About Implementation Support - Series A: Part 1

Prerequisites

1. This course is recommended for school principals and site leadership who have at least one Reading Expert onsite who has attended the Ashlock Consulting Reading Expert Certification for Foundational Skills—Series A.

Description

This course is designed to help school leadership work effectively with their Reading Experts to support the implementation of effective reading instruction related to Foundational Skills. The course is designed for site administrators to take with a Reading Expert assigned to their site at the same time.

Each session will be approximately 60–90 minutes in length and will focus on sustaining growth with Foundational Skills through effective planning and implementation. There are five sessions in Series A - Part 1 focused on phonological awareness and phonics instruction. It is recommended that the site administrators complete one session a month.

References to Template Card instruction will be made throughout the sessions. It is recommended that you register your school site for our Template Card Tutorial to help staff refine techniques.

Implementation Support Downloads

Catalog Description and MLA Preview

Implementation Support Catalog Description

ACI Master License Preview 2020

About the Instructor

Educational Consultant/C.E.O., Ashlock Consulting, Inc.

Jennifer Ashlock

President and owner, Jennifer Ashlock established Ashlock Consulting, Inc. in 2004. She has 20 years  of full-time/part-time classroom experience in California and has worked in four different school districts. Before starting her own company, she managed consultants and wrote professional development for another California company that was dedicated to teaching scientifically-based reading research instruction. She has a Bachelor of Science Degree in Mathematics, a Master of Science Degree in Literacy and coaching/leadership experience.

Course curriculum

  • 1

    Registration

    • UPDATES

    • Understanding and Signing the Master License Agreement

    • Ashlock Consulting Master License Agreement

    • Ashlock Consulting's Master License Agreement Quiz
  • 2

    Preparation

    • Gathering Materials

    • Comments - Materials to Download
  • 3

    General Information

    • Materials to Download

    • Two Parts to the Course

    • Introduction to the Course

    • Using the Thinkific Platform

    • Introduction to Instructor

    • Template Cards, Examples, and Task Cards

    • Template Cards, Examples, and Task Cards

    • Group Cohorts - Facilitator

    • Discussion Opportunities
  • 4

    Session 1

    • Materials to Download

    • Comments - Slides Handout

    • Welcome to Session 1

    • Comments - Introduction to the Course

    • ISA1-1 SL 1-4

    • Foundational Skills

    • Timeline Examples

    • ISA1-1 SL 5

    • Growth With Grade Level Standards

    • ISA1-1 SL 6-9

    • Reading Expert/Principal Discussion - Use of Reading Experts

    • ISA1-1 SL 10-14

    • Reading Expert/Principal Discussion - Team Visits

    • Opening Activity

    • Introduce the Phonics/Decoding Strategy

    • Phonics/Decoding Strategy

    • Opening Activity - Revisited

    • Reading Expert/Principal Discussion - Phonics/Decoding Strategy

    • ISA1-1 SL 16-21

    • Reading Expert/Principal Discussion - Clinical Setting

    • ISA1-1 SL 22-26

    • Reading Expert/Principal Discussion - Model of Implementation

    • Multi-tier System of Support

    • ISA1-1 SL 27-28

    • WIN Block

    • Reading Expert/Principal Discussion - Master Schedule

    • ISA1-1 SL 29

    • Priority Instruction

    • Patterns of Teacher's Manuals

    • ISA1-1 SL 30

    • ISA1-1 SL 31

    • Strengthening the Core - Layers

    • ISA1-1 SL 32

    • ISA1-1 SL 33

    • Reading Expert/Principal Discussion - Priority Pieces of Instruction

    • ISA1-1 SL 34-35

    • ISA1-1 SL 36-39

    • ISA1-1 SL 40-44

    • Brain Drawing

    • Reading Expert/Principal Discussion - Brain Research

    • ISA1-1 SL 45

    • Template Card 5 - Phoneme Blending

    • Template Card 6 - Phoneme Segmentation

    • Reading Expert/Principal Discussion - Template Card 5 and Template Card 6

    • ISA1-1 SL 46-54

    • Reading Expert/Principal Discussion - Comparing EOY Data to BOY Data

    • ISA1-1 SL 55-56

    • Comments - Reading Expert Sessions

    • Principal Checklist - Session 1

    • Comments - Task Card A

    • Task Card A Explanation

    • Reading Expert Checklist and Demonstration/Coaching Recommendations - Session 1

    • Reading Expert/Principal Discussion Topics - Session 1

    • Principal Focused Observation Form - Session 1

    • Expert/Principal Discussion - Checklists, Discussion Topics, and Observation Forms

    • Reading Expert/Principal Discussion - Next Steps

    • Closing Remarks

    • Pre Post Imp Survey pg 1-2

    • ISA1-1 SL2
  • 5

    Session 2

    • Materials to Download

    • Welcome to Session 2

    • ISA1-2 SL 1-11

    • Pages from NCSI_Effective-Coaching-Brief-508 pg 1

    • Reading Expert/Principal Discussion - Effective Coaching

    • ISA1-2 SL 12

    • Scenario for Performance Feedback

    • Reading Expert/Principal Discussion - Face-to-Face Performance Feedback

    • Comments - Performance Feedback

    • Direct Instruction and Gradual Release

    • ISA1-2 SL 13-17

    • Reading Expert/Principal Discussion - Collaborative Structures

    • Direct Instruction of Gradual Release Activity Page

    • Direct Instruction and Gradual Release - Activity Directions

    • Direct Instruction and Gradual Release - Activity Answers

    • ISA1-2 SL 18

    • Reading Expert/Principal Discussion - Stages of Reading Development

    • ISA1-2 SL 19

    • Reading Expert/Principal Discussion - Decodable Text

    • ISA1-2 SL 20

    • Task Card D - Time-in-Text

    • Directed Choice

    • Reading Expert/Principal Discussion

    • Systematic Explicit Phonics and K-1 Groups

    • ISA1-2 SL 21-24

    • ISA1-2 SL 25

    • Reading Expert/Principal Discussion - Systematic Explicit Synthetic Phonics

    • ISA1-2 SL 26-27

    • ISA1-2 SL 28

    • Consistent Scope and Sequence for K-1

    • ISA1-2 SL 29-30

    • FINAL A10 K-1 Student Record 210117.pdf

    • K-1 Student Record - Filled In

    • Reading Expert/Principal Discussion - Progress Monitoring Zones

    • ISA1-2 SL 31

    • Reading Expert/Principal Discussion - Data Collection

    • ISA1-2 Off Grade Level PM pg 1-2

    • Off Grade Level Progress Monitoring

    • ISA1-2 SL 32-33

    • FINAL ISA1-2 P Checklist

    • FINAL ISA1-2 RE Checklist and Coaching

    • FINAL ISA1-2 P RE Discussion

    • FINAL ISA1-2 P Focused Observation

    • ISA1-2 SL 34
  • 6

    Session 3

    • Materials to Download

    • Preparation

    • Welcome to Session 3

    • ISA1-3 SL 1-7

    • Reading Expert/Principal Discussion - Effective Coaching

    • ISA1-3 SL 8

    • Scenario for Performance Feedback #1

    • Reading Expert/Principal Discussion - Scenario #1

    • Comments - Performance Feedback - Scenario #1

    • ISA1-3 SL 9

    • Scenario for Performance Feedback #2

    • Reading Expert/Principal Discussion - Scenario #2

    • Comments on Performance Feedback #2

    • ISA1-3 SL 10-13

    • Differences in Sound Spellings

    • Differences in Sound Spellings Activity Page

    • Reading Expert/Principal Discussion - Differences in Sound Spellings

    • ISA1-3 SL 14-15

    • Reading Expert/Principal Discussion - Differences in Sound/Spellings

    • ISA1-3 SL 16-19

    • Reading Expert/Principal Discussion - The Decoding Comprehension Connection

    • ISA1-3 SL 20-23

    • Comments - Template Card 8

    • Template Card 8 - Sound-by-Sound Blending

    • Reading Expert/Principal Discussion - Blending Instruction

    • ISA1-3 SL 24-25

    • Comments - Template Cards 11 and 14

    • Template Card 11

    • Template Card 14

    • Reading Expert/Principal Discussion - Four Routines for Decodable Text

    • Time-in-Text Decodables

    • K-1 Time-in-Text Folders

    • Times Read Activity Page

    • Times Read Tally

    • Reading Expert/Principal Discussion - Decodable Text Instruction

    • ISA1-3 SL 26-27

    • ISA1-3 SL 28

    • Communication - I Can Card

    • ISA1-3 SL 29-30

    • ISA1-3 P Checklist

    • ISA1-3 RE Checklist and Coaching 010118

    • ISA1-3 P RE Discussion

    • ISA1-3 P Focused Observation

    • ISA1-3 SL 31
  • 7

    Session 4

    • Materials to Download

    • Welcome to Session 4

    • ISA1-4 SL 1-7

    • Reading Expert/Principal Discussion - NCSI Effective Coaching

    • ISA1-4 SL 8

    • Scenario 1

    • Reading Expert/Principal Discussion - Scenario 1

    • ISA1-4 SL 9

    • Reading Expert/Principal Discussion - Review Comments

    • ISA1-4 SL 10

    • Scenario 2

    • Reading Expert/Principal Discussion - Scenario 2

    • ISA1-4 SL 11

    • Reading Expert/Principal Discussion - Review Comments

    • ISA1-4 SL 12

    • Scenario 3

    • Reading Expert/Principal Discussion - Scenario 3

    • ISA1-4 SL 13

    • Reading Expert/Principal Discussion - Review Comments

    • ISA1-4 SL 14

    • Scenario 4

    • Reading Expert/Principal Discussion - Scenario 4

    • ISA1-4 SL 15

    • Reading Expert/Principal Discussion - Review Comments

    • ISA1-4 SL 16

    • Scenario 5

    • Reading Expert/Principal Discussion - Scenario 5

    • ISA1-4 SL 17

    • Reading Expert/Principal Discussion - Review Comments

    • ISA1-4 SL 18-22

    • Reading Expert/Principal Discussion - Structural Analysis and Instructional Materials

    • ISA1-4 SL 23-29

    • Example of Syllabication

    • Reading Expert/Principal Discussion - Connection

    • ISA1-4 SL 30

    • Word Reading Routines

    • Reading Expert/Principal Discussion - Word Reading and Instructional Materials

    • ISA1-4 SL 31-32

    • Reading Expert/Principal Discussion - Template Card 10

    • ISA1-4 SL 33-35

    • Reading Expert/Principal Discussion - What would you do?

    • ISA1-4 SL 36-37

    • ISA1-4 Principal Checklist

    • ISA1-4 P Focused Observation

    • ISA1-4 P RE Discussion

    • ISA1-4 RE Checklist and Coaching

    • ISA1-4 SL 38
  • 8

    Session 5

    • Materials to Download

    • Welcome to Session 5

    • ISA1-5 SL 1-3

    • Reading Expert/Principal Discussion - Successes and Challenges

    • ISA1-5 SL 4-5

    • Reading Expert/Principal Discussion - Improving Feedback

    • ISA1-5 SL 6-7

    • Reading Expert/Principal Discussion - Improving Feedback

    • ISA1-5 SL 8-9

    • Reading Expert/Principal Discussion - Improving Feedback

    • ISA1-5 SL 10

    • Reading Expert/Principal Discussion - Next Steps

    • ISA1-5 SL-11

    • Reading Expert/Principal Discussion - Skills, Strategies, and Standards

    • ISA1-5 SL 12-16

    • Reading Expert/Principal Discussion - New Learnings About Reading Skills, Reading Strategies, and Reading Standards

    • Connections #1

    • Connection #1

    • Connections #2

    • Connection #2

    • Reading Expert/Principal Discussion - Skills, Strategies, and Standards in Program Materials

    • ISA1-5 SL 17

    • Task Card E

    • Reading Expert/Principal Discussion - Plan to Support Effective Pacing

    • ISA1-5 SL 18-19

    • Phonological Awareness Continuum

    • Reading Expert/Principal Discussion - Higher Level Phoneme Tasks

    • Importance of Decodable Text Routines

    • ISA1-5 SL-20

    • Reading Expert/Principal Discussion - Checking in With Decodable Text Routines

    • Similarities and Differences in Routines - Workshop A4 - Participant Packet Page 11

    • ISA1-5 SL-21

    • Regular and Irregular Words - Workshop A4 - Participant Packet Page 5

    • Reading Expert/Principal Discussion - Regular and Irregular Words

    • Template Card 3 (Regular)

    • Template Card 3 (Irregular)

    • ISA1-5 SL-22

    • Phonics Decoding Strategy

    • Reading Expert/Principal Discussion - PDS

    • ISA1-5 SL-23-27

    • Reading Expert/Principal Discussion - Data Collection and Review

    • ISA1-5 SL 28

    • ISA1-5 SL 29

    • ISA1-5 P Checklist

    • ISA1-5 RE Checklist and Coaching

    • ISA1-5 P RE Discussion

    • ISA1-5 P Focused Observation

    • ISA1-5 SL 30

    • Closing