Reading First Administrative Update Date:March 16, 2009, at 4:00 pm Our session will start momentarily. While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the participants window Configure your microphone and speakers by going to: Tools – audio – audio setup wizard Confirm your connection speed by going to: Tools – preferences – connection speed

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Using Audio: When Someone Else is Talking

Refining our Strategies Sharon Walpole Michael C. McKenna Georgia Reading First Professional Development Architects

momentum |mō ˈ ment ə m; m ə - 1 Physics, the quantity of motion of a moving body, measured as a product of its mass and velocity. 2 the impetus gained by a moving object : the vehicle gained momentum as the road dipped. 3. the impetus and driving force gained by the development of a process or course of events: the investigation gathered momentum in the spring. [ ORIGIN late 17th cent.: from Latin, from movimentum, from movere ‘to move.’ ]

The Cognitive Model Phonological Awareness Decoding and Sight Word Knowledge Print Concepts Fluency in Context Automatic Word Recognition Reading Comprehension Language Comprehension Strategic Knowledge General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Vocabulary Knowledge Background Knowledge Knowledge of Text and Sentence Structures

Differentiation for All Tier III Intervention Tier II Below Grade Level Instruction At Grade Level Instruction Above Grade Level Instruction Tier I Grade-Level Instruction All children get both Tier I and differentiated instruction – it is not reserved for remediation.

PA and Word Recognition Word Recognition and Fluency Fluency and Comprehension Vocabulary & Comprehension A Stairway to Proficiency

A Professional Support System TheoryDemonstrationPracticeFeedback Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD.

A Training Cycle Work with Architects directly Work with specialists to review and plan Work with teachers at school

Topics AugustObservation and Feedback SeptemberWord Recognition and Fluency: 3-week plans NovemberFluency and Comprehension: 3-week plans FebruaryVocabulary and Comprehension: 3-week plans

Questions 1.How successful were we in providing coaches with what they needed to support teachers? 2.What modifications could we make for next year? – Serve continuing schools – Serve schools not continuing – Serve schools outside of Reading First

Lecture Portion of Architect Training

Lesson Demonstrations by Architects

Video Examples

Chapters to Read

Follow-up Planning Day

Specialists’ Support

Specialists’ Support: Most Effective

Specialist Support: Least Effective

Future Architect Services: Theory

Future Architect Services: Demonstration

Future Architect Services: Leadership

Most Important Future Architect Services

What Did We Learn? We can only serve one audience at a time; it would be better to design separate sessions for teachers that had less emphasis on theory We should reformat our work so that it can be accomplished in shorter chunks of time Participants want more lessons and more video