Williamsport Area School District

1. Williamsport Area School District Elementary K-6 In-service - August 22, 2013

2. 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?

3. Targets Literacy Implementation of core—refinement Stay the Course, fidelity still applies Focus on students and student achievement Digging deeper with interventions

4. Keystones to Opportunity Resources supported through Keystones to Opportunity… over $1million in 2 years • Curriculum and materials-Core Reading K-5 • Job-embedded professional development through instructional coaches (4) –at all buildings • Support and delivery of a defined RtII model that delivers tiered interventions • Delivery of core professional development modules (KtO)—2 HEAT Moodle Courses • Delivery 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

5. Treasures Core Reading Philosophy “Treasures Philosophy and Research”… page 1 National Reading Panel--The Big 5 +3 from Treasures Phonemic Awareness Phonics Comprehension Fluency Vocabulary + 3 Treasures Writing Grammar Oral Language 5

6. Treasures Core Reading Philosophy Why a core reading program? Consistent scope and sequence of skills Structured curriculum that develops evenly within and across grade levels Common instructional routines Communicates our priorities consistently Sets expectations that are evenly applied Gives teachers support to focus on students and not the development of materials

7. Treasures Core Reading Philosophy “Treasures Philosophy and Research”… page 1 Research and Evidence Based Common Core Standards– “What” Instructional Routines— “How” Inclusive—Intervention is Built-In All students must participate in whole group to see, hear, and use grade-level text Classroom teachers delivers “intervention” by using data, making instructional decisions for both whole and small groups

8. Essential Elements “The Recipe”.. Page 2 1. Oral Language Listening Comprehension, Building Background, Vocabulary, Fluency, Speaking and Viewing 2. Word Study Phonics, Spelling, Vocabulary in context 3. Reading Fluency, Comprehension, Strategies and Skills 4. Language Arts Writing, grammar, writing process and traits

9. Essential Elements “Research-Based Lesson Design” Page 3 Deliver the essential lesson design daily. Follow the grade-level flow chart Eliminate interruptions within the blocks Some lesson components should NOT be separated Small group time is skill based, targeted, and needs to match the student

10. Lesson Planning—Lesson Flow “Lesson Planning and Lesson Components”—Flow chart pages 4-8 4 Components in the daily lesson—contained in 3 Blocks of Reading Time Oral Language and Word Study are “usually” connected and are considered one block of instruction within the teacher edition Pace is brisk Whole Class—90-120 minutes Small Group 40-120 minutes Total Time for Both 110-180 minutes

11. Essential Elements “The Recipe” Turn and Talk… Discuss with a colleague what will you investigate and implement deeper this year? What elements are “ESSENTIAL”?

12. Calendar and Timelines Start Smart shortened-but not less than a week Start Smart and Unit 1 (2-6) @7 weeks Routines are important, as a team decide when to start Unit 1– communicate with co-teachers, plan together. Start Smart Timelines page 20 Unit Timelines page 20 Elementary Calendar Handout Our best efforts -- stay on pace Assessments—All are listed

13. Small Groups and Work Stations “Small Group Instruction” page 12 Less 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 essential Instructional focus is on skill development Small group time is directly connected to whole group—lessons , a 1-to-1 match Classroom teacher delivers tiered intervention through small group teaching—in addition to co-teachers Instructional delivery of 2 groups a day Small Group placement recommendations*

14. Leveled Groups What level should I start students? How do I decide? Data-multiple data points Classroom and Assessment data Consider starting students on-level first and then decide Remember goal is keep them on-level or higher Year 1 retrospect of starting on-level

15. 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

16. 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 look Coaches 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

17. Tiers of Intervention Title I, page 16 Main focus is to support the core reading instruction and assessments Small group instruction needs to be “in addition to” classroom teacher instruction Tiers of Intervention Least Intensive to Most Intensive Previewing Targeted Skill Lessons Tier 2—Lessons Only with Supervisor Approval: Tier 3 –Triumphs

18. Tiers of Intervention Special Education—Tiers of Intervention, page 15 page 16 All students receive daily direct instruction in Treasures All students receive daily exposure to grade level text Participate in Both: Core Reading + Core Assessments Additional intervention and progress monitoring from special education teachers– “in addition to” the core Tiers of Intervention Least Intensive to Most Intensive Previewing Tier 2—Approaching Tier 3 –Triumphs Alternate materials below Triumphs are an IEP team decision

19. 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 Survey Small 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?

20. Small Groups and Work Stations “Work Stations” –another opportunity for practice, intervention, targeted skill work page 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 Chartand 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

21. Practice is Core The Importance of Practice page 9 Beyond instructional design elements of Treasures student work are “core” to the success of the program Written practice goes deeper than discussion Written practice is a demonstration/performance of what was learned or not—formative assessment Written practice leads to the weekly assessment Written practice is supposed to be a “repetition” (20-30) We should not eliminate or avoid practice because it is challenging Practice is not optional –a majority of the materials delivered at your grade level should be used

22. Practice is Core The Importance of Practice page 9 Read why practice is important Turn and talk with a neighbor on how you do/will use it Other than students working at independently how can it be used? How can practice inform our parents? How can you use practice to reinforce strategies?

23. 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

24. 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

25. Thank You October In-service Treasures Look forward to the places We will go Look forward to the accomplishments our Students will achieve Look forward to getting there ALL together