Use the links below to access the HILL’s eLearnings
GOAL #1 – Leadership
Master Schedule Development
- Know the purpose and benefits of a master schedule
- Identify different approaches to solving common scheduling obstacles
- Learn and practice methods for building a Master Schedule
Literacy Leadership Teams
- To recognize the importance of a leadership team in a literacy improvement initiative
- To identify the necessary roles of constructive literacy leadership team members
- To examine your own characteristics and identify how you can contribute to your leadership team
- To determine how your literacy leadership agenda fits among existing team configurations at your school
GOAL #2 – Program Implementation
The Reading Brain & Literacy Development
- Review how reading development links to instruction
- Learn new routines to target specific aspects of reading instruction with the goal of building students’ foundational skills to ultimately facilitate reading comprehension.
Small Group Skills Trace
- Understand the different purposes of small group differentiated instruction and needs-based intervention/extensions.
- Inventory programmatic components and pinpoint how they help us best situate students in small group differentiated instruction.
- Integrate core program structure through tracing whole group Tier 1 skills to small group differentiated plans.
Alignment and Coordination of Tier 1: Whole Group and Small Group Plans (WG-SG Template Development)
- Identify how the WG/SG template supports alignment and coordination across grade and school
- Explain the purpose of a WG/SG template
- Decide what Program components to deliver in Whole/Small group.
- Evaluate that these choices are aligned and coordinated across classes.
Linking Instruction, Routines and Resources for Differentiated Learning (Instructional Focus to Instructional Resources)
- Understand the research based “Big Ideas” for teaching reading
- Relate “Big Ideas” to instructional focus areas
- Match research supported instructional activities to your learners informed by data
- Identify materials or routines from your curriculum and prior training that address research supported principles
GOAL #3 – Professional Knowledge
Small Group Management
- To define small group instruction and how it provides differentiated learning
- To explain how to optimize student groups for differentiated instruction
- To explain how to effectively manage small group instruction through
- To describe ways to establish clear expectations for classroom behaviors during small group time
- To explore ways to manage your time
Features of Effective Instruction
- To explain why effective instruction is especially important for children learning to read
- To identify the 4 main elements of effective instruction
- To describe what teachers can do to prepare for effective reading lessons (Cognitive Preparation / Planning)
- To describe best practices for introducing a lesson to students (“I do”)
- To describe best practices for engaging students in practice (“We do”)
- To describe best practices releasing students to independent practice (“You do”)
- To explain how to create effective routines using concise language and an appropriate teaching pace
GOAL #4 – Assessment
The Brain, Reading, and Assessments (Linking Literacy Development to Assessment)
- Discuss areas of the brain involved in Reading Development
- Link Reading Development to various Assessments
Types of Assessment
- Identify the difference between an “assessment” and a “test”
- Name the 4 general categories of assessments
- Evaluate an assessment to understand the purpose
- Identify when/where/how to use different assessments
Building an Assessment Framework
- Describe a process to:
- inventory existing assessments
- identify gaps and redundancies
- build a comprehensive framework
- Create a Decision Tree/Assessment Flow Chart to demonstrate how to make decisions based on assessment data
Reliability and Validity in Data Collection
To distinguish between reliable and valid data
Recognize the importance of reliable and valid data collection practices
Identify three common errors preventing reliable data collection
Explain how schools can increase the reliability of data collection before, during and after testing
Data Meeting Process and Tools
- Explain why we analyze student data
- Explain why we analyze student data
- Describe three elements to a Data Meeting
- Data Sources
- Analysis Tool(s)
- Data Meetings
- Identify what should happen before, during and after Data Meetings
- Identify tools you can use to organize data and meeting outcomes
Using Data and Research to Inform Differentiated Instruction (Data to Instructional Focus)
- Describe the research supported “Big Ideas” for teaching reading and how they relate to our instructional focus areas.
- Determine how data from your school/district informs these profiles.
- Use classroom reports to assign instructional profiles to every student.
- Identify the implications of instructional profiles to small group differentiated instruction and intervention.
Importance of Progress Monitoring
- Define Progress Monitoring
- Describe how using aimlines for Progress Monitoring helps to guide instructional decisions
- Explain how measuring and evaluating students at intervals can facilitate students’ reading achievement.
Aimlines to Instructional Focus
- Describe how and why we use aimlines to determine instructional focus areas
- Explain how progress monitoring aligns with the data cycle
- Explain when and how we use the two methods of data analysis (aimline and benchmark) to make instructional decisions during data meetings
- Analyze data to evaluate student progress and make decisions about next steps
Online Course Management
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