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For 3-5 students, how will we accelerate student growth during this application time? When will we help fill in the gaps for students who are considerably below grade level?

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I would appreciate PD on how I would support students during this time. What exactly would I do?

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make sure there's sufficient space for small groups for the EL teacher to use for guided reading time

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I want to be able to support and model parts of the workshop for teachers (or any other literacy components we introduce in PD sessions like WTW), but I am finding it nearly impossible to support teachers during their instructional time when balancing nine intervention groups. Other than before/after school, lunch, or if my planning corresponds with reading workshop time, I don't feel I am truly meeting teachers needs or helping them move from "talk" to "action."

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A menu of options for K-2 for ways to build stamina and engage students in "real reading" during the 40 minutes of application.

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I’m not sure I understand the application statement and what it is we can/should be doing.

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Teachers need to know (and admin need to continually reinforce) that students below grade level in reading need to be seen everyday by the classroom teacher in addition to support staff (BLE, EL, T1). This should be a cornerstone of planning and programming for students that ALL teachers, support staff and admin commit to and reinforce/remind

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We need time to plan with our teachers- intentional, scheduled time. How does this affect our caseload ?

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Are we expected to be there for whole lesson? What about the rest of caseload ?
Would have to build models based on classroom need etc

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Teachers need to understand they MUST be teaching guided reading to ALL of their students for 5 days per week. Teachers need to understand sending students off to independent read for 45 minutes isn’t acceptable. They need to give the students a reason for reading.

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Clarify what is meant by “groups, that are not always created based upon labels such as T1, EL,...

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Pd needed on coplanning

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PD opportunities with a grade level classroom teacher team for how to have effective push-in and potential co-planning and co-teaching with structures for scheduling planning and direct services

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The tool(s) being used during the application of the skill needs to be explict for both BLE, T1, & EL.

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Possible PD - tier 1 instruction needs to see below grade level readers every day for in small group instruction. It is not the job of specialists to support and move these students on their own.

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Consider coplanning time

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Classroom teachers need training in using Maisa and in what students should be doing during the application time when they are not meeting with the teacher, I.e.—is the only option independent reading applying the skill? (Difficult for Kindergarten students)

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I think Tier I teachers need a lot more support in how to schedule the logistics of this component of the workshop. Sample schedules? Sample lessons? Sample group plans? Etc..

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Include that EL groups pulled are supplemental. These students should also be participating in a group with their classroom teacher consistently.

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How would classroom data be handled? What about BLE and EL data?

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Classroom teachers need to do guided reading with all students, too... but if we are seeing them during this time as Tier 1 teachers, when do they?

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Need to provide examples of how data is being used to plan small groups not based on a level
Can application occur in the classroom instead of pull for BLE caseload

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This is a great way to implement one of the co-teaching models that are geared to
wards EL support, 2 groups, one being taught by each teacher and groups are not scheduled "EL" groups, ELs should be interacting linguistically with their peers to have models and opportunity for risk-taking (with speaking practice) with a small group setting

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We need PD on how this work of planning groups outside of levels looks like, and moving away from only using LLI.

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What are resources that will support teachers in differentiating for small group? They really struggle with differentiating and guided reading.

TI instructor

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I’d love to attend some of the yearly Maisa conferences to get more info about those units