• Identify any and all students that meet the above criteria and might benefit from direct assistance
• Establish a process by which the permission notes are sent home to the families
Section 5: Budget
Use the template in the planning form to prepare the budget necessary to support the learning activities, follow-up and evaluation. Direct Costs are those costs for which you are requesting funding. In-Kind Costs are those which are available from other sources or which you are requesting funding. In-Kind Costs are those which are available from other sources or which may be included as part of matching requirement. Not every budget will include line items in each of the six categories and some budgets may not include In- Kind Costs.
Budget Category Direct Costs In-Kind Costs
I. Personnel
A. Staff (e.g., PD coordinator, principal, curriculum resource teacher) B. Consultants (e.g., presenters, facilitators, evaluator)
II. Stipends/substitutes (for participants)
III. Travel
A. Personnel Travel B. Consultant Travel
IV. Facilities, Equipment, Materials
V. Communications
VI. Other Costs
Total Costs $0.00
Professional Development Planning Form
Title of the activity or program:
Beginning and end dates:
Collaborative Reading Groups – Balanced Literacy and Class Participation
September 11, 2012
Estimated costs (as they appear in the budget included in Section of the plan)
Direct costs: None
In-Kind Costs: None
Total Costs: None
Budget source of code (for Direct Costs only)
Contact person(s): Andre Ross
Position/Title: Principal, Butner-Stem Middle School
Telephone: (919) 575-9429
Email: [email protected]
Fax: (919) 575-5894
Mailing address: 501 East D Street, Butner NC 27509
Members of the planning team (list with contact information): Erik Bentsen
Plan Summary
This will be the second of five professional development lesson plans that address the parameters of Collaborative Reading Groups, the process of coaching, and the varied responsibilities of the adults and students involved in this study. This training will attend to the elements of the Balanced Literacy needs of the classroom and the school system, the procedures necessary for the entire class, and how to establish a balance between the county responsibilities and what is necessary for effective Collaborative Reading Groups.
Section 1: Need
In order to incorporate the needs of both the teachers and the students involved with this study, it is important to conduct a five-part series of trainings and preparations with the pertinent teachers. The trainings will cover the study design, the procedures for coaching, the procedures for Collaborative Reading Groups (CRGs), the responsibilities of all parties involved, and the individual roles and responsibilities therein. The final meeting will be reserved for an informal interview and to provide an opportunity to address all questions and concerns heretofore unaddressed.
Section 2: Participants
Grade level: PreK-2 Gr. 3-5 XGr. 6-8 Gr. 9-12
Subject area: XEnglish Math Science Social Studies Foreign Languages
Fine Arts/Humanities Health/P.E. Special Education Career Prep
English Language Learners
Other
Which of the following are also expected to participate in the professional development?
Principals/Other School Leaders Resource Teachers, Mentors, Coaches Paraprofessionals Other
Will the participants work as members of a group or team? XYES NO
What strategies will be used to ensure that teaches and others who are the intended participants do, in fact, participate?
In the training process, the teachers would review the elements of the Balanced Literacy approach in coordination with the county trainer and compare those responsibilities against the procedures and requirements for Collaborative Reading Groups, specifically in terms of how they address the NRP’s position on utilizing multiple scientifically-based comprehension techniques in order to address reading comprehension. Additionally, the training of CRGs for the entire class will be reviewed, addressing:
• Video modeling • Student Role Training • Fishbowl Instruction
Section 3: Professional Development Outcomes and Indicators
The teacher will be responsible for coordinating with the investigator conducting the study in order to establish a standard daily and weekly schedule, in order to ensure that the parameters of the CRGs are being met without interference with the Common Core standards or the established Balanced Literacy approach to reading instruction..
Section 4: Professional Learning Activities and Follow-Up
• Organization of texts and activities in order to document academic progress throughout the CRG process
Section 5: Budget
Use the template in the planning form to prepare the budget necessary to support the learning activities, follow-up and evaluation. Direct Costs are those costs for which you are requesting funding. In-Kind Costs are those which are available from other sources or which you are requesting funding. In-Kind Costs are those which are available from other sources or which may be included as part of matching requirement. Not every budget will include line items in each of the six categories and some budgets may not include In- Kind Costs.
Budget Category Direct Costs In-Kind Costs
I. Personnel
A. Staff (e.g., PD coordinator, principal, curriculum resource teacher) B. Consultants (e.g., presenters, facilitators, evaluator)
II. Stipends/substitutes (for participants)
III. Travel
A. Personnel Travel B. Consultant Travel
IV. Facilities, Equipment, Materials
V. Communications
VI. Other Costs
Total Costs $0.00
Professional Development Planning Form
Title of the activity or program:
Beginning and end dates:
Collaborative Reading Groups – Student, Teacher, and Investigator Roles
September 13, 2012
Estimated costs (as they appear in the budget included in Section of the plan)
Direct costs: None
In-Kind Costs: None
Total Costs: None
Budget source of code (for Direct Costs only)
Contact person(s): Andre Ross
Position/Title: Principal, Butner-Stem Middle School
Telephone: (919) 575-9429
Email: [email protected]
Fax: (919) 575-5894
Mailing address: 501 East D Street, Butner NC 27509
Members of the planning team (list with contact information): Erik Bentsen
Plan Summary
This will be the third of five professional development lesson plans that address the parameters of Collaborative Reading Groups, the process of coaching, and the varied responsibilities of the adults and students involved in this study. This training will attend to the roles that all students will have in the successful completion of their Collaborative Reading Group roles, the role of the teacher as a facilitator of the CRG process, and the role of the investigator as a trainer to the teacher and students to the teacher and students as they master the skills necessary for CRGs..
Section 1: Need
In order to incorporate the needs of both the teachers and the students involved with this study, it is important to conduct a five-part series of trainings and preparations with the pertinent teachers. The trainings will cover the study design, the procedures for coaching, the procedures for Collaborative Reading Groups (CRGs), the responsibilities of all parties involved, and the individual roles and responsibilities therein. The final meeting will be reserved for an informal interview and to provide an opportunity to address all questions and concerns heretofore unaddressed.
Section 2: Participants
Grade level: PreK-2 Gr. 3-5 XGr. 6-8 Gr. 9-12
Subject area: XEnglish Math Science Social Studies Foreign Languages
Fine Arts/Humanities Health/P.E. Special Education Career Prep
English Language Learners
Other
Which of the following are also expected to participate in the professional development?
Principals/Other School Leaders Resource Teachers, Mentors, Coaches Paraprofessionals Other
Will the participants work as members of a group or team? XYES NO
What strategies will be used to ensure that teaches and others who are the intended participants do, in fact, participate?
In the training process, the teachers would review the roles of students that are agents that are responsible for their own reading, comprehension, and learning, by having each student attend to a specific reading comprehension strategy found to be effective by the National Reading Panel. While the students are responsible for taking a greater role in their own reading development, the teacher provides support for peer-based direction as they complete task designed to help them participate in small-group activities in a productive manner. The teacher, on the other hand, assumes the role of facilitator, supporting the process of peer reading. The investigator takes the initial role as trainer for the teacher and the students and then simply provides support as the student assumes responsibility for the process and the teacher assumes a supportive role.
Section 3: Professional Development Outcomes and Indicators
The teacher will be responsible for selecting the students that will be targeted participants in the study. Additionally, the teacher will provide information about the behaviors that will be targeted for elimination, as well as the replacement behaviors, once the students are interviewed and their perspectives are weighed. The teacher will complete the student assessments, providing codified data on the students’ behavior.
Section 4: Professional Learning Activities and Follow-Up
• Identify student-friendly texts for the groups
• Establish a timeline for the beginning of the intervention periods
• Identify and select the students, whose consent will be confirmed prior to the next meeting • Establish initial assessment data for each potential participant
Section 5: Budget
Use the template in the planning form to prepare the budget necessary to support the learning activities, follow-up and evaluation. Direct Costs are those costs for which you are requesting funding. In-Kind Costs are those which are available from other sources or which you are requesting funding. In-Kind Costs are those which are available from other sources or which may be included as part of matching requirement. Not every budget will include line items in each of the six categories and some budgets may not include In- Kind Costs.
Budget Category Direct Costs In-Kind Costs
I. Personnel
A. Staff (e.g., PD coordinator, principal, curriculum resource teacher) B. Consultants (e.g., presenters, facilitators, evaluator)
II. Stipends/substitutes (for participants)
III. Travel
A. Personnel Travel B. Consultant Travel
IV. Facilities, Equipment, Materials
V. Communications
VI. Other Costs
Total Costs $0.00
Professional Development Planning Form
Title of the activity or program: Beginning and end dates:
Collaborative Reading Groups – Process and Student Roles
September 18, 2012
Estimated costs (as they appear in the budget included in Section of the plan)
Direct costs: None
In-Kind Costs: None
Total Costs: None
Budget source of code (for Direct Costs only)
Contact person(s): Andre Ross
Position/Title: Principal, Butner-Stem Middle School
Telephone: (919) 575-9429
Email: [email protected]
Fax: (919) 575-5894
Mailing address: 501 East D Street, Butner NC 27509
Members of the planning team (list with contact information): Erik Bentsen
Plan Summary
This will be the fourth of five professional development lesson plans that address the parameters of Collaborative Reading Groups, the process of coaching, and the varied responsibilities of the adults and students involved in this study. This training will attend to the the roles that the students will need to complete in their Collaborative Reading Groups, how these roles compliment one another, and how the groups will function.
Section 1: Need
In order to incorporate the needs of both the teachers and the students involved with this study, it is important to conduct a five-part series of trainings and preparations with the pertinent teachers. The trainings will cover the study design, the procedures for coaching, the procedures for Collaborative Reading Groups (CRGs), the responsibilities of all parties involved, and the individual roles and responsibilities therein. The final meeting will be reserved for an informal interview and to provide an opportunity to address all questions and concerns heretofore unaddressed.
Section 2: Participants
Grade level: PreK-2 Gr. 3-5 XGr. 6-8 Gr. 9-12
Subject area: XEnglish Math Science Social Studies Foreign Languages
Fine Arts/Humanities Health/P.E. Special Education Career Prep
English Language Learners
Other
Which of the following are also expected to participate in the professional development?
Principals/Other School Leaders Resource Teachers, Mentors, Coaches Paraprofessionals Other
Will the participants work as members of a group or team? XYES NO
What strategies will be used to ensure that teaches and others who are the intended participants do, in fact, participate? In the training process, the teachers would review the roles of the Artful Artist, the Connector, the Passage Master, the Word Wizard, and the Questioner. Each of these roles provides the students with a means by which they can address a narrative text in a manner that is supported by the National Reading Panel’s suggestions for reading comprehension instruction.
Section 3: Professional Development Outcomes and Indicators
The teacher will be demonstrate an understanding of the roles, how they are essential for students with reading delays, how they might be beneficial for students identified as having a high-incidence disability, and how they are used to promote conversation about a text that students choose.
Section 4: Professional Learning Activities and Follow-Up
• Prepare for the fifth session by marking any questions that might emerge as the students become familiar with the
ideas of Collaborative Reading Groups
• Establish a schedule for the daily, weekly, and long-term plans, from September, 2012 through Thanksgiving, 2012
Section 5: Budget
Use the template in the planning form to prepare the budget necessary to support the learning activities, follow-up and evaluation. Direct Costs are those costs for which you are requesting funding. In-Kind Costs are those which are available from other sources or which you are requesting funding. In-Kind Costs are those which are available from other sources or which may be included as part of matching requirement. Not every budget will include line items in each of the six categories and some budgets may not include In- Kind Costs.
Budget Category Direct Costs In-Kind Costs
I. Personnel
A. Staff (e.g., PD coordinator, principal, curriculum resource teacher) B. Consultants (e.g., presenters, facilitators, evaluator)
II. Stipends/substitutes (for
participants) III. Travel
A. Personnel Travel B. Consultant Travel
IV. Facilities, Equipment, Materials
V. Communications
VI. Other Costs
Total Costs $0.00