Implementation and beyond... by

2023-11-21 19:37:50 UTC

There are some areas for which we can offer reteaching- blending, sound spelling and sound card use.

2023-11-21 19:39:07 UTC

Corrections was an area in need of attention. Teaching how and when to correct in the moment can be done through grade level meetings (for all).

2023-11-21 19:39:52 UTC

lots of partial implementation. What supports could get more of us doing the routines fully?

2023-11-21 19:40:46 UTC

Features of effective instruction are looking good!

2023-11-21 19:40:56 UTC

After the Accuracy routine the components fall off and are coded N/A. Why? Lack of time? Too many in a small group?

I notice that few teachers are getting to the dictation and decodable text steps.

2023-11-21 19:41:04 UTC

Completing all steps in the lesson routine.

2023-11-21 19:41:22 UTC

There is a lot of partial implementation. I'm wondering if there were limited opportunities for students to practice the skill?

2023-11-21 19:41:44 UTC

Discuss the why and adjusting pacing to ensure that steps are completed.

2023-11-21 19:42:07 UTC

2023-11-21 19:42:18 UTC

I'm wondering if we need to focus on sounds in speech / do some PD around sounds spellings? Would that support implementation?

2023-11-21 19:42:30 UTC

Effective instruction was observed, except in the area of student corrections.

2023-11-21 19:42:37 UTC

Correcting student errors could use improvement.

2023-11-21 19:42:37 UTC

Maximize time in small groups to move through routine with fidelity

To support partial implementation we can review it a staff meeting or grade level meetings.

2023-11-21 19:42:41 UTC

as a school we are implementing many parts of the routines.

I'm wondering if we need to extend instructional groups to 20 minutes. 15 minutes for all 10 steps is difficult- even if you are experienced with a group of students who are on task.

2023-11-21 19:44:06 UTC

2023-11-21 19:44:08 UTC

Fidelity to the Hill model with the emphasis on the discrete instruction of teaching routines.

we need fluency in how to implement the routines, so all components of the lesson are met.

2023-11-21 19:44:13 UTC

2023-11-21 19:44:25 UTC

clarity on grade-band plans (k-2 plans and 3-5 plans)

2023-11-21 19:45:09 UTC

Time to practice in staff meetings or grade level literacy meetings

Determine knowledge gaps to address?

2023-11-21 19:45:17 UTC

2023-11-21 19:45:42 UTC

Extend small group time.

2023-11-21 19:46:00 UTC

I think we should either do 20 minute groups or do groups that are 15 minutes and break the lesson up over two days. What's better for kids and teachers?

2023-11-21 19:46:38 UTC

Unevaluative support with specific feedback on the effectiveness of the teaching routines during Hill groups.

giving more times at the beginning of this implementation, and then working on reducing the time it takes us to get through the lessons.

2023-11-21 19:46:58 UTC

2023-11-21 19:47:07 UTC

Address routine for each lesson component to develop fluency with the process and clarify what needs to occur ( spelling g, accuracy, addressing errors…)

Instead of partial walkthroughs where there are so many N/A's, would staying for the duration of a lesson be beneficial?

2023-11-21 19:47:12 UTC

clarify sound-spelling card routines / language

2023-11-21 19:47:27 UTC

Partially Present

2023-11-21 19:49:07 UTC

Seems like they knew they were supposed to do something there but were not fluent

Possibly having teachers practice the hill routine with their colleagues and receive feedback

2023-11-21 19:49:12 UTC

it might be helpful to decipher the data with what routines is extected at each grade level--so make more sense of the n/a, and see how its reflected.

2023-11-21 19:49:37 UTC

Strategy for Teaching

2023-11-21 19:49:57 UTC

Extend lowest group's time to give the teacher time to practice?

Teaching Fluently

2023-11-21 19:51:02 UTC

Practice each step as a focus area - don't move on until focused - then practice the next one. Have grade level teams parcticing together.