Literacy Cohorts
Want to improve literacy in the classroom?
This professional learning series will provide high-quality information on using diagnostic assessments to identify students' needs. Participants will learn how to design instructional structures and routines that effectively implement strategies and interventions at the appropriate intensity to positively impact student growth.
The information will be engaging, featuring frequent application- based activities and small group work. Coaching will be structured to focus on data analysis and the implementation of evidence-based strategies in the classroom.
What will this training encompass?
This in-depth professional learning will consist of four separate professional learning sessions. Each of these sessions are structured to build one upon the other to fully encapsulate the goals for this project. The professional learning will center around the following: Structured Literacy Routines, Specially Designed Instruction, Data-Based Decision Making, Progress Monitoring, Writing Comprehensive Present Levels and Goals
for Reading.
In between each PL session, our literacy staff will provide coaching and support sessions through the use of observations in the classroom, and through virtual meetings, and email support. The observations will be a minimum of six times total: two sessions required in-person, and four with optional use of technology-assisted recordings.
Coaching and Support will include: support for identification of strategies and interventions, and feedback related to the implementation of instructional, evidence-based best practices.
In order to participate in this cohort, it is recommended that teachers registered to attend have completed structured literacy training beyond Cox Campus (e.g., Orton-Gillingham, Wilson Reading System, LETRS, or an equivalent program). For middle and high school teachers who have not participated in a structured literacy program, the recommendation is to complete the Georgia Adolescent Literacy Academy Course through Georgia Learns.
Training Structure
The session framework is outlined below. Each session is complete with individual topics and learning goals in order to build upon the other as the school year progresses.
Framework
Session 1
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Background knowledge and level setting
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Instructional Implications
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Data and Progress Monitoring
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Diagnostic Assessment (information and practice)
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Coaching
Learning Targets
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Describe how skills are organized in Scarborough’s Reading Rope
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Apply knowledge of grade-level standards and instructional routines to determine how to implement evidence-based practices, strategies, and interventions
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Demonstrate how data drives instructional decisions.
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Demonstrate understanding of how to administer literacydiagnostic assessments and record student data accurately
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Apply learning through practice activities sufficient to prepare for individual diagnostic administration.
Session 2
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Analyzing data
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Instructional Implications (routines, strategies, interventions)
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Demonstrate how to use assessment results to identify strengths and gaps in foundational literacy skills.
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Connect assessment results to the appropriate instructional focus
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Determine which literacy skills should be addressed through instruction vs. intervention, based on student data
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Select developmentally appropriate strategies, interventions, and intensification methods for special education students
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Design a lesson that includes GA grade level standards and skills instruction in the developmental range for instruction with the whole group, small group, and individual students.
Learning Targets
Session 3
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Mid-Year Data Analysis
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Instructional Implications (routines, strategies, interventions)
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IEP Development
Learning Targets
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Demonstrate the ability to analyze mid-year data to determine student growth
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Analyze student growth against instructional routines and identify the areas of change needed to address slow or no growth
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Connect current data to IEP present levels, goals, and progress monitoring
Session 4
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Analyzing Data
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Instructional Implications (routines, strategies, interventions)
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IEP Development
Learning Targets
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Identify information needed to comprehensively report functioning, strengths, and needs in the IEP present levels
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Identify goals based on developmental progression from current student data
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Identify accommodations and assistive technology support aligned to current data
DATES
Grade Band- K-2nd
Session 1- August 25
*9:00 AM- 3:00 PM
Session 2- September 22
*9:00 AM- 3:00 PM
Session 3- January 26
*8:30 AM-11:30 AM
Session 4- March 11
*8:30 AM-11:30 AM
Grade Band- 3rd-5th
Session 1- August 26
*9:00 AM- 3:00 PM
Session 2- September 23
*9:00 AM- 3:00 PM
Session 3- January 26
*12:30 PM- 3:30 PM
Session 4- March 11
*12:30 PM- 3:30 PM
Grade Band- 6th-8th
Session 1- August 27
*9:00 AM- 3:00 PM
Session 2- September 24
*9:00 AM- 3:00 PM
Session 3- January 27
*8:30 AM-11:30 AM
Session 4- March 12
*8:30 AM-11:30 AM
Grade Band- 9th-12th
Session 1- August 28
*9:00 AM- 3:00 PM
Session 2- September 25
*9:00 AM- 3:00 PM
Session 3- January 27
*12:30 PM- 3:30 PM
Session 4- March 12
*12:30 PM- 3:30 PM
Coaching and Support
The coaching and support will be set up in a full three-phase coaching cycle: goal setting, in-person observation, and feedback. All participants must have access to Sibme. Sibme is a secure, cloud-based coaching platform used by East Central GLRS to support your growth between in-person coaching visits. It is
your shared space with coaches — where feedback, resources, coaching notes, and video reflections live throughout the year. It is a coaching
tool, not an evaluation tool. Only you and your coach can see your space.
*Your school or district must approve access to Sibme. Once enrolled in the Literacy Cohort, and your school has approved Sibme access, East Central GLRS
will set up your account and invite you in.