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Identify draft of Targeted and Intensive Support Schools (5)

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□  Which end releases PM group when they move?

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OG with SDI/Schools for Rigor

OG components mapped back to standards

Future support- 365 Group, Helen can do webinar, Helen can return for 1 day refresher

Grade 2-3 OG

Other Ideas

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Tiered Model: Differentiation in Tier 2?
Revisit next steps from meeting with directors
Revisit Protocol for Intensive and Targeted Support
Discuss levels of targeted support based on data (differentiated)

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Review Components of Literacy Instruction

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Review Components of Literacy Instruction

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ELA Unbound Ed and links at bottom; Literacy Coach's Handbook pie charts

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Follow up support 4 times, doodle (by network), Questions gathered prior

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OG Assessments, FAST, Benchmarking at K-1

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OG Assessments, FAST, Benchmarking at K-1

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Which assessments (or pieces) do we require from OG suite to inform instruction, show progress?

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Revision based on new reports

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Celebrations
Areas for Growth
Next Steps

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Look at Graphs, how to

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Add resources from Making Sense of Phonics to resource folder

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Discuss needs based on Board Report data, ongoing data

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Review Early Lit Spring Board Report as a team

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System Step 1: Document current interventions. A. Inventory available interventions. B. Identify indicators of successful implementation. C. Select and record priority interventions.

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Observation Tool- Literacy- desired effect- what kids are doing (brief and high level as part of tool)

Foundational Skills Specific

Click here for link

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Need to Know (T + L)- data analysis?
Review Current Learning Goals

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Show your notes with directors, show what other support folks are doing

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Reach out to Targeted Support schools to meet, review protocol, and offer support

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Reach out to Intensive Support schools to meet, review protocol, and offer support

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Create agenda items that are ongoing- Roll-Up Plan updates, etc., revisit action board and update

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Lexile? MAP?

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Discuss how and where to use it.

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Routine, Resources
Consensus on Program Recommendations from EL team

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Could schools share in their network? Success with processes (like the PM roll up form with teachers) that saw instructional gains

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What are we counting as correct, how do you coach a PLC to be consistent with scoring and respond with appropriate instruction

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Review Foundational Skills Guidance doc from ATC

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Review Foundational Skills Guidance doc from ATC

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this document