RUNNING HEAD: GUIDED READING 1
Centers and Management: Guided Reading
Jessica Palmer
EDU 627
Dr. Kathy Milhauser
GUIDED READING 2
Centers and Management: Guided Reading
Introduction
An e-learning module is needed to support elementary school instructors in the use of
literacy centers during Guided Reading. Guided Reading “makes it possible for students to
effectively process an appropriate text every day, expanding their reading powers through
supportive teaching that enables them to gradually increase the difficulty level at which they can
read proficiently” (Fountas & Pinnell, 2010). The East Haddam School District recognizes that
Guided Reading relies on students working independently at centers while the instructor delivers
critical small group instruction. Instructors must develop and manage centers effectively in order
to deliver small group instruction without interruption. The e-learning module developed in this
project will ensure that elementary school teachers in the East Haddam Public Schools have the
knowledge and skills to implement effective literacy centers during Guided Reading.
Stakeholders
Stakeholders for this project include: developers, instructional facilitators, the school
board, school administrators, superintendent, parents, students, the community (taxpayers), grade
level teachers, and special education staff. A training has already been developed for the East
Haddam School District on planning for Guided Reading. Supporting these stakeholders by
developing a training on implementation and classroom management is a logical next step in the
training process.
Technology
Education must integrate the emerging technology trends and adapt their offerings to
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support teachers with resources to meet new challenges (Paraschivescu, 2013). Delivering this
training via e-learning ensures that all stakeholders have convenient access to the training. As
this training will be available in an e-learning format, it could be given in cycles to new teachers
and revisited as needed.
Objective Statement
To train K-3 educators in the development and implementation of centers for guided reading
time by the end of the 2017-2018 school year at a cost of 160 hours and $24,000.
Scope
Fundations is used as a solid, research based phonics program adopted by the East
Haddam School district to address one area of reading instruction. However, the district has not
adopted any one reading program for teaching the other areas of reading instruction in grades K-
2. As a result, teachers have developed a wide range of approaches to reading instruction
including The Daily 5 and Lucy Caulkins Reader’s Workshop Model. This district has decided to
set Guided Reading as the standard, but not all teachers are currently using this model.
To get this new initiative off the ground, one e-learning session has already been
developed on Guided Reading implementation. As a result, this project will not include: a basic
introduction to Guided Reading, information about forming groups based on data, expectations
for teacher-led small group work, or a rationale for selecting the Guided Reading method. These
topics have already been addressed clearly in prior e-learning. Additionally, processes for
collecting and analyzing student data are not included in the scope of this project because a needs
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analysis has determined that teachers are already actively participating in successful data
collection and data team meetings.
This second e-learning module will support instructors with the development and
implementation of Guided Reading centers, furthering the work done in the first training module.
This e-learning module will provide training for locating resources, developing high-quality
centers, managing materials, and effectively managing Guided Reading centers.
Requirements
Four Elementary School Instructional Facilitators, as a part of their existing stipend
positions, will dedicate two hours per week to the development of this e-learning module during
both the 2016 and 2017-2018 school years. This work will require access to existing laptops and
a meeting space with wifi and SmartBoard technology. IT support will be requested in advance
for setting up the meeting space to ensure that equipment runs properly.
Additionally, once per month the Instructional Facilitators will meet with administrators
and the Superintendent to review progress and receive stakeholder feedback. These meetings will
require a scheduled meeting room with SmartBoard access, laptops, and wifi capabilities. Again,
IT support will be requested in advance for setting up the meeting space to ensure that equipment
runs properly.
Existing district-issued laptops will be used for all work and must be compatible with the
training module program (e.g. SmartBuilder, SmartNotebook, or Powerpoint). The current “tech
ticket” system will alert the IT department of any technology issues in the development and
implementation of this training.
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Milestones
o Anticipated Project Start Date: o November 1, 2016
o Administrative Review: o The first Thursday of each month
o Initial Stakeholder Presentation and Feedback: o June 2017 Board of Education meeting
(Instructional Facilitators present a status update.)
o Final Stakeholder Presentation and Feedback: o October 2017 Board of Education meeting
(Instructional Facilitators present completed project.)
o Budget checks:o Informal:
Monthly Administrative Review meetingso Formal
June, 2017 Board of Education meeting (Review any additions to the budget needed for implementation.)
June, 2018 Board of Education meeting (Review and revise implementation plan pending budget approval.)
o Project Completion: June 1, 2018
o Implementation: September, 2018 (Full Day Professional Development- date to be determined)
Budget
The cost of this project is $24,000 which represents the stipends paid to four Instructional
Facilitators over the course of two school years. There is a budget of 160 work hours dedicated
to the project’s development and implementation. E-learning, delivered via existing equipment
and resources will be used to prevent further implementation costs.
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Work Breakdown Structure
Guided Reading TrainingLevel 1 Level 2 Level 3
1.0: Develop A Rationale for Using Guided Reading Centers
1.1: Review the foundations of reading instruction
1.1.1: Identify the 5 areas of reading
1.1.2: Match Common Core expectations to each of the 5 areas of reading
1.2: Understand how high-quality centers can address these areas during Guided Reading
1.2.1: Explain the need for independence while small group instruction occurs
1.2.2: Identify differentiation as a key factor in student independence
2.0: Locate Resources 2.1: Explore a variety of resources and options for easily differentiated centers that foster independence
2.1.1: Select resources appropriate for the target grade level.
2.1.2: Discriminate between high- quality and low-quality resources.
3.0: Develop a High-Quality Center for Each of the 5 Areas of Reading
3.1: Develop a Phonemic Awareness Center
3.1.1: Identify the key components of a high-quality Phonemic Awareness Center.
3.1.2: Develop routines and expectations for a Phonemic Awareness Center.
3.2: Develop a Phonics Center 3.2.1: Identify the key components of a high-quality Phonics Center.
3.2.2: Develop routines and expectations for a Phonics Center.
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3.3: Develop a Comprehension Center
3.3.1: Identify the key components of a high-quality Comprehension Center.
3.3.2: Develop routines and expectations for a Comprehension Center.
3.4: Develop a Vocabulary Center
3.4.1: Identify the key components of a high-quality Vocabulary Center.
3.4.2: Develop routines and expectations for a Vocabulary Center.
3.5: Develop a Fluency Center 3.5.1: Identify the key components of a high-quality Fluency Center.
3.5.2: Develop routines and expectations for a Fluency Center.
3.6: Explore options for student accountability during centers
3.6.1: Create a system of accountability for each center with student-friendly rubrics for deliverables.
4.0: Develop a Plan for Managing Centers Materials
4.1: Explore a variety of resources and options for storing centers
4.1.1: Develop a strategic plan for the storage of center materials.
4.2: Explore ways to help students locate materials at centers time
4.2.1: Create student-friendly storage labels with visuals and simple text.
5.0: Execute Guided Reading Centers
5.1: Develop a Schedule 5.1.1: Determine the total amount of time available for Guided Reading
5.1.2: Break the Guided Reading block into 15-20 minute chunks for centers
5.1.3: Create a rotation schedule on which students will cycle through the centers
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5.1.4: Place student groupings (formed during prior training) into a daily rotation schedule.
5.2: Communicate Classroom Management Plan to Students
5.2.1.: Create a visual for students which clearly communicates the rotation schedule.5.2.2.: Create student instructions for each center including visual cues and rubrics.
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Stakeholder Analysis
A stakeholder analysis was completed to examine the human resources involved in the
project. This analysis supports a comprehensive schedule and communication plan.
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StakeholderTheir interest or
requirement from the project
What the project needs from them
Perceived attitudes and/or risks Actions to take
Board of Education
Moderate interest approval, feedback, review, budget advocacy, resource allocation
Project aligns with current district goals and initiatives, approval anticipated.
Manage closely and keep satisfied, schedule meetings to communicate progress milestones and budget needs
Superintendent High interest approval, feedback, review, budget advocacy, resource allocation
Project aligns with current district goals and initiatives, approval anticipated.
Manage closely, schedule regular meetings, high communication needs
Principal High interest approval, feedback, review, budget advocacy, resource allocation
Project aligns with current district goals and initiatives, approval anticipated.
Manage closely, schedule regular meetings, high communication needs
Vice Principal High interest approval, feedback, review, budget advocacy, resource allocation
Project aligns with current district goals and initiatives, approval anticipated.
Manage closely, schedule regular meetings, high communication needs
Elementary School Instructional Facilitator Team
High interest Instructional design and development, budget advocacy, communication, resource management
Project falls within the parameters of the stipend position which they applied for and were chosen to hold. Support anticipated.
Manage closely, schedule regular meetings, high communication needs
Teachers Moderate interest in process,High interest in end product
Support, implementation, feedback
Highly impacted by end product,Moderate communication needs,Will appreciate opportunities for feedback and review
Keep informed,Provide opportunities for communication, feedback, and review
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Support Staff Moderate interest in process,High interest in end product
Support, implementation, feedback
Moderately impacted by end product,Moderate communication needs,Will appreciate opportunities for feedback and review
Keep informed,Provide opportunities for communication, feedback, and review
Parents Moderate-Low interest in process,Moderate-High interest in budget impact
Support, budget advocacy
Somewhat impacted by end product,Moderate communication needed
Keep informed at milestones,Provide opportunities for communication at budget time
Community Members
Low interest in process,Moderate interest in budget impact
Support, budget approval Low interest in process,High-risk of negative perceptions during budget process,Monitor and consider communication plan
Keep informed at milestones,Provide opportunities for communication at budget time
Students Low interest in project
n/a Low interest,Low-risk,Highly impacted by end product
None
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Schedule
A schedule was completed to manage the scope and timeline of the project. This schedule
takes into consideration the stakeholder analysis and provides a sequenced structure that supports
the communication plan.
School Year Stakeholders Task Time
Anticipated Project Start Date: November 1, 2016
2016-2017
4 elementary school Instructional Facilitators (as a part of their existing stipend positions)
development of e-learning module
2 hours per week (44 hours)
Internal feedback and review
1 hour per month (8 hours)
Administrative Review: First Thursday of Each MonthInstructional Facilitators, school administrators and Superintendent
Presentation of progress, feedback and review, budget check-in
1 hour per month (8 hours)
Initial Stakeholder Presentation and Feedback: June 2017 Board of Education meeting
4 elementary school Instructional Facilitators, school administrators, Superintendent, Board of Education, and taxpayers
Instructional Facilitators presentation of work completed and additional budget requests for 2017-2018
1 Board of Education meeting
2017-2018
4 elementary school Instructional Facilitators (as a part of their existing stipend positions)
development of e-learning module
2 hours per week (44 hours)
feedback and review 1 hour per month (8 hours)
Administrative Review: First Thursday of Each MonthInstructional Facilitators, school administrators and
Presentation of progress, feedback and review, budget check-in
1 hour per month (8 hours)
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SuperintendentProject Completion: June 1, 2018
Instructional Facilitators, School Administrators, Board of Education representative, Superintendent
Initial run through of the completed module and feedback
One professional development day (7 hours)
Implementation: September, 2018 (Full Day Professional Development- date to be determined)
instructional facilitators, school administrators, grade level teachers, and special education staff
Implementation of the module and feedback
One professional development day (7 hours)
Communication Plan
A communication plan was developed to outline the communication necessary to make
the project successful. The communication plan draws upon the established knowledge of
stakeholder needs and works within the schedule.
Figure 1. One out of five projects is unsuccessful due to ineffective communications (Foong, 2013).
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Stakeholder Communication Needs Frequency Medium
Board of Education Meetings to communicate progress milestones and budget needs
1 Board of Education meeting
Instructional Facilitators presentation of work completed and additional budget requests for 2017-2018
1 meeting with a board representative
Presentation of final product
Superintendent Progress reports, budget needs, feedback and revision, approval
1 hour per month (8 hours)
In-person meeting (may evolve into email updates)
1 professional development day (7 hours)
Presentation of final product
Principal Progress reports, budget needs, feedback and revision, approval
1 hour per month (8 hours)
In-person meeting (may evolve into email updates)
1 professional development day (7 hours)
Presentation of final product
Vice Principal Progress reports, budget needs, feedback and revision, approval
1 hour per month (8 hours)
In-person meeting (may evolve into email updates)
1 professional development day (7 hours)
Presentation of final product
Elementary School Instructional Facilitator Team
Collaborate with the IF team to present progress reports, solicit internal feedback and revisions, schedule meetings, plan for communication, and collaboratively solve problems
1 hour per month (8 hours per school year)
In-person meeting
Present progress reports to the administrative team, solicit internal feedback and revisions, and communicate problems
1 hour per month (8 hours per school year)
Meet in-person with administrators and Superintendent (may evolve into email updates)
Presentation of work completed and additional budget requests for 2017-2018
1 Board of Education meeting
In-person meeting
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Initial run through of the completed module and feedback
One professional development day (7 hours)
In-person training
Implementation of the module and feedback
One professional development day (7 hours)
In-person training
Teachers Progress reports, feedback and revision, implementation support
1 time per month Email updates and sample items. Feedback requests solicited.
Support Staff Progress reports, feedback and revision, implementation support
1 time per month Email updates and sample items. Feedback requests solicited.
Parents Communication at budget time and prior to the project’s implementation
Twice per year Newsletter communication, PTO meeting attendance to report on progress
Community Members Communication at budget time
One Board of Education meeting
In-person meeting
Students None None None
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Website
https://jessicapostple.wordpress.com/edu627-final-project/
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Fountas, Pinnell. (2010). Research base for Guided Reading as an instructional approach.
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