Elementary Literacy
Reading Leader Institute, Elementary
Research shows conclusively that the greatest impediment to sustained change is the lack of consistent and effective implementation support. This institute equips district administrators, site administrators, and leadership teams with a solid understanding of the issues for leadership focused on program implementation. This includes practice with resources used to analyze data, observe classroom teaching, monitor implementation over time, and plan intervention with teachers and students. It also includes research readings that focus on addressing pressing issues of equity and the achievement gap. This institute can support any research-based program a district/school has adopted.
Daily Content Coverage:
- Day 1 focuses on the scientific research on reading, Richard Elmore’s work on distributed leadership, and the link between national/state standards and leadership.
- Day 2 highlights models of success from the office of the Secretary of Education and introduces implementation resources. These resources include a rubric to measure the six steps of success, classroom observation protocols, grade-level meeting resources, and assessment analysis templates.
- Day 3 addresses equity issues and focuses on differentiated instruction, especially challenges faced by English-language learners and by older struggling readers. Leaders are equipped with a framework that addresses the different needs of students and teachers involved in a fully implemented research-based program. A study by the Dana Center on equity issues in achievement serves as a springboard for reflective conversations.
For optimum results, leaders need additional hands-on practice observing in their own schools, calibrating observations, analyzing their own data, and making plans for strategic intervention. For district clients, CORE District Technical Assistance or Leader Practicum provides this opportunity. (For individual school clients, this work takes place during regular site visits by the CORE Consultant.)
Participant Outcomes:
- Understand the leadership issues that impact program implementation.
- Use data to identify what is working and who needs intervention.
- Create an intervention plan to keep the program on track to reach achievement goals.
- Implement grade-level meetings as tools to support achievement growth.
Levels: K–6
Audience: Superintendents, district administrators, and school principals
Format: Three full days
Over $180 worth of professional materials: A Participant Resource Notebook containing research studies, classroom observation forms, implementation resources, forms for grade-level meetings, and materials for understanding and analysis of assessments. Program Resource Packets are provided for selected textbooks. Several professional reference books are included.
Location: On-site for a group of leaders or off-site at a regional location for individual participants. Click here to see current regional dates.
Reading Leader Practicum, Elementary
This series of support sessions and classroom visits provides district administrators and school leaders with practice using skills introduced at the Reading Leader Institute. These sessions combine additional professional development with discussion of instructional materials, analysis of assessment data, and actual visits to selected classrooms to observe and practice coaching and feedback. During these visits, content can be applied to any of several widely used basal textbook series.
The client (district, regional organization, or state) selects sites for demonstrations and arranges classroom visits. Practicum days are arranged and budgeted separately from regular Site Implementation Visits. (For individual school clients, practicum work occurs during regular site visits.)
Participant Outcomes:
- Gain new skills essential to managing successful reading programs.
- Understand how to manage a seamless implementation in concert with reading team leaders.
Levels: K–6
Audience: District and site administrators
Format: CORE recommends 3–8 sessions; combination site work and workshops
Prerequisite: Must have attended a CORE Reading Leader Institute or equivalent
Reading Coach Institute
This institute is designed for teacher leaders and coaches to prepare them to support and facilitate literacy instruction in the classroom and to successfully implement research-based reading programs. Coaches learn to support literacy implementation at the site level. During this institute, content can be applied to widely used basal textbook series. For full implementation, CORE recommends that each school selects and sends a teacher leader to a national CORE Reading Coach Institute. For large districts, CORE recommends an on-site CORE Reading Coach Institute. The focus of this institute is on technical coaching.
Participants learn to
- Use an understanding of the change process to guide and support effective instructional practice.
- Support teachers in their own classrooms to ensure new teaching approaches take root and flourish.
- Help teachers collect and analyze assessment data to collaboratively increase reading achievement.
- Facilitate grade-level meetings as tools to support achievement growth.
- Solve common problems before they hinder implementation to ensure smooth and effective progress.
Daily Content Coverage:
- Day 1 focuses on the principles of change, the design of training and peer coaching, the role of the reading coach (and principal and district), the three phases of coaching, and observation tools and checklists.
- Day 2 highlights simulations of classroom observation, demonstration, and conferencing; levels of use; facilitation styles; addressing diverse learners; evaluating instructional materials; and pacing.
- Day 3 addresses the use of assessment as tool for success, the three “p’s” of group work, the five-step problem-solving and decision-making model, a review of effective reading program components, and developing an action plan.
For optimum results, coaches need additional hands-on practice observing in their own schools, calibrating observations, analyzing their own data, and making plans for strategic intervention. For district clients, CORE District Technical Assistance or Coach Practicum provides this opportunity. (For individual school clients, this work takes place during regular site visits by the CORE Consultant.)
Levels: K–6
Audience: Teacher leaders and coaches
Format: Three days
Prerequisite: Reading background desirable
Over $275.00 worth of professional materials: A Participant Resource Notebook containing research studies, classroom observation forms, forms for grade-level or department meetings, and materials for understanding and analysis of assessments. Program Resource Packets are provided for selected textbooks. The CORE Reading Coach Video in DVD format (available as a VCR tape by request) and several professional reference books are also included.
Reading Coach Elementary Practicum
For district clients, CORE staff facilitates regular support sessions following the Reading Coach Institute. CORE Consultants mentor the coaches as they model lessons, and observe and debrief teachers. The Practicum also helps coaches learn to analyze test data, facilitate on-site collaborative conversations, and develop solutions to implementation challenges. Practicum activities can focus on any research-based basal program a district/school has adopted. Practicum days are arranged and budgeted separately from regular Site Implementation Visits. (For individual school clients, practicum work occurs during site visits.)
Participant Outcomes:
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Fully master skills and strategies for working with classroom teachers, including lesson modeling, classroom observation, and debriefing teachers.
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Practice assessment analysis skills and intervention planning.
Levels: K–8
Audience: District coaches and others who support implementation through coaching and lesson models
Format: For every five participants, four days of on-site follow-up preparation and practice
Prerequisite: Must have attended a CORE Reading Coach Institute or equivalent
Response to Instruction and Intervention Institute
This focused CORE institute is designed to lay the foundation for the implementation of a Response to Intervention or Response to Instruction system for K–12. Based on years of research and informed by the research of Dr. Mark Shinn, schools and districts will learn how to design a three-tiered model with appropriate prevention and intervention materials, assessment, and processes to ensure regular education and special education services meet the needs of students. The RtI model replaces the outmoded “wait to fail” method of identifying students for special education services after it is too late. Participants at the three-day institute will learn what comprises the three tiers, what types of assessments are necessary to make this model work, how to determine core, supplemental and intervention materials, and guidelines for establishing a problem-solving approach and setting up teams. Through case studies participants will apply the techniques and processes they learn each day.
NOTE: This institute is designed for districts/schools new to RtI and multitier systems. Following this institute, and for schools/districts already knowledgeable about multitier models, CORE offers expert technical assistance on site to design and implement your own RtI system. Download the flyer or call CORE at 888-249-6155 for more information.
Participant Outcomes:
- Understand RtI and the three-tier model.
- Learn different assessment processes for different purposes.
- Understand the goal-setting process for monitoring students.
- Receive resources for a system for implementing a problem-solving approach.
Institute Outline:
- Day 1: Three-Tiered Instruction Focus
- Overview of RtI and federal requirements
- Three-tiered instruction
- Scientifically based reading research and the three tiers
- Implementation of the three tiers across a school and within a classroom
- Day 2: Assessment Focus
- Universal screening
- Progress monitoring
- Reading and interpreting data
- Norms vs. standards
- Case studies
- Goal setting
- Day 3: Problem-solving Processes and Procedures
- Standard tasks and steps
- Problem identification and interviewing
- Instructional planning forms
- Team: Roles and functions
- Policy implications
- FAQs
- Road map design
Levels: K–12
Audience: District leadership, site administrators, special education staff
Format: Three days, ideally consecutive, but may be taken separately
Materials: Participant Notebook, Response to Intervention: Policy Considerations and Implementation (National Association Of State Directors of Special Education)