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Lori's students get a chance to show the class how they shine!

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Lori's students get a chance to show the class how they shine!

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So sweet, Ling!  Love the idea of student models.

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So sweet, Ling!  Love the idea of student models.

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Ling's book buddies are inspiring struggling readers' confidence!

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Students being able to celebrate themselves and others- that is great!

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Students being able to celebrate themselves and others- that is great!

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Lings students are thriving with Book Buddies! They are building confidence!

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Lings students are thriving with Book Buddies! They are building confidence!

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Kristin's students don't want to graduate because they love class.

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Kristin's students don't want to graduate because they love class.

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Students teaching lessons to younger kiddos :)

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Star's students are teaching younger kids and having fun doing it!

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Star's students are teaching younger kids and having fun doing it!

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I love cross age peer groups!  Great idea Star!

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I love cross age peer groups!  Great idea Star!

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I've heard feedback from my HiCap students about teaching the youngers! They LOVE it!

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LOVE Star's idea of older grades teaching the littles! So cool!

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LOVE Star's idea of older grades teaching the littles! So cool!

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Kim's students are feeling confident about SHARING their work, or even asking for help!

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Kim's students know that mistakes make us great!

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Kim's students know that mistakes make us great!

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Reader Leader's-Bentley's kinders and Bust a Move-Lisa's class. Fun ideas!

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Becky is building a classroom family with lots of collaboration.

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Becky is building a classroom family with lots of collaboration.

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Student celebrates their reading achievements.

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Student celebrates their reading achievements.

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Love the celebration page! Building that confidence! Great work!

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Love the celebration page! Building that confidence! Great work!

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Forrest's students are taking pride in their growth!

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Forrest's students are taking pride in their growth!

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Forest!!!  Kids celebrating themselves. Awesome.

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Forest!!!  Kids celebrating themselves. Awesome.

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Students celebrating each other and selves.

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Students celebrating each other and selves.

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Lisa's awesome greeting choices for kids is so fun.

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Lisa's awesome greeting choices for kids is so fun.

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Reader LEADER!

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Becky's students are writing multiple sentences!

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Becky's students are writing multiple sentences!

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Bentley's readers are doing so awesome! 80%

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Bentley's readers are doing so awesome! 80%

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Growth with Phonics First!

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As an SE teacher, it is hard having some students doing PF and some students just doing the curriculum phonics in their GE classes because the pacing does not match up. It makes pre-teach/re-teach a little tricky.

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Same Resources for all Tiers of Interventions

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Same Resources for all Tiers of Interventions

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If a student is not successful and is placed into an intervention, and then that student is still not successful and gets placed into an additional intervention or gets referred to SE ... It does not make sense to continue to provide those same resources (tools, curriculum, programs) in all of those interventions. If a curriculum is not working for a student would we want to then continue that curriculum or add additional days of it when it is not working? Just some food for thought.

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Practice reading Phonics First stories in class and in Claskick to increase reading fluency. Also, continue to work on ways to practice red words. 

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Practice reading Phonics First stories in class and in Claskick to increase reading fluency. Also, continue to work on ways to practice red words. 

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I’d like to focus more on ORF and figuring out ways to get kids repeated reading to strengthen their fluency. 

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I’d like to focus more on ORF and figuring out ways to get kids repeated reading to strengthen their fluency. 

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continue working on delivery of PF Curriculum and increasing confidence in teaching it

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continue working on delivery of PF Curriculum and increasing confidence in teaching it

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Continuous monitoring and ongoing communication with LC's. I am also going to start incorporating PF. 

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Continuous monitoring and ongoing communication with LC's. I am also going to start incorporating PF. 

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Increase frequency of formative assessments in phonics to ensure the pacing and grouping is "just right."

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Do more "gamified" lessons to have more engagement with student learning.

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Do more "gamified" lessons to have more engagement with student learning.

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Phonics First dictation and blending boards to improve the fast responses in reading and writing.

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Letter sounds and blending/finger-stretching and Red Words from PF

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? I am focusing on red words/sight words a lot. I’ve added an extra CC just for that skill. I might also do “book buddies” where I pair up kids-one who reads well and one who might be struggling. Focus more on phonemic awareness with whole class. 

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? I am focusing on red words/sight words a lot. I’ve added an extra CC just for that skill. I might also do “book buddies” where I pair up kids-one who reads well and one who might be struggling. Focus more on phonemic awareness with whole class. 

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Continue to utilize formative assessments to drive instruction. Add in some novelty and variety.

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Continue to utilize formative assessments to drive instruction. Add in some novelty and variety.

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Do more PF as whole group. IE phonemic awareness, etc.

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Do more PF as whole group. IE phonemic awareness, etc.

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Keep monitoring and adjusting for students to try to fit their needs.

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Keep monitoring and adjusting for students to try to fit their needs.

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Set up meetings with each student not making adequate growth before or after spring break

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rearrange small group instruction to target students' needs

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rearrange small group instruction to target students' needs

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more phonics instruction and utilizing breakout rooms to hear individual students reading and allowing them to work together

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more phonics instruction and utilizing breakout rooms to hear individual students reading and allowing them to work together

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Phonics First for interventions (intensive and strategic groups)

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Phonics First for interventions (intensive and strategic groups)

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accountability for not attending all required live CCs, continue to monitor progress using alternative assessments

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Breaking phonics groups up by skill-graduating some students from letter sounds to finger stretching/blending, etc.

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Being able to use PF in small intervention groups.

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Being able to use PF in small intervention groups.

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Not using Freckle on regular basis.  The data shows who has been working consistently.

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Not using Freckle on regular basis.  The data shows who has been working consistently.

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BookWidgets - The perfect content creation tool for teachers in the classroom

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BookWidgets - The perfect content creation tool for teachers in the classroom

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Use phonics first and rearrange groups

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lack of participation, not attending small group CCs

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Continue to encourage independence and taking 100% accountability for their learning even if there isn’t an adult supporting them regularly at home. Frequent 1:1 or small group check-ins.

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STAR360 fidelity - LC's possibly helping or students using other resources for answers.

Not doing teacher graded work or getting a ton of help.

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focus on comprehension strategies

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Lack of engagement, not completing ck exit tickets so that we have real time data...

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Lack of engagement, not completing ck exit tickets so that we have real time data...

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They’re not doing their daily assignments, rushing through quizzes, and they lack support/stability/accountability at home.

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Lack of parent support, help, consistency in my opinion has been the largest hurdle.

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Lack of parent support, help, consistency in my opinion has been the largest hurdle.

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Daily phonics and phonemic awareness in ALL classes, including math.

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Daily phonics and phonemic awareness in ALL classes, including math.

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Some parents helped A LOT with the BOY STAR assessment, so scores were lower for MOY when I told them they cannot help AT ALL.

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Some parents helped A LOT with the BOY STAR assessment, so scores were lower for MOY when I told them they cannot help AT ALL.

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Continual monitoring of OLS progress through assessments - QC and IA's. Groups Ebb and flow with need. Students may be moved in and out based on QC and IA's and if students reaches out needing help.

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SE student or mid SE eval. Lack of engagement in OLS and CC attendance. Lack of requirement from the school to attend sessions that are required.

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Flexibility in course management to change lesson schedule.

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Students not attending their intervention classes, or Class Connect sessions with fidelity.  Students skipping through their ELA lessons and not completing all the work that goes with each lesson.

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Small group instruction with individualized learning targets. Phonics First in reading instruction too!

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Small group instruction with individualized learning targets. Phonics First in reading instruction too!

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so excited that more staff will be able to use PF for growth 

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so excited that more staff will be able to use PF for growth 

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Moved Math WINN to Monday, which was not a good move, since we miss so many Mondays for instruction. Wishing I had the 2 o'clock hour back for instruction.

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Phonics First in intervention groups!

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Attendance/engagement in CCs

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Changing the order of the OLS lessons so that standards are taught according to proper scaffolding and progression which better supports student growth.

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Working directly with families of struggling students to troubleshoot, give support strategies, reminders, etc.

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Working directly with families of struggling students to troubleshoot, give support strategies, reminders, etc.

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Coming late
lack of focus
lack of parent support
attendance

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Lack of attendance, lack of parent/lc support

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Lack of attendance, lack of parent/lc support

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Low participation from student.

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Not coming to WINN groups consistently; inconsistent attendance in CORE classes

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Not coming to WINN groups consistently; inconsistent attendance in CORE classes

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More phonics instruction and use of PF