My Sidewalks on Scott Foresman Reading Street: Intensive Reading Intervention

My Sidewalks is an intensive, scripted, intervention program intended to close the achievement gap for students who are struggling. The intention of My Sidewalks is, with full fi delity, to bring all struggling students to grade level within a year. This one-day workshop introduces the product to participants to support implementation with fidelity.

OUTCOMES:
By the end of the program, participants will be able to:
• Describe research-based instructional strategies for intervention and reading success.
• List the five essential domains of reading instruction and summarize effective teaching strategies in each of the domains.
• Analyze lessons from the program and discuss ways to adapt instructional intensity and pacing to meet the needs of different learners.

TARGET AUDIENCE:
Elementary Teachers (grouped by grade level or grade band), Interventionists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

In this one-day session, participants explore the alignment between assessment and instruction in the My Sidewalks program. After learning a systematic process for data analysis and instructional planning, participants create assessment and learning plans for small groups of students and individual students as a way to track the effectiveness of intervention instruction.

OUTCOMES:
By the end of the program, participants will be able to:
• Summarize the different forms of assessment included in the My Sidewalks program.
• Describe how and when to use each assessment for particular situations.
• Integrate and identify critical intervention points for instructional practices.
• Analyze data from assessments to plan instruction for individual needs.

TARGET AUDIENCE:
Elementary Teachers (grouped by grade level or grade band), Interventionists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

This two-day, job-embedded coaching cycle models effective implementation of the My Sidewalks program. The fi rst day of the session includes model teaching, a teacher debrief, refl ection on implementation, and planning for the following day. On the second day, the teacher delivers the lesson, followed by a debrief and refl ection that leads to additional instructional planning. The educational consultant supports two teachers each day during the two days.

OUTCOMES:
By the end of the program, participants will be able to:
• Analyze data from multiple sources, including My Sidewalks assessments, to identify student needs, set instructional goals, and determine fl exible grouping.
• Describe appropriate My Sidewalks priority skills and program components to meet student needs.
• Anticipate student misconceptions and develop a plan to address the misconceptions.
• Select a method of implementation for the lesson (following a gradual-release model).
• Use a gradual-release model that includes consultant demonstration, structured and guided practice through co-teaching, independent practice, and refl ective feedback as a vehicle for analysis of My Sidewalks lessons and instructional improvement.
• Engage in a collaborative discussion about lesson strengths, student responses, and lingering student misconceptions.

TARGET AUDIENCE:
Elementary Teachers, Interventionists, Literacy Coaches

NUMBER OF PARTICIPANTS: 2