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There are some areas for which we can offer reteaching- blending, sound spelling and sound card use.

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Corrections was an area in need of attention. Teaching how and when to correct in the moment can be done through grade level meetings (for all).

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lots of partial implementation. What supports could get more of us doing the routines fully?

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Features of effective instruction are looking good!

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After the Accuracy routine the components fall off and are coded N/A. Why? Lack of time? Too many in a small group?

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I notice that few teachers are getting to the dictation and  decodable text steps.

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I notice that few teachers are getting to the dictation and  decodable text steps.

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Completing all steps in the lesson routine.

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Completing all steps in the lesson routine.

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There is a lot of partial implementation.  I'm wondering if there were limited opportunities for students to practice the skill?

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There is a lot of partial implementation.  I'm wondering if there were limited opportunities for students to practice the skill?

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Discuss the why and adjusting pacing to ensure that steps are completed. 

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Discuss the why and adjusting pacing to ensure that steps are completed. 

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I'm wondering if we need to focus on sounds in speech / do some PD around sounds spellings? Would that support implementation?

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Effective instruction was observed, except in the area of student corrections.

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Correcting student errors could use improvement.

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Maximize time in small groups to move through routine with fidelity

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To support partial implementation we can review it a staff meeting or grade level meetings. 

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To support partial implementation we can review it a staff meeting or grade level meetings. 

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as a school we are implementing many parts of the routines.

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I'm wondering if we need to extend instructional groups to 20 minutes.  15 minutes for all 10 steps is difficult- even if you are experienced with a group of students who are on task.  

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I'm wondering if we need to extend instructional groups to 20 minutes.  15 minutes for all 10 steps is difficult- even if you are experienced with a group of students who are on task.  

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Fidelity to the Hill model with the emphasis on the discrete instruction of teaching routines.

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we need fluency in how to implement the routines, so all components of the lesson are met. 

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we need fluency in how to implement the routines, so all components of the lesson are met. 

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I think we should either do 20 minute groups or do groups that are 15 minutes and break the lesson up over two days. What's better for kids and teachers?

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clarity on grade-band plans (k-2 plans and 3-5 plans)

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Time to practice in staff meetings or grade level literacy meetings

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Extend small group time.

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Instead of partial walkthroughs where there are so many N/A's, would staying for the duration of a lesson be beneficial?

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Instead of partial walkthroughs where there are so many N/A's, would staying for the duration of a lesson be beneficial?

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Unevaluative support with specific feedback on the effectiveness of the teaching routines during Hill groups.

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giving more times at the beginning of this implementation, and then working on reducing the time it takes us to get through the lessons. 

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giving more times at the beginning of this implementation, and then working on reducing the time it takes us to get through the lessons. 

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Address routine for each lesson component to develop fluency with the process and clarify what needs to occur ( spelling g, accuracy, addressing errors…)

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clarify sound-spelling card routines / language

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clarify sound-spelling card routines / language

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Seems like they knew they were supposed to do something there but were not fluent

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Possibly having teachers practice the hill routine with their colleagues and receive feedback

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Possibly having teachers practice the hill routine with their colleagues and receive feedback

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it might be helpful to decipher the data with what routines is extected at each grade level--so make more sense of the n/a, and see how its reflected. 

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it might be helpful to decipher the data with what routines is extected at each grade level--so make more sense of the n/a, and see how its reflected. 

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Extend lowest group's time to give the teacher time to practice?

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Practice each step as a focus area - don't move on until focused - then practice the next one. Have grade level teams parcticing together.