Tier 1 academic practices clearly identify learning standards

Teachers did not have materials that support phonics and were not trained in phonics instruction; therefore, students have not been exposed to enough phonics instruction to make sufficient gains.  The fidelity of instruction was not adequate to make gains.

Ordered Phonics for Reading curriculum and train teachers though PLC's

 

• Additional material ordered
• Teachers received training in Phonics for Reading program during a PLC
• Teachers implement the curriculum with support from case managers and support staff
• Grade level data is posted for teacher evaluation and data review

Success will be measured by the self-assessment of the multitiered system of support.

Marta Moise/Shavonna Daniels, ELA instructional coaches

2018-12-15

2019-03-01

Data sources are used to evaluate the fidelity and impact

Teachers have not had a prescribed, researched-based program with embedded time, resources, and training.

We have purchased Phonics for Reading and are providing training for teachers in implementation during PLC's.

Teachers have been assigned groups based on students' ability levels and will teach phonics from 8:00-8:35.

Checkpoint every 3 weeks to monitor student progress, using performance on student practice sheets.as the data to determine program effectiveness. Ongoing monitoring.

Marta Moise/Shavonna Daniels, ELA Coaches

2018-11-04

2019-03-01