1. Professional Development Modules Ideas for Targeting Teacher Growth Georgia Reading First

2. Goals  Consider ideas for PD modules  Prioritize these ideas  Generate additional ideas for modules

3. Structure of Each Module  Reading material to enhance the RRFCs’ background  Materials for redelivery (e.g., PowerPoint, readings)  A specific activity for coaches  A plan for follow-up with coaches  Suggestions for how LCs might use the module with teachers

4. Let’s look at some ideas for two-hour modules in four broad areas... 1.School-wide Organization 2.Curriculum and Instruction 3.Assessment 4.Providing Professional Support

5. School-wide Organization

6. Special Education Primer What does GA law say about special students? How can teachers effectively collaborate with special educators? What are the best ways to use the S4? How can LCs assist?

7. Organizing Classroom Space What should a Reading First classroom look like? What research can guide us? Are models available? How can LCs assist?

8. Grouping and Scheduling What does research tell us about: Assignment of children to home rooms? Regrouping for the block? Parallel block scheduling? Tracking? The Joplin Plan? Time of day? Specials? Push-ins? Pull-outs? SmithJonesKellyWiseRichWells 8:00 8:30 9:00 9:30

9. Organizing Classroom Libraries What are effective ways of grouping books... by theme and topic? by genre? What are effective strategies for leveling books? How can levels best be used? ABCDFGHIJABCDFGHIJ

10. Sustainability What can we do to sustain RF when funding ends? What is the research on sustainability? How can a realistic action plan be developed?

11. Assessment

12. Informal Reading Assessments What are informal assessments? How can they be used to follow-up DIBELS? How can teachers organize and track the results of informal assessments? Which informal assessments are most useful? What about IRIs? Running Records? Miscue Analysis?

13. Making the Best Use of DIBELS How can DIBELS results best be used to meet the needs of all students? Which reports can help most? Least? How can the LC facilitate DIBELS use? What’s on the DIBELS horizon?

14. Case Studies in Beginning Reading How can we best use the extended case studies housed on the PD site? This module would provide detailed practice in applying the Cognitive Model of Reading Assessment. Study guides and interactive activities would be included.

15. Curriculum & Instruction

16. Needs-Based Instruction: Phonemic Awareness Review core scope and sequence in PA How can we use the scope and sequence in planning needs-based instruction in PA? Focus on planning three weeks of needs-based work. Overview of effective PA strategies.

17. Needs-Based Instruction: Phonics Review core scope and sequence in phonics How can we use the scope and sequence in planning needs-based instruction in phonics? Focus on planning three weeks of needs-based work. Overview of effective phonics strategies.

18. Needs-Based Instruction: Fluency Review core scope and sequence in fluency How can we use the scope and sequence in planning needs-based instruction in fluency? Focus on planning three weeks of needs-based work. Overview of effective fluency strategies.

19. Needs-Based Instruction: Vocabulary and Comprehension Review core scope and sequence in vocabulary and comprehension Study ways to use the scope and sequence in planning needs-based instruction in vocabulary and comprehension Understand why these two components should be linked for instruction Understand how these two components can be linked for instruction Focus on planning three weeks of needs-based work. Overview of effective instructional strategies.

20. Instructional Pacing What does research tell us about pacing? How can pacing be optimized? How can LCs assist in this process?

21. Motivating Children to Read What does research tell us about attitudes and interests? What are some effective methods? How can LCs assist in this process?

22. Technology Applications How can classroom teachers effectively integrate technology into reading instruction? How can quality software be located? How can existing software be evaluated? How can LCs assist in this process?

23. Developing and Managing Centers What does SBRR tell us about centers? How can teachers effectively create and manage centers? How can sources of center activities be located and evaluated? How can LCs assist?

24. Comprehension Strategy Instruction Which strategies are most important? How does Direct Explanation work? Are there alternatives to direct explanation? How can strategy use be assessed?

25. Intervention Programs How can teachers locate intervention programs? Where are intervention programs reviewed? Is there research on intervention programs? How can intervention programs be scheduled? How can intervention assessments be used?

26. Differentiated Spelling Instruction What are the stages of spelling development? How can a student’s stage be determined? What instructional strategies support students as they pass through these stages? How is spelling related to decoding growth? How can spelling provide evidence of phonics growth?

27. Writing in Response to Reading What does Reading First say about writing? What does research tell us about writing instruction in K-3? What is writing in response to reading? What are effective strategies for integrating writing in response to reading?

28. Providing Professional Support

29. Mentoring New Teachers How can teachers new to Reading First be “brought up to speed”? What part can mentoring play? What resources are available? How can LCs assist?

30. How to Do a Walk-Through What are effective guidelines? Are there observation instruments that can help? How should teachers be prepared? What are good ways to follow up?

31. The Principal’s Role in RF What does the research tell us? What are the most productive ways for the principal and the LC to interact? What PD is best for principals?

32. Modeling for Teachers What is the best way to plan a model lesson? How should an offer to model be made? What is the best way to follow up? What are appropriate strategies to model? How can the Exemplary Teaching videos be used to model vicariously?

33. Conferencing Strategies What does research tell us about conferencing? What is the best way to plan a conference? What guidelines exist for effective conferencing? How should a conference be followed up?

34. School-wide Organization Modules Priority HighModerateLow Special Education Primer Organizing Classroom Space Grouping and Scheduling Organizing Classroom Libraries Sustainability Time to prioritize!

35. Assessment Modules Priority HighModerateLow Informal Reading Assessments Making the Best Use of DIBELS Case Studies in Beginning Reading

36. Curriculum and Instruction Modules Priority HighModerateLow Needs-Based: Phonemic Awareness Needs-Based: Phonics Needs-Based: Fluency Needs-Based: Vocabulary & Comp. Instructional Pacing Motivating Children to Read Technology Applications Developing and Managing Centers Comprehension Strategy Instruction Intervention Programs Differentiated Spelling Instruction Writing in Response to Reading

37. Providing Professional Support Modules Priority HighModerateLow Mentoring New Teachers How to Do a Walk-Through The Principal’s Role in RF Modeling for Teachers Conferencing Strategies Time to prioritize!

38. More Potential Modules Time to brainstorm!