1. MY SIDEWALKS
Overview

2. Topics
Support
Organization
Placement test
Lesson demonstration

3. Support
After initial teacher training in any reading program , the need for in-classroom assistance is needed. It has been documented that classrooms which have “in the classroom” assistance are more likely to be successful.

4. Coaching NOT Evaluating
An important component in the implementation of “My Sidewalks” will be side-by-side coaching in the classroom.
The Peer Coach will visit your classroom
throughout the year to answer questions,
provide demonstrations, share ideas and
serve as a resource to the teacher.

5. Why are we required to use this reading program?
The North Carolina State Improvement Project (NCSIP) works to significantly improve the performance and success of students with disabilities.
Students with a reading disability will be taught using a systematic, scientifically researched based reading program.

6. Step 1 Placement Test
Every elementary EC student who is served in a resource or self-contained classroom must be administered the “My Sidewalks” placement test.
The placement test must be given before beginning the program.
*Administer the placement test within
the first two weeks of school

7. Why do the placement test?
More than 30 years of scientific research has shown that the most critical elements of an effective reading program at the elementary school level are:
~The right kind and quality of instruction
~The right level of intensity and duration
~ The right children
~ The right time.

8. Placement test
Identify the appropriate level at which to begin the student.
Identifies specific needs of individual students to create reading groups.
Make effective decisions to meet the learning objectives.

9. Placement Test Materials
1. Assessment book (pink)
A.Placement test
B.Weekly unit test
2. Copy of the Test Evaluation Chart (pg15)
3. Two copies of the Placement Test, pg19-one for the
student and one on which to mark the student’s
responses.
4. Benchmark Readers
Note: You will need to make a copy of the benchmark readers passage for yourself to record running record data.
Additional organizational ideas

10. Placement test overview
Estimated time for giving the placement test is 15 minutes.
Directions in bold type are to be read aloud (pg16-17)
80% mastery is required on Subtest. For example, in Level C if the student scores less than 80% on Subtest 1-3,he or she may be more appropriately placed in Level B. If they score 80% or better on Subtests 1-3, go on to complete subtest 4 and 5. (pg 14)

11. Placement Test
Video

12. Placement Test Reflection
How do I record a correct response?
Mark correct responses on your copy
Do you administer reading fluency for all levels?
No, only if the student meets criteria in required subtest
Do I follow the script that tells you exactly what to say to the student? Yes
If the student has difficulty retelling can I help them with retelling?
Yes, you can use the prompts provided on page 8 of the assessment book to help move them toward fluent retelling.
What were the easiest parts of administering the placement test? What parts were most challenging?

13. How to place students in their instructional group?
DO NOT place students in the reading group based on their assigned grade level.
If the student scores less than 80% on required Subtests, he or she may be more appropriately placed in the level below.
Sort all the students by their instructional level based on the placement test data (EI, Level A, Level B, Level C, Level D or Level E)
Recommended group size for instruction: 3 to 5 students
Show example on bulletin board paper of grouping class and school

14. STOP
Have you completed the student’s PLACEMENT TEST? If not, you can’t begin teaching the reading lesson.

15. Intensive Reading Intervention
Each level of My Sidewalks is designed to provide a year and a half of reading growth.
30-45 minutes of instruction each day
For the fidelity of the reading program, only present the scripted program during this allotted reading time.
Levels A-E include 150 lessons
At the end of each unit, individual or group test are given to monitor student growth.

16. Step 2 Reading Lesson First get your materials organized
Examples of organizing your reading lesson:
Teacher notebooks
Student notebooks
Other Ideas

17. Reading Lesson Getting Ready
Review Skills Overview for each week (pg xii) Phonics, Vocabulary, Comprehension and Fluency
Daily Lesson Plans-Materials are listed for the day:
Student Reading book
Sound Spelling Cards (Levels A-C)
White Boards (Level A-C)
Audio Text
Student Practice book
Student Journals – each student needs
composition notebook

18. Reading Lesson
Video

19. Reading Lesson Reflection
Do I have to follow the script?
Yes, read what is written in green.
When do I give the unit test?
At the end of each unit give the individual or group test.
How long do I need to plan for instruction? minutes
What are the easiest parts of the reading lesson? What parts were the most challenging?