LS January Task List

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Literacy Specialist Task List:

Literacy Specialist Task List January Development

January Tasks:

January Tasks 1 Thank your scheduling person By January 17 th 2 Complete grade checks for S1 By January 24 th 3 Observe your reading teachers one time & give feedback By February 14 th 4 Update GL Teams & Admin Teams By January 31 st 5 Facilitate Literacy Team Meeting By January 31 st

Thank Your Scheduling Person:

Thank Your Scheduling Person Check EACH class to ensure EACH student is in the correct tier Scheduling is hard! Build a culture of appreciation in your campus. Send a personal thank you to your Ops person, or anyone that helped with scheduling January 17 th

Complete Semester 1 Grade Checks:

Complete Semester 1 Grade Checks Check the semester grades of all LEP and disfluent students. You may want to include other Students of Concern Request the grade reports from Registrar with student ID #s If not already created, make a spreadsheet January 24 th

Excel Example:

Excel Example Email Erica for a template! Censored

Semester 1 Grade Checks:

Semester 1 Grade Checks Flag students in danger of retention Flag teachers that may be in need of help with accommodating Highlight bright spots on campus as well

Flagging Example:

Flagging Example Email dean with this information privately Censored

Observe Reading Teachers:

Observe Reading Teachers Schedule in Outlook when you will observe your reading teachers by January 17 th You may consider reaching out to deans to co-observe WHY : To build relationships with your teachers and to get a temperature check for literacy on your campus. February 24 th

Observe Reading Teachers:

Observe Reading Teachers Complete the observation of each teacher before the end of this six weeks. You also may want to consider observing ELA teachers as well February 24 th Way to GLOW… Way to GROW… Tell your teacher in descriptive language 2-3 POSITIVE things they are doing in their classroom. Include what they said or did, how students responded, and WHY continuing this in their classroom is beneficial for their students’ success.     Tell your teachers in descriptive, non-judgmental language 1 area to consider. If applicable, consider offering a resource or a technique that would have helped improve the teacher’s practice.

Observe Reading Teachers:

Observe Reading Teachers Example: February 24 th Way to GLOW… Way to GROW… Promoting Positive Climate--You’ve created a positive environment with high expectations! Consistent use of praise, effective use of the teacher/kid game, and clear expectations mean that all students are performing at a high level, responding in unison, and are frequently smiling during class (especially during bingo!)   CFU’s: Immediate, quality feedback--You consistently use modeling correct, repeating tasks, and delayed testing (“escape”) to correct errors made during oral tasks. As a result, students are extremely successful on oral tasks and are learning these words to mastery. CFU’s : Immediate, quality feedback---3 sts did not catch errors while writing spelling words. In order to ensure sts check carefully: While you spell the correct words, students dot each letter with a pencil, crossing out any words they misspelled. The physical act of dotting forces them to attend to each letter.   Project the correct words after checking orally, so students have a visual model to reference (anywhere it says “write on board” in the curriculum). Give sts 20 seconds after each written task to re-write misspelled words 3x. (3x so they get more correct exposures than the error)   Walk around while sts are checking/correcting their spelling and double-check they’ve caught all mistakes.

Update Admin Team:

Update Admin Team Meta-analysis should already be complete and scheduled! Send the date time and place to Simone. If you need further help- reach out to Simone or Erica January 24 th

Update Grade Level Teams:

Update Grade Level Teams Just like you did at the beginning of the year, let grade level teams know the level at which students are reading Which students are now fluent? (Celebrate!) Which students are still Tier 3 & 2.5? Which students have comprehension issues? (Accommodate!) January 31 st

Grade Level Team Example:

Grade Level Team Example January 31 st Include student names Include fluency level, LEP status, and SPED status This is also a great time to suggest accommodations for the team

Literacy Team Meeting:

Literacy Team Meeting Agenda: Re-setting progress monitoring schedules Having tough conversations around tier placement Novelty in the curriculum ideas Students of concern from AIMSWeb progress monitoring semester one January 31 st

Student of Concern Process Review:

Student of Concern Process Review What you talk about: Share student’s data and qualitative observations (2 min) Other teachers ask clarifying questions (2 min) Give suggestions/set action steps (2 min ) What you record: Student Name Concern Data/Observations Action Steps Follow-Up R. Hernandez (Bundy ) Flat growth Long pauses Understands in the story Didn’t read over the summer Dyslexia Screener Teacher Fluency Partner Phone Call Home At-risk for dyslexia

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