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Session 1- September, 2018 Reviewing Data

Session 2- October, 2018 Individual Student Growth

Session 3- November, 2018 Student Considerations

Session 4- December, 2018 Diagnostic Assessments

Session 5- January, 2019 Next Steps: Goals

Session 6- February, 2019 Implementation of Plan

* PD sessions will take place on the first Tuesday of each month.
*Agenda will be posted on the Smart Board and each staff member will receive a hard copy of the schedule.

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SMART OBJECTIVE: As a school, we will increase the amount of students reading on grade level by 3% during the 2018-2019 school year.

2017-2018 Data
Above Level: 7%
On Level: 58%
Below Level: 35%

Activity/ Inventories: Staff members will analyze the school wide data and evaluate the differences and similarities amongst the three grade levels. Similarities and differences will be displayed in a large graphic organizer, which will be visible and productive to refer back to during the PD.

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Reporting Categories | Average Score
Reading Fluency | Above Level: 15%On Level: 55%Below Level: 30%
Reading Skill: Main Idea and Details | On Level: 76%Below Level: 24%
Reading Process: Craft and Structure | On Level: 82%Below Level: 18%
Writing: Open Ended Response | Above Level: 18%On Level: 56%Below Level: 18%
Overall Proficient | Above Level: 11%On Level: 67%Below Level: 22%

*Second grade data will be discussed and analyzed.
*Differentiation Activity: Educators will work in small groups and share one teaching strategy they implement in their classroom. Together they will determine if that strategy targets above level, on level, or below level learners.

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SMART OBJECTIVE: Each student will grow at least 3 DRA reading levels throughout the course of the school year.

*Literacy coach presentation on utilizing running records and small group time to drive individual student instruction and target our struggling students.
*Reflection-Teachers will debrief with one another and summarize their thoughts on the presentation.

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SMART OBJECTIVE: As a school, we will decrease our chronic absentee list from 15% to 10%.

A great deal of our students who fall into our below grade level category are chronically absent. We need to get them to school in order to increase their reading level.

Cooperative Learning Group: Each small group will have a piece of chart paper. Together, each group will brainstorm any ideas they have regarding increasing student attendance. Ideas may include awards, parties, incentives, etc. Each group will share out and educators will select the top two ideas to implement to boost attendance.

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SMART OBJECTIVE: The DRA reading assessment will be given in September, 2018 and used as a starting point to drive student performance and instruction.

*Presentation and video on using data to drive instruction. Educators will get a chance to review and highlight a sample DRA recording sheet. Teachers will create a corresponding intervention plan for that student based on their DRA performance.

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SMART OBJECTIVE: Teachers will implement the Wilson Reading Fundations program to support literacy. Students who score under 80% on the weekly assessments will be pulled for small group, intervention work during Daily 5 Reading Centers.

Throughout this PD, a Reading Specialist will be presenting and modeling lessons from the Fundations Curriculum. Teachers will work together to reflect upon past Fundations lessons and how these lessons can be modified to target our struggling students during small group time.
*Use of Stories- The reading specialist and teachers will use their past experiences to guide one another when modifying lessons.

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SMART OBJECTIVE: 90% of students in each classroom will score above the 80% mark on the weekly Fundations assessments. Individual student goals will be addressed and met during Daily 5 Literacy Centers.

Video on implementation of Daily 5 Literacy Centers

*Activity/ Share: Teachers will work in 5 small groups. Each group will be assigned one of the daily 5 centers. Educators will brainstorm center activities for all types of learners. Staff will share and discuss how each center can be differentiated for our enrichment, on level, and intervention purposes.

Reflect - What has been the most effective part of this professional development? What has worked in instruction and what needs to be adjusted for the future?

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Garmston, R., & Wellman, B. (1992). How to make presentations that teach and transform. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org
Puig, E. A., & Froelich, K. S. (2010). The literacy coach: Guiding in the right direction (2nd ed.). Retrieved from https://gcumedia.com/digital-resources/pearson/2010/the-literacy-coach_guiding-in-the-right-direction_ebook_2e.php