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When all three sections of a grade level begin their reading block at the same time, it is difficult to support the whole group lesson for each on a regular basis. Sometimes, many teachers across multiple grade levels begin their reading block at the same time.

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Collaborative planning meetings with grade levels are taking more than 1/2 of our planning minutes each week which leave little time to dive into this work on a deeper level with leaders. Can we look at a model for giving time for a division of time for teacher support/intervention/leadership? The balance is tricky.

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Each building needs a time for weekly leadership planning/check-ins.

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How can we shift schedules or division of our responsibilities of intervention and/or coaching to support teacher in growing their practices?

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What is the plan of action going forward?

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Include that the mini lesson needs to be on grade level content. Not reading level

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We need time embedded into our schedules to collaborate with the building support team.

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How is the BLE role going to evolve to become more of a coaching role?  What opportunities will be provided to us to support this work?

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Ble
Avoiding mini lessons is ideal and necessary. It also impacts the schedule and how many students can be seen for intervention

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The schedules within the buildings dictate how effective we (the support team) can be. We need to be involved in setting the schedules.

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T1, EL we need planning time to help make this collaborative so we don’t just show up and can’t be really useful

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T1, EL we need planning time to help make this collaborative so we don’t just show up and can’t be really useful

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If possible, could we add that the co-taught lessons are purposefully co-planned with the specialist and grade level team?

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Consideration to BLEs being full time at a building.

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Another consideration for EL tier 1 support -- The EL teacher may co-teach or provide scaffolds to the gen ed teacher to use during mini-lesson if EL teacher cannot physically be in the room.

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We discussed shifting to spend some of our time coaching -- if the minilesson/whole group portion of the workshop is our current focus this could be supported through coaching - however, current caseload expectations/ student need makes this work very difficult -- we need help/ a systematic approach to coaching.

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We need help carving out time as a building team to plan. We need to have consistent plans to coteach.

How do we do that with equity—there are so many classes

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Need new scheduling , rotate between classes. El teachers are k-5. Hard to schedule. BLE would have to see less kids!

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T1 I am concerned with the idea that all 3-5 students do not need intervention, but just classroom supports.   In addition, scheduling to be in each classroom to support instruction is quite difficult with schedules.

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T1 I am concerned with the idea that all 3-5 students do not need intervention, but just classroom supports.   In addition, scheduling to be in each classroom to support instruction is quite difficult with schedules.

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I still feel confused about how to balance my caseload for reading intervention and create a meaningful coaching/support schedule for classroom teachers. It would be helpful to see a formal structure put in place to support the dual role of BLE.

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Ble- whole gr.- order to maintain min. Caseload expectations of 15 kids for a .50 school I have to pull kids during this time. Is this alright?

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Ble-

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Ble

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If we want to avoid pulling students during the whole group minilesson, there would need to be much more building-wide accountability for teachers to adhere to their schedules.

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Tier 1 teachers were receptive to the PD given yesterday, but need more experience and training using Maisa and how small groups should look within Reader’s Workshop.

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Who do we co teach with?  Gen ed or or another support teacher?
It would be great to have PD on minilessons.

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Are data-team meetings a district-wide system? We need them at our building!

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Ble
Scheduled coplanning time should be considered

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To avoid planning groups during mini lesson times, that would mean not seeing some kids on my caseload. What takes priority? Seeing all RI students on my caseload or pushing into classrooms for mini lessons?

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Consideration/Recommedation of common literacy instructional time within a grade level. This may allow for easier scheduling?

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How can we build co-planning into our schedule to ensure that our co-teaching is effective?

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It needs to be clear what it should look like when a support teacher is “Co teaching”. Need to provided examples of the coteaching model
If it is not possible to avoid the mini lesson, can the BLE coteach instead of pulling out for this situation to maximize instruction time

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We need a structure to provide continued support to teachers AFTER we deliver PD such as the PD on Dec. 5 for mini-lesson.

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I would like to attend PD with a grade-Level team I plan to work with and have them hear this message as well. I don’t think they have heard this message. -EL

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I would like to attend PD with a grade-Level team I plan to work with and have them hear this message as well. I don’t think they have heard this message. -EL

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It needs to be very clear to teachers that these changes are expectations, not choices. Also, how will we hold teachers accountable to make these changes?

Can we have training on the different co-teaching models. Support staff and classroom teachers need this. Not everyone has experience co- teaching.

TI instructor

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Structure for support team to model mini-lesson PD for staff

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I think it should say that BLE is also co-teaching or teaching minilessons . (First bullet point) Because this is the way we are moving.

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I want opportunities to attend co-planning and co-teaching PD with a grade level team of classroom teachers from my building in order to begin implementing this action plan.

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I would like to suggest including explicit language that EL teachers should not pull students from their classrooms to teach a mini lesson. If they teach a mini lesson it is to ALL students, not just ELs.

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Has this information been cross referenced with the job descriptions of each stakeholder? Some push back I have heard from TC and Speech is that working with students outside of our caseload is not allowed, and they have referenced their protocols and laws to support this claim.

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Can we make it very clear to admin and teachers that classroom teachers need to be meeting with kids below grade level for guided reading 4-5x a week? There is still a lingering mindset in many buildings that the BLE or EL teacher replace the guided reading for those students on days they’re seen. This defeats the purpose of the intervention/support which is to accelerate their growth through a double dip. They must have both.