Accelerated Learning & LETRS: Merging approaches for student impact by Kasey Johnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe Please use these additional resources to support your efforts to Accelerate Learning for ALL students in ELA en-us 2022-02-25 19:33:58 UTC 2022-03-17 15:35:33 UTC hello@padlet.com Teaching Reading IS Rocket Science kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066924144 Key Ideas: 

  • Evidence about how to best guide students to learn to read is stronger than ever, but this is not consistently reflected in training, PD and curriculum
  • Reading failure can be prevented in all but a small percentage of children
  • Instruction should be underpinned by the Simple View of Reading Model by Tunmer and Gough
]]> 2022-02-25 19:45:22 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066924144 Los Angeles Unified School District: English Learner Reading Foundational Skills Support Guides kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066929944 MMED has developed English Learner Reading Foundational Skills Support Guides to support and guide teachers in teaching foundational literacy skills to English Learners based on the DIBELS measures. Teachers may use these guides to adapt instruction for EL’s, target small group differentiated instruction and/or guide intervention. Each of the six guides provides strategic supports and activities for the skills assessed by DIBELS.]]> 2022-02-25 19:50:21 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066929944 Early Reading Assessment: A Guiding Tool for Instruction kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066930018 How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!]]> 2022-02-25 19:50:25 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066930018 Achieve the Core: Foundational Skills Observation Tool kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066931176 This lightweight observation tool is designed to help facilitate reflection, professional learning conversations following a classroom observation session. The tool employs a series of indicators coupled with concrete “look-fors” that signal effective foundational skills instruction.

The document also includes a Beyond the Lesson Discussion Guide that helps place the content of the single lesson observed within the context of a broader instructional plan for the year.

]]> 2022-02-25 19:51:27 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066931176 Sample ELA Schedule kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066935791 Use this Sample ELA Schedule from the Louisiana Department of Education to further understand the components of each block. ]]> 2022-02-25 19:55:26 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066935791 TNTP Learning Acceleration for All kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066939559  The typical approach to remediation—providing work better suited for earlier grades—won’t come close to catching students up and will likely compound the problem. In our recent study, The Opportunity Myth, 2 we found this approach of “meeting students where they are,” though well intentioned, practically guarantees they’ll lose more academic ground and reinforces misguided beliefs that some students can’t do grade-level work. The students stuck in this vicious cycle are disproportionately the most vulnerable: students of color, from low-income families, with special needs, or learning English. ]]> 2022-02-25 19:58:34 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066939559 Edmentum Blog Acceleration vs. Remediation vs. Intervention: What's the Difference? kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066944221 Acceleration, remediation, and intervention have the same fundamental goal: supporting struggling students to ultimately achieve academic success. Dig a little deeper, however, and you’ll find that the differences between these three flavors of support are critical to determining what sort of environment, time, and approach might be required to best serve your students.]]> 2022-02-25 20:02:32 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066944221 What are your reflections from the case study? What structures AND supports need to be in place for a teacher to effectively provide this level of instruction? kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066945122 2022-02-25 20:03:14 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2066945122 For students behind in PA or Phonics: During the core/grade level block of instruction, do those students get grade level skills with additional time in intervention to practice the prior grade level skills skills, OR do you spend core time and intervention on the below grade level skills and try to close the gap that way? kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2076512598 2022-03-03 19:16:51 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2076512598 Is there a possibility of getting ideas from other NM districts on how they support teachers in completing LETRS with all of the other requirements teachers have. kaseyjohnson https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2076513710 Hello!  Thank you for asking!  I reached out to our Las Cruces team with questions about how they support/structure LETRS implementation and received the following responses. I hope this is helpful: 1.What structures are in place in LCPS that have contributed to your success (PLCS, PD time, schedules, etc.)? PD Times: All Kindergarten through 2nd grade teachers are participating in LETRS PD.  We tried to offer several options for teachers to enroll in a cohort that was the best fit for them. The majority of our cohorts attend our LETRS PD virtually on zoom, after school contract hours from 3:30-6:30. We have teachers attending every Phase. Phase I to III are still facilitated by LETRS and the rest by us.   Currently we have: Phase 4 (3 cohorts of 30 people)  2 Monday sessions from 3:30- 6: 30  Thursday session from 3:30 -6:30  Phase 5 ( 1 cohort 60 people) Wednesday 3:30-6:30  Phase 6 1 virtual cohort on Thursdays from 3:30-6:30 1 In Person cohort  7:45-3-15  Teachers are provided sub days.  Teachers who attend virtual after contract hours are provided EHA’s and had the option to switch cohorts if the day and time conflicted with their personal schedules.   During our PLCs with K-2 teachers we incorporate the language and strategies our teachers are learning in their LETRS course and we communicate with administrators in terms of expectations and instructional structures teachers should follow from LETRS. It’s a work in progress, but communication with teachers and admin is key.   In addition to this, our district is going through the ELA review process for adoption materials. We’ve included training on the Science of Reading for all reviewers as well as Science of Reading and Structured Literacy criteria on our rubrics.   We’ve attended presentations by the publishers we are reviewing and the questions our teachers asked reflected their knowledge in the SOR and SL. Thanks to their new learning, they know what to look for when reviewing materials and that is critical for us.    2.What supports have you all implemented in LCPS outside of on-line modules and training to help teachers succeed? Content Specialists provided a Q & A session to help teachers begin their LETRS learning Journey, as well as open office hours for continued support. Teachers may also request 1-1 support on the check for understanding quizzes.   Some Administrators have provided PLC times for teachers to collaborate on the on-line modules.  We also provide several emails during each LETRS unit to keep teachers on track. In addition to the Unit launch emails, we send midpoint progress checks with their current Online session status.   3.What data reflects the impact of LETRS (whether it be a case study, class data, or other).   We have asked participants to provide feedback on how LETRS has impacted their instruction and student learning. We also recently featured these teachers in our LCPS Teaching and Learning newsletter. Details are below.  We have a few schools who have implemented Sound Walls after attending Unit 2 of LETRS. We are currently in the process of purchasing the Sound Wall cards from Tools 4 Reading for all K-5 teachers. We are noticing a different level of questioning and reflection during PD’s from LETRS participants. Teachers are using a more critical eye to analyze materials and practices based on their new learning.   ]]> 2022-03-03 19:17:26 UTC https://padlet.com/kaseyjohnson/ipt3lzb6wy83kqhe/wish/2076513710