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Pros:
- focus in on needed skills
- very tailored to the students needs
Cons:
- very specific goals can be hard to adapt when moving or coming to middle school
- not the proper supporting materials to achieve the goal without having to sped own dollars.

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https://forms.office.com/r/cUWr4qm7hM

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1) Welcome & Intro to todays content
2) Standards Activity
-Read and talk about all of the skills that make up RF.4
-Read and talk about all of the skills that make up RF.2
3) Consider & Discuss: After what you have learned at PD that aligned with Standard RF.2 what would the pros and cons be of writing some students IEP goals to a foundational standard.
Reflect on padlet and then share out

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Student has to learn to be flexible as to what he gets for earned free time.

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Check with SPL's about vowel circle to help student differentiate by feel in her mouth as to what vowel she is saying like short vowel i verses short vowel a.

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It reminded me of my teacher training and how hard it is to learn to read for some kids.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Ember- Are there other options to motivate the student to work?

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  The progression from phonological awareness to orthography. I thought the visual aid they used to show that was very helpful. It made me think critically about the order I teach certain skills in.

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Baylie Covers listening, questioning, and defining the information you would like to have, but do not have yet.

What other curriculum is being used to support her?

Yellow Hat: Jordyn, Ember  Celebration or Success

Ember- It's great that she has been making progress, and is receptive to learning. Great job developing other skills along the way like learning the pointing.
Jordyn- Julissa is making progress! She is getting a lot of repetition on the skill.

Green Hat: Kara Proposals, suggestions, ideas, alternatives.  I think she would benefit from Linda Mood Bell method, feeling how the sounds are made.

Black Hat:  Bev The black hat makes us consider the reasons why something may not work or is not working.

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1.  It was very humbling. Sometimes we are so focused on pushing students forward and sometimes lose sight of where/or how they are struggling to understand or process things.

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  It was interesting to be in the eyes of a student and trying to make sounds, build words, etc.  There was a couple of times I was not confident in my recordings.

I would say slow down and repetition is important. Not moving on until there is mastery

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  Take away from PD. What is something that stuck with you and how that take away impact your students progress.
2. Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  My take away was: that it took me a while to read the words and phrases. I would need multiple times to practice if I wanted to read fluently. For my students it is going to take way more exposure, practice and explicit teaching for them to complete the task.

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.  My suggestion would be to find a way to motivate him as his data appears up and down due to his mood/behavior. It seems like staffing is a current struggle that makes this challenging.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  The activity was really frustrating at the end. I struggled with it. I think it's important to remember that that feeling is how some of our students feel on a daily basis with reading and writing.

2.  Discuss Student Literacy Data using thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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1.  Review PLC guiding questions 7:50-8:10

What do we want all students to know and be able to do? (IEP & SBI)

How will we know if they learn it? (Progress Monitoring)

How will we respond when some students do not learn? (Adjustments)

How will we extend the learning for students who are already proficient? (Change goal, new skill)

2.  Select Student, Locate Data 8:10-8:15
3.  Discuss Student Literacy Data using       thinking hats.

White Hat: Covers listening, questioning, and defining the information you would like to have, but do not have yet.

Yellow Hat: Celebration or Success

Green Hat: Proposals, suggestions, ideas, alternatives.

Black Hat: The black hat makes us consider the reasons why something may not work or is not working.

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Why is Learning about foundations of literacy important to you?

This seemed like a good fit for me to help with my Alt. Reading class

What are you currently doing to support development of foundational literacy skills for your students?

I am using quill.org to support the writing, and doing "reading circle" for reading fluency and comprehension. Not all students are on the same level so I also do some 1:1 whenever/wherever I can.

What do you believe are barriers to students becoming fluent readers?

Barriers - working off of my knowledge since I haven't really studied this area; not having enough time in the day; para support for 1:1s  with each students focus/goal. Main goals of my students is fluency, reading so many words per minute. I have ones student who is still learning sight words.

What data are we reporting to our students and families in the area of reading? Do they understand what it means?

I am using Fastbridge for fluency data. They're used o doing the fluency assessments, I have saved writing samples and will do so periodically. Tracking reading minutes, this is the librarian for CSSP students to have their own "reading race/contest" with prizes.

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Why is Learning about foundations of literacy important to you?

I want to give my students a strong foundation to support their ability to comprehend text later. I am also curious how I can support my students who struggle to learn the most basic elements.

What are you currently doing to support development of foundational literacy skills for your students?

. In the CSSP program at Cheney we have Autism Curriculum Encyclopedia, this is a teaching tool and way to collect data. We also use Fastbridge to collect data for fluency and comprehension. We also have access to various programs such as Edmark or Corrective Reading. We recently received PCI which is a program specifically developed for children with intellectual disabilities, but we have not used it yet because we only have level 2.

What do you believe are barriers to students becoming fluent readers?

What data are we reporting to our students and families in the area of reading? Do they understand what it means?.

Student will improve reading fluency when given a CBM from a current level of __ to level of __%

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Why is Learning about foundations of literacy important to you?

Literacy skills are important for students in the CSSP program and it takes our students longer to acquire those skills. Knowing the foundations of literacy could better help me serve this population.

What are you currently doing to support development of foundational literacy skills for your students?

I use the ACE program to track data and create a variety of lessons for students. I pull resources from a variety of sources including ACE ReadWorks, aimsweb, FastBridge, Scholastic, Dolch word lists, etc. These include fluency, comprehension, sight words, blends, letter names and sounds.

What do you believe are barriers to students becoming fluent readers?

Students will improve reading skills from a current accuracy of XX% to and ending level of 89% accuracy or greater.

What data are we reporting to our students and families in the area of reading? Do they understand what it means?

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Why is Learning about foundations of literacy important to you?

This is my first year teaching reading intervention.  I am looking forward to learning new strategies.

What are you currently doing to support development of foundational literacy skills for your students?

My students are using Read 180 and Systems 44 curriculum.  I am also incorporating an interactive writing notebook.  Students are enjoying that piece.  I recently went through Sonday training and I am excited to have access to it to help with some of my lower readers that need more phonetic awareness.   I think repetition is an important technique.  We start each whole group looking for new words (enhance vocab) and walk through questions prior to reading text.  I progress monitor my students using fastbridge every Wednesday.

What do you believe are barriers to students becoming fluent readers?

What data are we reporting to our students and families in the area of reading? Do they understand what it means?

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Why is Learning about foundations of literacy important to you?

What are you currently doing to support development of foundational literacy skills for your students?

What do you believe are barriers to students becoming fluent readers?

What data are we reporting to our students and families in the area of reading? Do they understand what it means?

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Why is Learning about foundations of literacy important to you?

I chose this option because I feel my literacy skills are one of my weaker areas as a teacher. I also am constantly looking for better ways to support my students

What are you currently doing to support development of foundational literacy skills for your students?

Currently Doing: I am currently using N2Y, fastbridge and some other materials that I pull from random places. I am in the process of completing the Sonday training and then plan to use that. I am going to start using edmark with a couple of my kiddos as well. Writing, I haven't been teaching many lessons, but we have been doing some small group goal work stations for that.
Data: I am collecting a lot of my data on their reading comprehension. I have also been collecting data on their writing for their goals. Mainly the data I am collecting is based on their goals.

What do you believe are barriers to students becoming fluent readers?

I honestly can't pick one. I would say all of my goals are pretty decent. I don't know how to properly pick the top goal.

What data are we reporting to our students and families in the area of reading? Do they understand what it means?

How does your current data help drive our instruction

What are you hoping to get out of this journey?

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Agenda:

Share out your Why.

Current practices to support foundational literacy skills

Interventions/strategies

Data collection to guide instruction

IEP goals

PLC Process

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Con, more specific goals can become restricting making it difficult to work "outside the box". Pro, you have a clear descriptive goal that anyone would be able to understand.
I think it would also depend on the level of student you are working with.

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Yellow- I track fluency Using paper/pencil. I like seeing the data graphed. 

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Yellow- I track fluency Using paper/pencil. I like seeing the data graphed. 