Form 420-1 (b)
NORTHERN LIGHTS SCHOOL DIVISION #113
Bag Service 6500
LA RONGE, SK
S0J 1L0
LITERACY NUMERACY TEACHER FORMAL TEACHING SELF REFLECTION
RESPONSIBILITIES
A. ORGANIZATION
1. Provide collaborative support (coaching) to classroom teachers to help them implement literacy and numeracy instruction and assessment researchbased ‘best practice’.
2. Provide assistance/ guidance to teachers on keeping student records and entering class guided reading levels on the division’s literacy database,
maintenance of student guided reading records, grouping/ scheduling, achievement recognition.
3. Maintain school bookrooms, including inventory and reading assessment forms.
SELF REFLECTION:
Collaborative Support Assistance / GuidanceMaintain bookrooms-
B. LITERACY
Tier 1
1. Co teach, coach, collaborate or support in classrooms where necessary to assist with differentiated instruction, guided reading, assessment or data entry.
2. Assist with administration the NLSD Emergent Literacy Assessment in grade 1.
Tier 2
3. In collaboration with classroom teachers ensure that students at frustration reading levels or the lowest reading levels receive intensive interventions
with fidelity. Record interventions on the Tier 2 Intervention Reading Record (Form 222-4).
4. Provide intensive interventions for students in grade 1 following Emergent Literacy Assessment.
5. Complete diagnostic assessments for individual students who make no progress in intensive intervention in literacy.
6. Create individualized learning support plans from the results of diagnostic assessment.
7. Provide individualized instruction from the learning support plan if the classroom teacher is unable to implement in the classroom.
SELF REFLECTION:
Coach / Assist Intensive InterventionsDiagnostic AssessmentLearning Support PlansIndividualized Instruction-
September 2012
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C. NUMERACY
Tier 1
1. Provide support for teachers in instruction, assessment or data entry.
Tier 2
2. Proved intensive intervention for students on the basis of collaboratively developed plans made by Professional Learning Communities following
common assessment. Record interventions on the Tier 2 Intensive Intervention numeracy Record (Form 222-3).
3. Complete diagnostic assessments for individual students who make no progress in intensive intervention in numeracy.
4. Create individualized learning support plans from the results of diagnostic assessment.
5. Provide individualized instruction from the learning support plan if the classroom teacher is unable to implement in the classroom.
SELF REFLECTION:
Support Intensive InterventionsDiagnostic AssessmentLearning Support PlansIndividualized Instruction-
D. PLC’s and TAT
Professional Learning Community
1. Be involved if possible in the school PLC meetings to discuss and plan intervention.
Teacher Assistance Teams
2. Refer students to the teacher assistance team when students do not respond to intensive intervention and after diagnostic assessments as a pre referral
to Tier 3. Work collaboratively with the classroom teacher and Resource teacher.
SELF REFLECTION:
PLC Meetings TAT Meetings-
Comments:
Date:
September 2012
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