The Ball Poem- John Berryman_20240518_001617_0000.pptx
SLP Overview
1. TuHS Resources: Your Instructional Coordinator Susan Payne FKA “Literacy Specialist”
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4. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% EBS CONTINUUM OF SUPPORT (Walker, et al. 1996)
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Notas del editor
As you can see, there’s been a name change. Role is being refined; this job title more accurately reflects the responsibilities of the position.
Since it’s my second year, I can share what I actually do and tell you about the SLP. (Unlike last year when I was clueless ;)
There are basically two roles, and the goal of each is to improve achievement for all students. One path to that end is coordinating the SLP which provides support to struggling readers. The other path is by working with teachers to improve instruction. This includes literacy strategies, but isn’t limited to that. I’ll cover this in more detail later, but for now, let’s start w/ the SLP and how we support our struggling readers. Let’s start with an overview of the Literacy Program and how it works in supporting all students.
You may have seen this diagram before, especially if you are familiar with EBS or EBIS. This is the model the district used when designing the SLP. Three levels or tiers of support.
Tier 1 (includes all students) - School wide, I.e. literacy strategies being taught and applied in all content areas. Tier 2 and 3 (yellow and red/20%) offer more specialized support, or interventions: these are our literacy classes taught by Tracy Coyle, reading specialist, and Erin Handy, learning specialist.
How do we know which students need additional support?
The idea is to be proactive rather than reactive.
Refer to the flow chart for more detailed information about screening (decision rules.) Grades can be a factor.
Course offerings change based on student needs. Letters refer to the Language! book level (A through F). You can also see the data that is used in decisions about exiting students.
GRADE is comparable to the OSA. Especially valuable for 9th grade (no OSA). Maze measures reading comprehension. Overall, the data shows that the interventions are having a positive effect districtwide.
What do the literacy classes look like?
Phonemic Awareness – Auditory differentiation of individual sounds in words Phonics – Letter sound correspondence Morphology - study of the structure of words
Hopefully, you are familiar with these strategies. We presented them last year in the Passport to Literacyland, and these are the strategies that all teachers should be reinforcing in their content areas. We’re going to review the strategies using a Rally Robin (another Kagan structure).
Other ways to support students’ literacy development is by using these strategies. (Frayer Model, Anticipation Guide, Group Summarizing, DR/TA, Definition Word Chart, Word Sorts, etc.) This leads into the second part of the flow chart and our third objective, which is to present possibilities for working with me as an Instructional Coach.
I also wanted to emphasize that we can work together on things besides just “literacy” and that it’s cool. :) Just like the “A-Team”, the ICE-TEAM has a Mr. T. When you think of me, think MR. T. I am your resource teacher.
![Objectives ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)