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eLearnings

Use the links below to access the HILL’s eLearnings

GOAL #1 – Leadership

Master Schedule Development
Objectives:

  • 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

Launch

Literacy Leadership Teams
Objectives:

  • 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

Launch

GOAL #2 – Program Implementation

The Reading Brain & Literacy Development

Objectives:

  • 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.

Launch

Small Group Skills Trace

Objectives:

  • 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.

Launch

Alignment and Coordination of Tier 1: Whole Group and Small Group Plans (WG-SG Template Development)

Objectives:

  • 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.

Launch

Linking Instruction, Routines and Resources for Differentiated Learning (Instructional Focus to Instructional Resources)

Objectives:

  • 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

Launch

GOAL #3 – Professional Knowledge

Small Group Management

Objectives:

  • 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
    • Process
    • Content
    • Environment
    • Product
  • To describe ways to establish clear expectations for classroom behaviors during small group time
  • To explore ways to manage your time

Launch

Features of Effective Instruction

Objectives:

  • 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

Launch

GOAL #4 – Assessment

The Brain, Reading, and Assessments (Linking Literacy Development to Assessment)

Objectives:

  • Discuss areas of the brain involved in Reading Development
  • Link Reading Development to various Assessments

Launch

Types of Assessment

Objectives:

  • 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

Launch

Building an Assessment Framework

Objectives:

  • 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

Launch

Reliability and Validity in Data Collection

Objectives:

  • 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

Launch

Data Meeting Process and Tools

Objectives:

  • 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

Launch

Using Data and Research to Inform Differentiated Instruction (Data to Instructional Focus)

Objectives:

  • 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.

Launch

Importance of Progress Monitoring

Objectives:

  • 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.

Launch

Aimlines to Instructional Focus

Objectives:

  • 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

Launch

Online Course Management

The courses you currently have access to are listed below. You can go directly to any unit by clicking on its link.

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