEA MAP Data, Contract Performance Reviews, Top to
Bottom Rankings & DIBELS Scores
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Name: Professional Development Workshops
Description: Reading Specialist provide workshops that allow teachers to build their
literacy knowledge and walk away with efficient and effective strategies to use with their
students. Guided Reading, Phonemic Awareness & Phonics, Vocabulary, Fluency &
Comprehension, Middle/High Strategies, DIBELS Next, DIBELS Deep & Unwrapping
the ELA Common Core Standards are examples of workshops that are currently offered.
Number schools involved (2014-15): 68
Survey Support Data: Stakeholder Feedback Diagnostic
Student Support Data: NWEA MAP Data, Contract Performance Reviews, Top to
Bottom Rankings & DIBELS Scores
Unwrapping the ELA Common Core Standards Agenda 9:00am-­‐9:15 What’s New?/Networking Participants and Presenter will share new ideas in literacy and Common Core State Standards. Participants will circulate through the room discussing ideas with other participants. Participants will report out new ideas learned. Bringing the Common Core Standards to Life Participants will read an article by Dr. Catherine Tome breaking down the different aspects of the CCSS. Participants will discuss article and presenter will discuss in depth some of the aspects of the standards: close reading, Text dependent questions, text complexity, academic vocabulary, & informational text. 9:15-­‐10:15 10:15-­‐10:30 Unwrapping the Standards The presenter will hand out grade specific CCSS that have been “unwrapped” by the presenter. The presenter will demonstrate how and where to find activities for each standard. 10:30am-­‐11:00 Common Core/ Web Resources Presenter will discuss Common Core Standards and share Common Core website resources with participants. Participants will go to the computer lab to explore new resources. 11:00-­‐11:15 11:15-­‐11:30 Informational Pocketbooks Presenter will walk participants through the steps in making an informational pocketbook. Wrap Up/Questions The presenter will answer any questions the participants have. 11:30-­‐12:00pm Lunch 12:00-­‐1:00 Performance Tasks Participants will understand the components of Performance Task The presenter will provide examples of various grade-­‐ level Performance tasks and discusses with participants the key Instructional shifts that must take place inside the classroom 1:00-­‐2:30 Independent Work Time Participants will work on gathering activities, using the resources provided in the morning sessions, for each of their grade-­‐specific literacy CCSS standards. The presenter will be available to assist with gathering activities and answering questions. The participants will be equipped to teach many CCSS literacy standards after this workshop. 2:30-­‐2:45 Break 2:45-­‐3:00 Wrap Up Participants will give feedback on the layout and pacing of the day along with a more specific survey. Guided Reading Agenda
Description: We live in an educational society where “things” make us better. Wendy and Jill believe that to institute any kind of change you must start at the classroom level. Educators need to be given specific reading strategies in order to successfully reach each child. They have created an interactive workshop where teachers are introduced to guided reading, given the opportunity to see it in action and then allowed to take the information and apply it to their teaching. This last step is a crucial one in looking at instructional changes. 9:00- 9:15:
Welcome and Introductions
Participants and presenter will make introductions and answer the icebreaker
question. Groups will share what strategies work inside their classrooms while
Presenter learns the learning level of each participant.
9:15-10:15:
Differentiation, Different approaches to small group
Participants will discuss what differentiation looks like in their classrooms.
Participants will watch a series of videos to see many different approaches to
guided reading.
10:15-10:30
Break
10:30-12:00
Structure of independent Work Stations and Small Group instruction
Participants will learn the framework for workshop. Participants will learn the
importance of modeling, rules, and motivation. Participants will watch a video of
an actual guided reading lesson being taught.
12:00-1:00
Lunch
1:00-2:00
Targeted Independent Work Stations
The presenter will discuss various strategies that will enable participants to
Differentiate their instruction with students to meet the rigor of the Common
Core Standards. Participants will discuss in small groups what they do in their
Classrooms and what strategies would work best for their students.
Participants will be introduced to examples of Independent work stations aligned
to common core and NWEA Learning Continuum.
2:00-3:30
Wrap Up/Questions and Work time.
Participants will work on gathering activities and utilizing the resources they
learned about this morning. The presenter will be available to answer questions
participants may have about resources.
Middle School Literacy Strategies Agenda
Description: Are you wondering how to increase rigor in your instruction? This course will
provide strategies that you can use to reach all your learning levels in your classroom. As a
participant you will be exposed to a learning styles survey and learn how to interpret results of
your students so you can drive your instruction in your classroom. This course will provide
various strategies to teach the elements of Literature for a Middle School Classroom.
9:00- 9:15:
Welcome and Introductions
Participants and presenter will make introductions and answer the icebreaker
question. Group will share what strategies work inside their classrooms while
Presenter learns the learning level of each participant.
9:15-10:15:
Differentiation, Learning Styles
Participants will discuss what differentiation looks like in their classrooms.
The group will take a short survey to discover what their learning style is so they
Become aware of the fact that each student learns best in different ways. Group
Will discuss how utilizing learning styles surveys with their students can impact
instruction.
10:15-10:30
Break
10:30-12:00
Learning Menu’s, Lit Circles, and work time
Participants will learn how Learning Menu’s and Lit Circles can reach
each students learning style. Participants will watch a movie on learning
menus and look at examples of Literature Circle content and role directories.
Participants will be given time to create menu’s and lit circle questions for novels
Or units they are using in their classroom.
12:00-1:00
Lunch
1:00-2:00
Comprehension Strategies/Elements of Literacy
The presenter will discuss various strategies that will enable participants to
Differentiate their instruction with students to meet the rigor of the Common
Core Standards. Participants will discuss in small groups what they do in their
Classrooms and what strategies would work best for their students.
Participants will be introduced to One Word Link and see the connection between
Recall questions and HOT Common Core questions. Presenter will address
various ways to introduce the elements of literacy to reach all students.
2:00-3:30
Wrap Up/Questions and Work time.
Participants will work on gathering activities and utilizing the resources they
learned about this morning. The presenter will be available to answer questions
participants may have about resources. The participants will have a better
understanding of differentiation strategies for students comprehension and
understanding the elements of literacy.
Description ( important to note participants should have taken the Phonics and Phonemic Awareness course previously) This course is a continuation of the 5 essential components of Reading. You have the floor of the house and your support beams built but let’s finish with the walls and the roof. You will walk away from this session with strategies and systems that are highly effective when teaching vocabulary, increasing fluency and plenty of comprehension strategies that are common core aligned. Along with what you have learned in the morning session of Phonics and Phonemic Awareness you will be able to create a solid reading foundation. Participants will walk away with strategies that they can use in their classroom immediately. Agenda 12:30-­‐1:00 Introductions/Vocabulary Participants will introduce themselves and learn more about the presenter. The importance of teaching vocabulary and presenter will demonstrate some great strategies for teachers to use with their students. Presenter will show participants various websites to help teach vocabulary words for all grade levels. 1:00-­‐1:30 Fluency Fluency and importance to reading will be discussed. Presenter Will introduce participants to activities that will increase fluency. Participants will get into groups to practice this exercise. 1:30-­‐1:45 Break 1:45-­‐ 2:30 Comprehension Strategies The importance of comprehension related to reading mastery. Visualization and Verbalization along with various strategies Keeping students in the text will be explored. 2:30-­‐2:40 Wrap Up/ Questions Participants will have an opportunity to ask questions of the Presenter and of the group. 2:40-­‐3:30 Work Time Participants will have the opportunity to utilize any of the Resources from the session to work on lessons for their Classrooms. Small Group Instruction Description: This course participants will walk away from this session with strategies and systems that are highly effective when implementing small group instruction Participants will walk away with strategies that they can use in their classroom immediately. Agenda 9:00-­‐9:15 Introductions Participants and presenter will make introductions and answer the icebreaker question. Group will share what strategies work inside their classrooms 9:15-­‐10:15 Importance of Small Group Instruction Small group Instruction is an important factor while differentiating inside the classroom. Participants will learn how to gather data from 3 data points to establish leveled groups in their classroom. Presenter will show short video on NWEA Learning Continuum. Participants will learn how to establish individual student learning goals. 10:15-­‐10:30 Break 10:30-­‐ 12:00 Structure of the Classroom Presenter will stress the importance of starting out with a whole group mini-­‐ lesson, and then class breaks into small group instruction. Group will discuss the importance of modeling expectations , enforcing classroom rules, and also classroom consequences if expectations are not met 12:00-­‐1:00 Lunch 1:00-­‐2:00 Independent Work Stations Participants will have the opportunity to become familiar with resources to help create independent works stations for students. Presenter will show examples of leveled activity folders for RIT band, and Common Core Standards. 2:00-­‐3:00 Work Time Participants will have the opportunity to use the computer lab and create a plan for small group instruction along with creating some leveled independent work stations. Description: EBLIzing Text, Spelling, & Writing The purpose of this workshop is to walk EBLI instructors through the process of pulling vocabulary words from authentic text. Participants will use the EBLI concepts of multi-­‐syllable spelling and visually split words to help students read and comprehend the words. Participants will practice using the EBLI concept, Give It A Try Spelling, using authentic writing samples. This is also an opportunity for EBLI trained teachers to build a network and collaborate with other EBLI trained teachers to build a strong reading and EBLI foundation. 9:00-­‐9:15 9:15-­‐9:45 10:15-­‐11:00 11:00-­‐11:30 Demonstrating Knowledge Participants will demonstrate their knowledge of all the skills and strategies of EBLI. Lunch Work Time to Complete: EBLIizing text Participants will go through the process of pulling vocabulary from a text to use will all of the concepts reviewed. Give It A Try Spelling Participants will make each of their students a Give It A Try Spelling. EBLI Plan Participants will map out their year teaching EBLI, noting any instructional changes they will need to implement. 9:45-­‐10:15 11:30-­‐12:00 12:00-­‐3:00 Introductions Participants will introduce themselves and discuss their journey with EBLI (Evidence Based Literacy Instruction). Networking/Questions Newly trained EBLI teachers will pair up with veteran EBLI trained teacher to discuss challenges and triumphs using EBLI in the classroom. Writing Presenters will focus on error correction and foundational work while teaching writing. Participants will use authentic writing samples to practice the concept, Give It A Try Spelling. Text Demonstration Presenters will demonstrate pulling vocabulary from a text and using all of the reviewed EBLI strategies to teach authentic text. EBLI Refresher This workshop is designed around the EBLI lessons and strategies. The agenda was built around the idiosyncrasies that were observed when teachers were using EBLI in their classrooms. Agenda Introduction 9:00-­‐9:15 Networking & Questions K-­‐2, 3-­‐5, middle/high Multi-­‐syllable Sound Line Practice Multi-­‐syllable Spelling Practice Break Visually Split Word Practice/Reading Text Demonstration Lunch Eblizing Text Text Practice Writing Demonstrating Knowledge EBLI Plan Wrap Up 9:15-­‐9:45 9:45-­‐10:00 10:00-­‐10:30 10:30-­‐10:45 10:45-­‐11:15 11:15-­‐11:45 11:45-­‐12:15 12:15-­‐12:45 12:45-­‐1:15 1:15-­‐1:30 1:30-­‐1:45 1:45-­‐2:30 2:30-­‐2:45 DIBELS Next Transition Training (1 Day/ 9-­‐3:30) Wendy Miller, reading specialist, GVSU Charter Schools Office This one-­‐day seminar will support users who are new to DIBELS Next. It presents the foundations and research behind the system, how to administer and score the measures, and the logistics of assessment and use in an outcome-­‐driven model. The DIBELS Next training session is a critical component in RtI implementation. Agenda 9:00-­‐9:30 Introduction/ DIBELS Overview 9:30-­‐10:15 Initial Sound Fluency 1. What is it? 2. How do you measure it? 3. Practice Time 10:15-­‐10:30 Break 10:30-­‐11:00 Letter Naming Fluency 1. What is it? 2. How do you measure it? 3. Practice Time 11:00-­‐11:45 Phoneme Segmentation Fluency 4. What is it? 5. How do you measure it? 6. Practice Time 11:45-­‐12:30 Lunch 12:30-­‐1:15 Nonsense Word Fluency 1. What is it? 2. How do you measure it? 3. Practice Time 1:15-­‐2:00 Oral Reading Fluency Retell 1. What is it? 2. How do you measure it? 3. Practice Time 2:00-­‐2:30 Daze 1. What is it? 2. How do you measure it? 3. Practice Time 2:30-­‐3:00 Case Study Practicing all the assessments on 2 pseudo students 3:00-­‐3:30 Wrap Up/ Scheduling/ Questions Description Would you ever build a house that has no foundation? No, then why are we teaching children how to read without a solid foundation or no foundation at all. Billions of dollars has been spent on literacy and our scores are going down. Why is that? Because we live in a world where “things” make us better and there is certainly no exception when it comes to literacy. Drill and kill, worksheets, memorizing, guessing and looking pictures are incorporated into many of these “things” that make us better. The problem is that people who aren’t in your shoes, day in and day out, make the majority of them! This leads to difficult implementation and frustration on the teacher’s part. You will walk away from this session with strategies and systems that are highly effective and were created by TEACHERS. You will be able to create a solid reading foundation that starts with phonemic awareness & phonics. Participants will know what is best for all readers and in turn will be able to construct a foundation that will last them a lifetime. Agenda 8:30-­‐9:00 Introductions/History of Reading Participants will introduce themselves and learn more about the presenter. The history of reading will be explored to better understand its relevance to literacy in 2014. 9:00-­‐9:30 Phonemic Awareness Terms & Definitions PA terms will be explored and participants will get a chance to practice administering PA assessments 9:30-­‐9:45 Break 9:45-­‐10:15 Phonics Breakdown Traditional phonics vs. effective phonics will be explored 10:15-­‐10:45 Phonics Instruction/Segmenting Participants will practice segmenting and breaking down words in order to establish a way to understand the English code. 10:45-­‐11:30 Greedy Words/Spelling Spelling will be addressed through the use of implementing the Greedy Word/Spelling program Resources that Support and Drive our Reading Initiatives Title Author Why Our Children Can’t Diane McGuinness Read And What We Can Do About IT Support • EBLI • Literacy Foundation NRP • RtI • Writing • Middle/High Strategies • EBLI • Student Motivation • Systemic Issues • Writing Readicide Kelly Gallagher Verbal Intelligence Carmen McGuinness Geoffrey McGuiness Eric Jensen §
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EBLI Comprehension §
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At Risk Students Behavior Management Student Motivation Telling Ain’t Training Harold D. Stolovitch §
Literacy Remix Jesse Gainer Diane Lapp §
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Visualizing & Verbalizing §
Literacy Workstations Nanci Bell Debbie Diller Delivery of Presentations Comprehension Student Motivation Writing Comprehension Practice with Purpose Debbie Diller §
REWARDS Anita Archer §
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How The Brain Learns to Read David Sousa §
Teaching with Poverty in Mind §
Guided Reading Foundations of Literacy Phonics Fluency Comprehension Vocabulary PA RtI Foundations of Literacy Resources that Support and Drive our Reading Initiatives Title A Framework for Understanding Poverty Author Ruby K Payne The Book Whisperer Donalyn Miller •
Growing Readers Cathy Collins •
Strategies that Work Stephanie Harvey Anne Goudvis John Corcoran •
Student Motivation Reading Workshop Thinking Strategies •
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EBLI Student Motivation James M. Kouzes •
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Teaching Boys Kathleen Cleveland •
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Teach Like Your Hair’s on Fire Rafe Esquith •
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Making Words Patricia Cunnigham •
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At Risk Students Behavior Management Student Motivation At Risk Students Behavior Management Student Motivation Literacy Foundation At Risk Students Behavior Management Student Motivation Phonics Intervention Sound Partners Sopris West Publisher •
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PALS Douglas Fuchs Lynn Fuchs Deborah Simmons Patricia Mathes •
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The Teacher Who Couldn’t Read The Bridge to Literacy Encouraging the Heart •
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Support At Risk Students Behavior Management Student Motivation Phonics Fluency Phonemic Awareness Intervention Comprehension Phonics Fluency Phonemic Awareness Vocabulary Intervention Resources that Support and Drive our Reading Initiatives Title Author The Daily 5 Gail Boushey Joan Moser Dixie Lee Spiegel Classroom Discussion Support •
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Productive Work Group The Fluent Reader Nancy Frey Douglas Fisher Sandi Everlove Timothy V. Rasinski •
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Guided Reading Small Group Instruction Engagement Strategies Higher Level Thinking Skills Reading and Writing Strategies Guided Reading Small Group Instruction Focus –Elevating the Essentials to Radically Improve Student Learning Mike Schmoker •
Teaching Reading Sourcebook Bill Honig Linda Diamond Linda Gutlohn •
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Word Recognition Strategies Fluency Strategies Comprehension Strategies Unwrapping the Common Core Standards Phonics Phonemic Awareness Fluency Vocabulary Comprehension Common Core •
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