oregon reading first: statewide mentor coach training cohort a coaches september 9, 2005 for each...
Post on 22-Dec-2015
215 views
TRANSCRIPT
Oregon Reading First:Oregon Reading First:Statewide Mentor Coach Statewide Mentor Coach
TrainingTrainingCohort A CoachesCohort A CoachesSeptember 9, 2005September 9, 2005
For Each
Student
Instruction
GoalsAssessment
For All Students
Cohort A Coaches’ Meetings
September 9, 2005
Agenda
9:00-10:15
QuickTime™ and aGraphics decompressorare needed to see this picture.
I n tr o d uc t i o n s / O p e n i n g A c t iv i t y
QuickTime™ and aGraphics decompressorare needed to see this picture.
I m p l em en ta t io n Ch e ck l i sts , Sc h o o l Y ea r C a l e n da r , Con ta c t In f o r ma t i o n
QuickTime™ and aGraphics decompressorare needed to see this picture.
W e b -b a s ed Le ss on Pr og res s R e p o rti ng Up d at e a n d V-T e l
QuickTime™ and aGraphics decompressorare needed to see this picture.
R ea d i n g Assi gn m en t f o r No v e m b er 4 C oa ch es ’ Le ad e rsh i p S es s io n
1 0 : 15- 12 : 00 V e t er a n Co a c h e s
QuickTime™ and aGraphics decompressorare needed to see this picture.
O b s er v at i o n Sy st e m : C o ac hi ng O b s e r v ati on Su m m ar y, F id el it y Ob ser v at i o n,
Su rv ey o f T e a c h er Ne e d s, 5 -M i nu te O b s e rv a ti on F or m
1 0 : 15- 12 : 00 Ne w Co a c h e s
QuickTime™ and aGraphics decompressorare needed to see this picture.
O v e rvi ew o f C oa ch i n g Mo de l: , Su pp o rt f o r C o a c h es , I m p l e m e n ti ng t h e Sc h o o l w i de
B e g i nn i n g R e ad i n g M od el , 5-M i nu te Ob se r va t i o n Fo r m
QuickTime™ and aGraphics decompressorare needed to see this picture.
N e w Co a c h M e e ti ng 1/ 2 da y No v e m b e r 3
Lunc h : 12 : 00 -1 2 : 3 0
1 2 : 3 0 -1 2 : 5 0
QuickTime™ and aGraphics decompressorare needed to see this picture.
P D / S -I
QuickTime™ and aGraphics decompressorare needed to see this picture.
CS I M a ps
1 2 : 5 0 -1 : 5 0
QuickTime™ and aGraphics decompressorare needed to see this picture.
P ro g ra m S pe c i f i c As s es s me nt P l a n / Gr ad e-L ev e l T ea m s
1 :5 0 - 2 : 00
QuickTime™ and aGraphics decompressorare needed to see this picture.
B r e a k
2 : 00 -3: 00
QuickTime™ and aGraphics decompressorare needed to see this picture.
D is t ri c t R e a di ng F irs t T ea m s ; E a r ly R e ad i n g Te am s
QuickTime™ and aGraphics decompressorare needed to see this picture.
B r a i n st o rm an d Cl os i n g R e m ar k s
Welcome!!!!Welcome!!!!
Opening Activity and IntroductionsOpening Activity and Introductions
State-Level Reading FirstState-Level Reading FirstOregon Department of Education
Joni Gilles, DirectorRuss Sweet, Team Leader
Oregon Reading First CenterUniversity of Oregon
Scott Baker (B-ELL)Co-Director
Carrie Thomas Beck (Cohort B) Co-Director
Hank Fien Coordinator of Evaluation
Trish TraversCoordinator, Cohort A
B-ELL Support TeamDoris Baker
Judith Plasencia-PeinadoLupina Vela
Carol DissenJennifer Walt Rachell KatzB-ELL
Jeanie SmithWayne Callender
Pat Nash
4
Cohort ACohort ARegional Coordinator AssignmentsRegional Coordinator Assignments
Trish Travers
Beaverton
Carol Dissen Jennifer Walt Jeanie SmithWayne
CallenderRachell Katz
Pat Nash
Hillsboro
NorthClackamas
Portland(HM Schools)
David Douglas
Milton-Freewater
Ontario
JeffersonCounty
Portland(OC Schools)
Salem Coquille
Albany
Klamath
Medford
South Umpqua
RC Contact InformationRC Contact Information
Trish TraversTrish Travers [email protected]@uoregon.edu 541-346-3351541-346-3351
Carol DissenCarol Dissen [email protected]@uoregon.edu 503-640-5585503-640-5585
Jennifer WaltJennifer Walt [email protected]@uoregon.edu 208-938-5635208-938-5635
Jeanie SmithJeanie Smith [email protected]@uoregon.edu 541-346-2875541-346-2875
Wayne Wayne CallenderCallender
TBATBA
Rachell KatzRachell Katz [email protected]@uoregon.edu 503-274-4828503-274-4828
Pat NashPat Nash [email protected]@uoregon.edu 541-347-2119541-347-2119
Year 03 Coaches’ TrainingYear 03 Coaches’ TrainingSEPTEMBER 9, 2005
*Observation System (VeteranCoaches)
*Overview of Coaching Model (NewCoaches)
All Coaches:*Implementation Checklist*School Year Calendar*PD/S-I*CSI Maps*Program Specific Assessment Plan*Web-Based Lesson ProgressReporting* Reading Teams
•
NOVEMBER 3, 2005(1/2 Day-New Coaches)
*Observation System
NOVEMBER 4, 2005(ALL Coaches)
• Carolyn Denton: Author of TheReading Coach√
FEBRUARY 17, 2006
Carolyn Denton: Author of The ReadingCoach Follow-Up
•
APRIL 28, 2006
• Preparation for Spring Meeting
Region 1Region 1Douglas CountyDouglas County GreenGreen BB J. SmithJ. Smith
WinchesterWinchester BB J. SmithJ. Smith
HillsboroHillsboro David HillDavid Hill AA C. DissenC. Dissen
MooberryMooberry AA C. DissenC. Dissen
W.L. HenryW.L. Henry AA C. DissenC. Dissen
Jefferson CountyJefferson County BuffBuff BB J. SmithJ. Smith
MadrasMadras BB J. SmithJ. Smith
Warm Springs Warm Springs AA J. SmithJ. Smith
WestsideWestside AA J. SmithJ. Smith
Lincoln CountyLincoln County ArcadiaArcadia BB J. SmithJ. Smith
N. ClackamasN. Clackamas Lot WhitcombLot Whitcomb AA C. DissenC. Dissen
PPSPPS BeachBeach AA C. DissenC. Dissen
Boise EliotBoise Eliot AA C. DissenC. Dissen
LentLent AA C. DissenC. Dissen
ScottScott AA C. DissenC. Dissen
WoodlawnWoodlawn AA C. DissenC. Dissen
SheridanSheridan Faulconer-Faulconer-ChapmanChapman
BB J. SmithJ. Smith
Region 2Region 2
BeavertonBeaverton Aloha ParkAloha Park AA T. TraversT. Travers
William WalkerWilliam Walker AA T. TraversT. Travers
Forest GroveForest Grove Fern HillFern Hill B-ELLB-ELL D. BakerD. Baker
HillsboroHillsboro Witch HazelWitch Hazel B-ELLB-ELL R. KatzR. Katz
SalemSalem HallmanHallman BB R. KatzR. Katz
HayesvilleHayesville AA R. KatzR. Katz
WashingtonWashington AA R. KatzR. Katz
TillamookTillamook LibertyLiberty B-ELLB-ELL R/ KatzR/ Katz
Region 3Region 3David DouglasDavid Douglas Cherry ParkCherry Park AA J. WaltJ. Walt
Lincoln ParkLincoln Park AA J. WaltJ. Walt
Mill ParkMill Park AA J. WaltJ. Walt
Ventura ParkVentura Park AA J. WaltJ. Walt
West PowellhurstWest Powellhurst AA J. WaltJ. Walt
Earl BoylesEarl Boyles BB J. WaltJ. Walt
Milton FreewaterMilton Freewater Grove/FreewaterGrove/Freewater AA J. WaltJ. Walt
OntarioOntario AlamedaAlameda AA J. WaltJ. Walt
May RobertsMay Roberts AA J. WaltJ. Walt
PPSPPS HumboldtHumboldt AA W. CallenderW. Callender
WhitmanWhitman AA W. CallenderW. Callender
Jason LeeJason Lee BB W. CallenderW. Callender
MLK Jr.MLK Jr. BB W. CallenderW. Callender
MarysvilleMarysville BB W. CallenderW. Callender
RiglerRigler B-ELLB-ELL W. CallenderW. Callender
ReynoldsReynolds Margaret ScottMargaret Scott BB W. CallenderW. Callender
UmatillaUmatilla McNary HeightsMcNary Heights B-ELLB-ELL W. CallenderW. Callender
Region 4Region 4AlbanyAlbany SunriseSunrise AA P. NashP. Nash
CoquilleCoquille LincolnLincoln AA P. NashP. Nash
KlamathKlamath ChiloquinChiloquin AA P. NashP. Nash
MedfordMedford HowardHoward AA P. NashP. Nash
JacksonJackson AA P. NashP. Nash
JeffersonJefferson AA P. NashP. Nash
Oak GroveOak Grove AA P. NashP. Nash
South UmpquaSouth Umpqua Myrtle CreekMyrtle Creek AA P. NashP. Nash
Tri CityTri City AA P. NashP. Nash
Year 03 Implementation Checklist: Cohort ASchoolwide Beginning Reading Model
Immediate Priorities When
1. Establish master reading schedule which includes 90 minutes ofreading instruction per day with a minimum of 30 minutes of small groupinstruction for each student.
2. Map out instruction for benchmark, strategic, and intensive students onCSI maps.
3. Review and refine grade level RAP goals completed at IBR #7.
4. Establish DIBELS data collection team and schedule for the year(benchmarking and progress monitoring).
5. Schedule and protect professional development days for the schoolyear.
6. Establish membership and regular meeting times for Grade LevelTeams, Early Reading Team, and District Reading First Team for 05-06school year.
7. Update students/classrooms on DIBELS database.
8. Complete 05-06 School Profile and turn in to Deni Basaraba at ORFCby September 16th.
September: Yea r 03 Implementation Checklist: Schoolwide Beginning ReadingModel: Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. Mentor Coach attends September9th Statewide Coaches’ Training.
2. Review grade level ReadingAction Plans from IBR #7 at gradelevel meetings.
3. Communicate plans to facultyschool wide.
4. Designate who is responsible forimplementing grade level action plansand establish dates to evaluateprogress
5. Review grade-level DIBELSbenchmarks.
6. Review grade level curriculummaps to identify high priorityinstructional items and timeline forthose items.
7. Convene first district Reading Firstmeeting with Districtrepresentative(s), principals andcoaches. Schedule similar meetingsfor November, February and June.
1. Organize materials and location andconduct Fall Schoolwide data collection.
2. Conduct any necessary DIBELStraining or “retooling”.
3. Designate individual(s) to enterDIBELS data into web-based system.
4. Input DIBELS demographicsinformation on each student.
5. Begin lesson progress reportingsystem.
6. Administer in-program placementtests.
7. Set date for Early Reading Team toreview assessment results and to identifystudents that may need additionalsupport, and coordinate instructionalplanning across grade levels andspecialists.
8. Coaches attend V-TEL on September19th for web-based LPR programupdates.
1. Using CSI summary map asplanning tool, implement the corecomprehensive reading program.
2. Using CSI summary map asplanning tool, implementsupplemental and interventionprograms.
3. Conduct observations with allteachers (type of observationidentified at 9/9/05 StatewideCoaches’ Meeting).
4. Schedule necessary core,supplemental and interventionprofessional development.
1. Protect reading instruction timeand ensure that time is allocated toskills and practices associated withreading success.
2. Schedule additional instructionaltime for students who need additionalsupport.
3. Establish pacing timelines across05-06 school year.
1. Analyze Fall DIBELS reports ingrade-level team meetings andcomplete items 2-4.
2. Identify students that will benefitfrom the core curriculum.
3. Identify students for whomstrategic intervention isrecommended.
4. Identify students for whomintensive intervention isrecommended.
5. Determine instructional groupsbased on student performance onDIBELS and in-program assessments.
6. Determine process for grouping(e.g. within class, between class,within grade, between grade).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
October: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: InstructionalTime
Element V: DifferentiatedInstruction/ Grouping/ Scheduling
1. Review grade-level reading actionplans in light of DIBELS benchmarksand Fall results.
2 District Team, Mentor Coach andPrincipal attend October 21stLeadership training
3. Finalize CSI maps for Fall 2005and turn in to Deni Basaraba at ORFCby 10/14/05.
4. Mentor coach attends regionalcoaches’ meeting.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention is recommended.
2. Designate individual(s) to enterDIBELS progress-monitoring data intoweb-based system.
3. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport, and coordinate instructionalplanning across grade levels andspecialists.
4. Collect lesson progress reports.
1. Review criteria from IBR 2 on howto enhance core programs andimplement in existing core programs.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on content anddelivery of core and S & I programs.
4. Continue to conduct observationswith each classroom teacher, based onthe 9/9/05 schedule, and providefollow-up where needed. Turnobservations in to Deni by 11/18/05
1. Review pacing timelinesfor programs as compared toLPRs.
2. Schedule additionalinstructional time for studentswho need additional support.
1. In grade level team meetings, evaluatecurrent instructional groupings based onstudent performance on DIBELS data andin-program assessments.
2. Review DIBELS progress monitoringdata and in-program assessment data forstudents receiving supplemental andintervention programs. Using thealterable variables chart, makeadjustments in instruction ifprogress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When: Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
November: Yea r 03 Implementation Checklist: Schoolwide Beginning ReadingModel: Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. Mentor Coach attends November4th Statewide Coaches’ Training.
2. Convene second district ReadingFirst meeting with districtrepresentative(s), principal(s) andcoach(es).
3. New mentor coaches attendNovember 3rd Statewide Coaches’Training.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention isrecommended.
2. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport, and coordinate instructionalplanning across grade levels andspecialists.
3. Collect lesson progress reports.
1. Continue to refine implementationof the core reading program usingstrategies learned in IBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Continue observations, based onthe 9/9/05 schedule, and providefollow-up where needed. Turnobservations in to Deni by 11/18/05.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who need additionalsupport.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
December: Yea r 03 Implementation Checklist: Schoolwide Beginning ReadingModel: Cohort A
Element I: Goals , Objectives, Priorities Element II: Assessment Element III: Instructional Programsand Materials
Element IV: Ins tructional Time Element V: Differentiated Instruction/Grouping/ Scheduling
1. Mentor coach attends regionalcoaches’ meeting.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention isrecommended.
2. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport, and coordinate instructionalplanning across grade levels andspecialists.
3. Finalize scheduling for Januarydata collection.
4. Collect lesson progress reports
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Continue observations, based onthe 9/9/05 schedule, and providefollow-up where needed.. Veterancoaches submit Winter observationplan to Deni by 12/16/05.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who need additionalsupport.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
January: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1 Review grade level curriculummaps to identify high priorityinstructional items and timelines forthose items.
2. Review grade-level DIBELSbenchmarks.
3. Mentor coach attends regionalcoaches’ meeting.
1. Organize materials and locationand conduct Winter Schoolwide datacollection.
2. Designate individual(s) to enterDIBELS data into web-based system.
3. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport and coordinate instructionalplanning across grade levels andspecialists.
4. Collect lesson progress reports.
5. Conduct any needed DIBELStraining or ‘retooling’.
6 Update DIBELS student databasein preparation for SAT-10 testing.
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Conduct second set ofobservations, based on the 9/9/05schedule, and provide follow-upwhere needed.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who need additionalsupport.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
February: Yea r 03 Implementation Checklist: Schoolwide Beginning ReadingModel: Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. Review grade level RAPs in lightof Winter DIBELS results to identifyprogress towards goals.
2. Mentor Coach attends February17th Statewide Coaches’ Training.
3. Convene third district ReadingFirst meeting with districtrepresentative(s), principal(s) andcoach(es).
4. Make adjustments to grade- levelCSI maps for Winter 2006. Submitto Deni by 2/17/06,
5. Share school progress withstakeholders via Winter “How AreWe Doing?” reports from district andprincipal. Turn in reports to ODE byFebruary 28th.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention isrecommended.
2. Convene ERT to reviewassessment results, identify studentswho may need additional support andcoordinate instructional planningacross grade levels and specialists.
3. Collect lesson progress reports.
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Continue to conduct observations,based on the 9/9/05 schedule, andprovide follow-up where needed.Turn observations and SpringObservation plan in to Deni by2/28/06.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who need additionalsupport.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
March: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. District Team, Mentor Coach andPrincipal attend March 3rdLeadership training
2. Mentor coach attends regionalcoaches’ meeting.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention isrecommended.
2. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport and coordinate instructionalplanning across grade levels andspecialists.
3. Collect lesson progress reports.
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Conduct third set of observationswith each classroom teacher, basedon the 9/9/05 schedule, and providefollow-up where needed.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who need additionalsupport.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:Who: When:
Who: When:Who: When:
April: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. Mentor Coach attends April 28thStatewide Coaches’ Training.
1. Conduct progress monitoring withstudents for whom strategic andintensive intervention isrecommended.
2. Convene Early Reading Team toreview assessment results, identifystudents who may need additionalsupport and coordinate instructionalplanning across grade levels andspecialists.
3. Collect lesson progress reports.
4. Finalize scheduling of assessmentsin May (including both Reading Firstand district assessments).
5. New coaches attend SAT-10training.
6. Mentor Coach trains teachers toadminister SAT-10.
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for new S & Iprograms.
3. Determine areas for coaching andprovide coaching on core and S & Iprogram implementation.
4. Continue to conduct third set ofobservations, based on the 9/9/05schedule, and provide follow-upwhere needed. Turn observations into Deni by 4/28/06.
1. Review pacing timelines for coreprogram as compared to LPRs.
2. Schedule additional instructionaltime for students who needadditional support.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for studentsreceiving supplemental andintervention programs. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
May: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives, Priorities Element II: Assessment Element III: Instructional Programsand Materials
Element IV: Ins tructional Time Element V: Differentiated Instruction/Grouping/ Scheduling
1. All K-3 staff and specialistsparticipate in Spring meeting.
1. Organize materials and locationand conduct Spring schoolwide datacollections.
2. Designate individual(s) to enterDIBELS data into web-based system.
3. Collect lesson progress reports.
4. Conduct any necessary DIBELStraining or ‘retooling’.
5. Update DIBELS demographicsinformation on database.
1. Continue to refine implementationof the core comprehensive readingprogram using strategies learned inIBR 2.
2. Provide ongoing PD for S & Iprograms.
3. Schedule PD for next year.
4. Order replacement materials andconsider ordering additional S & Iprograms for next year.
1. Review pacing timelines for coreprogram as compared to LPRs.
1. In grade level team meetings,evaluate current instructionalgroupings based on studentperformance on DIBELS dataand in-program assessments.
2. Review DIBELS progressmonitoring data and in-programassessment data for students receivingsupplemental and interventionprograms. Usingthe alterable variables chart,make adjustments in instructionif progress is less than adequate(based on 3 point rule).
Who: When:
Who: When:
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
June: Yea r 03 Implementation Checklist: Schoolwide Beginning Reading Model:Cohort A
Element I: Goals , Objectives,Priorities
Element II: Assessment Element III: InstructionalPrograms and Materials
Element IV: Instructional Time Element V: DifferentiatedInstruction/ Grouping/Scheduling
1. Share school progress withstakeholders via Spring “How AreWe Doing?” reports from district andprincipal. Turn in reports to ODE by6/30/06.
2. Convene fourth district ReadingFirst meeting with districtrepresentative(s), principal(s) andcoach(es).
3. Update CSI maps to prepare forFall.
4. Review grade level RAPs, evaluateprogress, and complete grade levelRAPs for 06-07. Submit to Deni by6/16/06.
5. Identify PD goals for 06-07.Submit to Deni by 6/16/06
1. Collect end of year lesson progressreports.
2. Arrange transition meetingsbetween grade level teachers to sharestudents’ DIBELS data and in-program assessment data to preparefor 06-07.
1. Provide ongoing PD for new S & Iprograms.
1. Begin planning reading blocks for2006-2007.
2. Using pacing timelines, evaluateprogress made in the core,supplemental and interventionprograms.
1. In grade level team meetings,evaluate current instructionalgrouping based on studentperformance on DIBELS data andin-program assessments.
2. Review spring DIBELSbenchmark data for students receivingsupplemental and interventionprograms and consider instructionalplacements for next year.Who: When:
Who: When:
Who: When:
Who: When:Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Who: When:
Web-Based Lesson Progress Web-Based Lesson Progress Reporting (LPR) UpdatesReporting (LPR) Updates
All Cohort A coaches (even those not currently using the web-based LPR) will All Cohort A coaches (even those not currently using the web-based LPR) will participate in the V-Tel on September 19, 1:00-2:30.participate in the V-Tel on September 19, 1:00-2:30.
Here are just a few exciting updates:Here are just a few exciting updates: Coaches can access and update their teaching roster (August 31 email Coaches can access and update their teaching roster (August 31 email
from Jon Hayes)from Jon Hayes) Menu bar for easier navigation with links on the left of the screenMenu bar for easier navigation with links on the left of the screen Data can be sorted by column headerData can be sorted by column header The layout of the data tables will grow with the size of the window for The layout of the data tables will grow with the size of the window for
easier viewingeasier viewing Students can be added to groups within classrooms, across classrooms, Students can be added to groups within classrooms, across classrooms,
and across gradesand across grades LPRs can be viewed for specific groups. LPRs can be viewed for specific groups.
Reading Assignment for Reading Assignment for November 4 Coaches’ November 4 Coaches’
Leadership SessionLeadership Session
Read Chapters 1, 3, 4, 5 and the Planning Guide Read Chapters 1, 3, 4, 5 and the Planning Guide on pages 159-178 in on pages 159-178 in The Reading Coach: A The Reading Coach: A How-To Manual for SuccessHow-To Manual for Success by Jan by Jan Hasbrouck and Carolyn DentonHasbrouck and Carolyn Denton
Observation SystemObservation System
Veteran Cohort A CoachesVeteran Cohort A Coaches
is being replaced with a retooled format to help you cut a clear path through the “fidelity observation jungle”!!
The “fidelity observation” feeling of the past.....
Observation Summary: Fall 2005Observation Summary: Fall 2005
• One round of Five-One round of Five-Minute Observations of Minute Observations of K-3 classroom teachers K-3 classroom teachers (+ follow up).(+ follow up).
• Formal Fidelity Formal Fidelity Observations (+ follow Observations (+ follow up).up).
• One round of Five-One round of Five-Minute Observations of Minute Observations of certified and classified certified and classified specialists (+ follow up).specialists (+ follow up).
Observation Summary: Winter 2006Observation Summary: Winter 2006
• Alternate Observation (+ Alternate Observation (+ follow up)follow up)
**Note: December Regional Coaches meeting will provide information and training on alternate observation process and plans.
Observation Summary: Spring 2006Observation Summary: Spring 2006
• Alternate Observation (+ Alternate Observation (+ follow up).follow up).
• Coach must conduct Coach must conduct Five-Minute Five-Minute Observations for grade Observations for grade level teachers not level teachers not covered in the alternate covered in the alternate observation plans.observation plans.
Formal Fidelity Observation ParametersFormal Fidelity Observation Parameters
Who to Observe: ALL K-3 Who to Observe: ALL K-3 Classroom TeachersClassroom Teachers
Length of Observation: The Length of Observation: The ENTIRE reading blockENTIRE reading block
Organizing Principles for ObservationsOrganizing Principles for Observations
1.1. Observations will have a Observations will have a student focusstudent focus as as determined by grade level data. The observations determined by grade level data. The observations will begin with all classroom teachers as a hub will begin with all classroom teachers as a hub and then follow students to other groups.and then follow students to other groups.
Organizing Principles for ObservationsOrganizing Principles for Observations
2.2. The entire reading block will be observed.The entire reading block will be observed.
3.3. Observations will document reading Observations will document reading instruction across multiple programs and/or instruction across multiple programs and/or instructors.instructors.
Organizing Principles for ObservationsOrganizing Principles for Observations
4.4. If teachers are using only parts of a program If teachers are using only parts of a program (as might be the case with program specific (as might be the case with program specific templates) coaches will indicate the skipped templates) coaches will indicate the skipped activities on one line of the program fidelity activities on one line of the program fidelity checklist.checklist.
Organizing Principles for ObservationsOrganizing Principles for Observations
5.5. For items that are embedded in the reading For items that are embedded in the reading block (a block longer than 90 minutes), such block (a block longer than 90 minutes), such as language arts or writing, coaches will as language arts or writing, coaches will discuss with their regional coordinator how discuss with their regional coordinator how to document such activities.to document such activities.
Gathering of Information to Determine Gathering of Information to Determine Coaching SupportCoaching Support
Survey of Teacher NeedsSurvey of Teacher Needs Summary of Teacher NeedsSummary of Teacher Needs 5 Minute Observations5 Minute Observations 5 Minute Observation Summary5 Minute Observation Summary Fidelity ObservationsFidelity Observations
Survey of Teacher NeedsSurvey of Teacher Needs
All teachers complete the All teachers complete the SurveySurvey.. Most of the headings are tied to the Most of the headings are tied to the Big 5 Big 5
Essential Reading SkillsEssential Reading Skills or to the or to the General Features of InstructionGeneral Features of Instruction as as listed on the Fidelity Observation.listed on the Fidelity Observation.
Survey should be completed individually Survey should be completed individually -- NOT as a group activity.-- NOT as a group activity.
Summary of Teacher NeedsSummary of Teacher Needs
Coach fills out the Coach fills out the SummarySummary for EACH grade for EACH grade level.level.
Total and Average the scores for each column.Total and Average the scores for each column. Highlight areas of needed support for each Highlight areas of needed support for each
teacher.teacher. The Coach will have a Summary of Teacher The Coach will have a Summary of Teacher
Needs for each grade level.Needs for each grade level.
Five-Minute ObservationsFive-Minute Observations
The “snapshots” of instruction!
Five-Minute ObservationsFive-Minute Observations
Headings tied to the “General Features of Headings tied to the “General Features of Instruction” from the Fidelity Observation.Instruction” from the Fidelity Observation.
Observation Walk-ThroughObservation Walk-Through
Five-Minute Observation SummaryFive-Minute Observation Summary
Coach fills out the Coach fills out the SummarySummary for EACH grade for EACH grade level.level.
Total the scores for each column.Total the scores for each column. Highlight areas of needed support for each Highlight areas of needed support for each
teacher.teacher.
Fidelity ObservationsFidelity Observations
Rating System Changes:Rating System Changes: N, P, F and EN, P, F and E Merged P/P+ to ONLY be “P” (partial)Merged P/P+ to ONLY be “P” (partial) Added “E” for EnhancedAdded “E” for Enhanced
Fidelity ObservationFidelity Observation Enhancement ClarificationsEnhancement Clarifications
Use an “E” when a teacher has made a worthwhile Use an “E” when a teacher has made a worthwhile modification or has replaced an activity with one more modification or has replaced an activity with one more valuable for their students (describe briefly in the comment valuable for their students (describe briefly in the comment box).box).
Use an “E” to rate an activity that the teacher added. This Use an “E” to rate an activity that the teacher added. This activity would be included at the end of the observation activity would be included at the end of the observation (describe briefly in the comment box).(describe briefly in the comment box).
If a teacher modifies the lesson with an activity that isn’t If a teacher modifies the lesson with an activity that isn’t particularly strong, they would be expected to give that particularly strong, they would be expected to give that activity a “P” and make a note in the comments that the activity a “P” and make a note in the comments that the enhancement didn’t better the lesson (describe briefly in enhancement didn’t better the lesson (describe briefly in the comment box).the comment box).
Fidelity ObservationsFidelity Observations
BIG IDEA for coaches:BIG IDEA for coaches:
SPECIFICITYSPECIFICITY
**Note: More time will be spent training on the Fidelity Observations at your October Regional Coaches Meeting.
Fidelity ObservationsFidelity Observations Brief and specific commentsBrief and specific comments
““modeling was explicit -- more repetitions may be modeling was explicit -- more repetitions may be helpful”helpful”
““good think aloud”good think aloud” ““teacher provided lots of examples”teacher provided lots of examples” ““many segmenting models”many segmenting models” ““high level of engagement”high level of engagement” ““great outcomes”great outcomes” ““constant and immediate feedback”constant and immediate feedback”
Fidelity ObservationsFidelity Observations
Fill out ALL parts of a lesson on the Observation Fill out ALL parts of a lesson on the Observation form.form.
General Features of InstructionGeneral Features of Instruction Be brief and specific.Be brief and specific. Use the Five-Minute Observation Form for comment ideas.Use the Five-Minute Observation Form for comment ideas.
Fidelity ObservationFidelity Observation Areas Implemented WellAreas Implemented Well
Be brief and specific.Be brief and specific. Identified Area(s) for Student SupportIdentified Area(s) for Student Support
Choose a critical area and be brief!Choose a critical area and be brief! Action PlanAction Plan
Needs to be connected to the Needs to be connected to the Identified Area for Identified Area for Student SupportStudent Support and needs to be “doable”. and needs to be “doable”.
Follow-Up DateFollow-Up Date Be specific (2 weeks, 1 month, 4th week of Be specific (2 weeks, 1 month, 4th week of
January, etc.)January, etc.)
Coaching PlanCoaching Plan
Use information from these areas we’ve discussed Use information from these areas we’ve discussed today to prioritize the needs in your building:today to prioritize the needs in your building:
1.1. Teacher Needs SummaryTeacher Needs Summary
2.2. ObservationsObservations
3.3. Student AssessmentsStudent Assessments
**We will be working further in this area with Carolyn Denton on November **We will be working further in this area with Carolyn Denton on November 4th using her book, 4th using her book, The Reading Coach: A How-To Manual for SuccessThe Reading Coach: A How-To Manual for Success..
Professional Development and Professional Development and S-I ApplicationsS-I Applications
appropriate PD/S-I requests action plan implications for PD/S-I applications ordering new materials for curricula already in the
building ordering new materials for previously-approved
curricula already in the building send RC a list of materials to be ordered, a budget, and the
date of the original S-I applicationHowever,
if you will be using previously-approved curricula with a new population in your building, submit a new S-I application
CSI MapsCSI Maps• Discussion of questions/concerns about CSI maps• Study of sample CSI maps
Analyzing Data and Analyzing Data and Building Instructional Building Instructional
GroupsGroups
Houghton Mifflin AssessmentsHoughton Mifflin Assessments
Emerging Literacy Survey (K-2)Emerging Literacy Survey (K-2)
Houghton Mifflin Phonics/Decoding Screening Test (1-6)Houghton Mifflin Phonics/Decoding Screening Test (1-6)
Houghton Mifflin Leveled Passages Assessment Kit (K-6)Houghton Mifflin Leveled Passages Assessment Kit (K-6)
Baseline Group Test (1-6)Baseline Group Test (1-6)
Integrated Theme Tests (K-6)Integrated Theme Tests (K-6)
Theme Skills Tests (K-6)Theme Skills Tests (K-6)
Benchmark Progress Tests (1-6)Benchmark Progress Tests (1-6)
Selection Tests (1-6) Selection Tests (1-6)
Integrated Assessment/ Integrated Assessment/ Intervention/Feedback LoopIntervention/Feedback Loop
Plan/implement Instructional
Support
Evaluate Instructional
Support
Plan/Implement Instructional
Support
Review Outcomes
Identify Need
Validate Need
Teachers administer
specific skills
assessments
Integrated Assessment/ Integrated Assessment/ Intervention/Feedback LoopIntervention/Feedback Loop
Role of Teachers and Support Role of Teachers and Support StaffStaff
Analyze data and build Analyze data and build instructional groups based on instructional groups based on needsneeds
Take inventory and Take inventory and recommend materials needed recommend materials needed for instructionfor instruction
Investigate and problem solve Investigate and problem solve scheduling/spacing issuesscheduling/spacing issues
Investigate personnel resources Investigate personnel resources with grade-level teamswith grade-level teams
Role of Instructional LeadershipRole of Instructional Leadership
View data and plan for meeting View data and plan for meeting students’ needsstudents’ needs
Make decisions regarding the Make decisions regarding the purchase of materialspurchase of materials
Make decisions regarding Make decisions regarding scheduling of staffscheduling of staff
Allocate personnel resources Allocate personnel resources based on identified needsbased on identified needs
Set up systems of Set up systems of communication between all communication between all involved staffinvolved staff
Articulate with everyone Articulate with everyone involved how needs are to be involved how needs are to be metmet
Kindergarten Benchmark StudentsKindergarten Benchmark Students
Benchmark
AdministerHMR Theme
SkillsAssessment
Passed Failed
InstructionalFocus #1
InstructionalFocus #2
Kindergarten Strategic StudentsKindergarten Strategic Students
Strategic
AdministerHMR Theme
SkillsAssessment
Passed Failed
InstructionalFocus #3
InstructionalFocus #4
Kindergarten Intensive StudentsKindergarten Intensive Students
Intensive
Beginning to Mid-yearAdminister assessments that
come with intervention program.
Mid-year to end-of-yearAdminister assessments that
come with intervention program.
InstructionalFocus #5
Grade 1 Benchmark StudentsGrade 1 Benchmark Students
Benchmark
AdministerHMR Theme
SkillsAssessment
Passed Failed
InstructionalFocus #1
InstructionalFocus #2
Grade 1 Strategic StudentsGrade 1 Strategic Students
Strategic
AdministerHMR Phonics/Decoding Screening Test
Beginning of Year:Task 1 - Task 5(A)
(Letter names - Reading short vowels inCVC words)
Middle of Year:Task 1 - Task 5(C)
(Letter names - Consonant blends with short vowels)End of Year:
Task 1 - Task 5(F)(Letter names - Variant vowels and diphthongs)
Passed allsections
Failed one ormore tasks
InstructionalFocus #3
InstructionalFocus #4
Grade 1 Intensive StudentsGrade 1 Intensive Students
Intensive
Beginning to Mid-yearAdminister assessments that
come with intervention program.
Mid-year to end-of-yearAdminister assessments that
come with intervention program.
InstructionalFocus #5
Grades 2 Benchmark StudentsGrades 2 Benchmark Students
Benchmark
AdministerHMR Theme
SkillsAssessment
Passed Failed
InstructionalFocus #1
InstructionalFocus #2
Grade 2 Strategic StudentsGrade 2 Strategic StudentsStrategic
AdministerHMR Phonics/Decoding Screening Test
Beginning of Year:Task 1 - Task 5(F)
(Letter name - Variant vowels and diphthongs)Middle of Year:
Task 1 - Task 5(G)(Letter name - Two syllable words)
End of Year:Task 1 - Task 5(G)
(Letter name - Two syllable words)
Passed allsections Failed
Task 5(G) only
Failed one or moretasks
InstructionalFocus #4
InstructionalFocus #3
InstructionalFocus #5
Grade 2 Intensive StudentsGrade 2 Intensive Students
Intensive
Administer assessmentsthat come with
intervention materials.
InstructionalFocus #6
Grades 3 Benchmark StudentsGrades 3 Benchmark Students
Benchmark
AdministerHMR Theme
SkillsAssessment
Passed Failed
InstructionalFocus #1
InstructionalFocus #2
Grade 3 Strategic StudentsGrade 3 Strategic Students
Strategic
AdministerHMR Phonics/Decoding Screening Test
Beginning of Year:Task 1 - Task 5(G)
(Letter name - Two syllable words)Middle of Year:
Task 1 - Task 5(G)(Letter name - Two syllable words)
End of Year:Task 1 - Task 5(H)
(Letter name - Multisyllabic words)
Passed allsections
FailedTask 5(G) only
Failed one ormore tasks
InstructionalFocus #4
InstructionalFocus #3
InstructionalFocus #5
Grade 3 Intensive StudentsGrade 3 Intensive Students
Intensive
Administer assessmentsthat come with
intervention materials.
InstructionalFocus #6
Critical Order Critical Order Role of Teachers and Support StaffRole of Teachers and Support Staff
Analyze data and build instructional groups Analyze data and build instructional groups
based on needsbased on needs
Take inventory and recommend materials needed Take inventory and recommend materials needed
for instructionfor instruction
Investigate and problem solve scheduling/spacing Investigate and problem solve scheduling/spacing
issuesissues
Investigate personnel resources with grade-level Investigate personnel resources with grade-level
teamsteams
Activity: Analyzing Data and Building Activity: Analyzing Data and Building Instructional Focus GroupsInstructional Focus Groups
Read the DirectionsRead the Directions View the Sample Second Grade Assessment DataView the Sample Second Grade Assessment Data
1.1. Place students in Instructional Focus 1.Place students in Instructional Focus 1.
2.2. Place students in Instructional Focus 2 and note Place students in Instructional Focus 2 and note next to their name the topics that need to be next to their name the topics that need to be retaught.retaught.
3.3. Place students in Instructional Focus 3.Place students in Instructional Focus 3.
Activity Continued...Activity Continued...
4.4. Place students in Instructional Focus 4.Place students in Instructional Focus 4.
5.5. Place students in Instructional Focus 5. Find the Place students in Instructional Focus 5. Find the greatest area of need and place the student’s name greatest area of need and place the student’s name in that box. Next to their name indicate the letter in that box. Next to their name indicate the letter name/sounds that need to be reviewed or taught.name/sounds that need to be reviewed or taught.
6.6. Place students in the ELD Instructional Focus box Place students in the ELD Instructional Focus box if they are English-language learners and require if they are English-language learners and require daily ELD instruction.daily ELD instruction.
Discussion ActivityDiscussion Activity
1.1. When will you do this data analysis activity with When will you do this data analysis activity with your staff (think about the entire year)?your staff (think about the entire year)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Discussion ActivityDiscussion Activity
2. Who will be involved in this process?2. Who will be involved in this process?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Discussion ActivityDiscussion Activity
3.3. What support does your staff need in order to What support does your staff need in order to have the necessary assessments complete?have the necessary assessments complete?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Discussion ActivityDiscussion Activity
4.4. How can you involve your school and district How can you involve your school and district leadership in this process?leadership in this process?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Sharing and QuestionsSharing and Questions
Commonalities of Commonalities of GLTs and ERTsGLTs and ERTs
Meet a minimum of once a monthMeet a minimum of once a month Discuss assessment dataDiscuss assessment data Evaluate instructional groups and make Evaluate instructional groups and make
adjustments where necessaryadjustments where necessary Refine/coordinate instructional programs at the Refine/coordinate instructional programs at the
student levelstudent level Focus on whole grade levelFocus on whole grade level
Comparing GLTs and ERTsComparing GLTs and ERTs
GLTGLT ERTERT
Membership Membership (including coach)(including coach)
All teachers at a grade levelAll teachers at a grade level Specialists as neededSpecialists as needed Principal as neededPrincipal as needed
Teacher reps from K-3Teacher reps from K-3 Building and district Building and district
specialistsspecialists PrincipalPrincipal
InstructionInstruction coordination at grade levelcoordination at grade level
coordination acrosscoordination across
1) grade levels1) grade levels
2)specialist and teachers 2)specialist and teachers
Professional Professional DevelopmentDevelopment
Review previous PDReview previous PD Identify PD needs based on Identify PD needs based on
LPRs/in-program testsLPRs/in-program tests PD on S-I programsPD on S-I programs
Identify PD needs across Identify PD needs across grade levelsgrade levels
Differentiated Differentiated Instruction FocusInstruction Focus
Instructional GroupsInstructional Groups CurriculumCurriculum
Building SchedulesBuilding Schedules Instructional GroupsInstructional Groups
CurriculumCurriculum
AssessmentAssessment Patterns within and across Patterns within and across students in a grade levelstudents in a grade level
Patterns within and across Patterns within and across students and gradesstudents and grades
ERT ResponsibilitiesERT Responsibilities AssessmentAssessment
*review assessment results*review assessment results*identify individual students who may need *identify individual students who may need additional additional supportsupport
InstructionInstruction*curriculum*curriculum*instructional grouping/scheduling*instructional grouping/scheduling*coordinate instructional planning across *coordinate instructional planning across gradesgrades*coordinate instructional planning across *coordinate instructional planning across specialistsspecialists
Professional DevelopmentProfessional Development
ERT Agenda Items ERT Agenda Items Group Brainstorming Group Brainstorming
District RF TeamsDistrict RF Teams Meet at least four times in Year 3Meet at least four times in Year 3 Purposes include:Purposes include:
*reviewing student data by school*reviewing student data by school*communicating progress with stake holders*communicating progress with stake holders*collaboration within and across cohorts*collaboration within and across cohorts*problem solving*problem solving*building capacity district wide*building capacity district wide*building/sharing expertise*building/sharing expertise
Team members include:Team members include:*district team leader*district team leader*district team members*district team members*principals from RF schools*principals from RF schools*mentor coaches from RF schools*mentor coaches from RF schools
DRFT Agenda Items DRFT Agenda Items Group Brainstorming Group Brainstorming
SeptemberSeptember
NovemberNovember
February February
JuneJune
Safe Travels Home!Safe Travels Home!