My Sidewalks

Early Intervention, A, B, C K, 1, 2, 3

Data Decision Making: Kindergarten Which Kids?

�  Fall: Students in quadrant 3 that are low in First sound (FSF) and low in letter naming (LN)

�  Winter: Students in quadrant 3 that are low in Phonemic Segmentation Fluency (PSF) and low in Letter Sound Fluency (LSF)

Data Decision Making: Got the kids how do I place in

groups?

Early Reading Intervention (K):

Use the My Sidewalks Assessment Handbook, administer the placement test beginning on page 7.

Data Decision Making: Administration of the assessment

�  Individual assessment

�  Read script word for word

�  Score each section appropriately as you go

�  Follow the Discontinue GO STOP Box (gray)

�  Break into sections, A, B, C, D, E, F.

�  Student test pages are provided

Data Decision Making: Assessment

� With a partner, practice A, B, C sections of the Kindergarten Placement test.

� Remember to score as you go

10 minutes

Lesson Placement �  With your partner, refer to page 7 of the

Kindergarten Placement Test.

�  Use the Lesson Placement Chart to place your partner in a beginning placement

Data Decision Making: 1st Which Kids?

�  Fall: Students in quadrant 3 that are low in Phonemic Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF)

�  Winter: Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 95% accuracy.

Data Decision Making: 2nd-3rd Which Kids?

�  2nd: Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 95% accuracy.

�  3rd: Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 98% accuracy.

Data Decision Making: Got the kids, how do I place in

groups?

Intensive Reading Intervention grades 1-3 (A, B,C):

Administer the CORE Phonics Survey as directed by your coach.

Data Decision Making: Administration of the CORE Phonics Survey

�  Individual assessment

�  From page 42 of the CORE Phonics Survey, administer parts indicated for that grade as directed by your coach.

�  Read script word for word

�  Score each section appropriately as you go

�  Follow the Discontinue rule from page 46; Reading and Decoding

�  Student test pages are provided

Data Decision Making: Assessment

� With a partner, practice administering CORE Phonics Survey pages 47-48, (G-L) sections of the test.

� Remember to score as you go

10 minutes

Lesson Placement �  With your partner, refer to page 44 of the CORE

Phonics Survey, RECORD FORM

�  Refer to your teachers manual, Distinctions Between Levels, (page xii) in My Sidewalks.

Here you will be matching what the child should know (mastered) With Instructional Focus, (skills that are needed)

Data Decision Making: What book to start in?

Data Decision Making: What book to start in?

Benchmark Reader �  Use the running record to

record recommended rate and accuracy to support your decision making process

Data Decision Making: What book to start in?

Task: �  With a partner: Look at Distinctions Between

Levels, match skills and look for where you most likely will place your partner

�  Coaches please support this task

�  FYI: Coaches will make final recommendations at school level.

BREAK 15 minutes

Lesson Planning Program Components

http://www.mypearsontraining.com/products/mysidewalks/tutorials.asp

Lesson Plan

�  Overview of the week

Lesson Plan

�  Daily Lesson Plans

�  Looking through a Sample Lesson Plan

Lesson Planning Instructional Design

http://www.mypearsontraining.com/products/mysidewalks/tutorials.asp

Lesson Design Task:

At your table discuss the lesson design of the Sidewalks program

�  what are the components �  notice the pacing

�  how will the overview help you in your planning and pacing?

Video Watch for:

•  Pacing •  Transitions •  PBIS (behavior components) •  Lesson Components

Lesson Design Task: With a partner, discuss items you observed in the video

•  Pacing •  Transitions •  PBIS (behavior components) •  Lesson Components