Facilitator+Guide

=__Facilitator Guide__ **This guide is a guide to day 2 of the three day training.**=

This guide is a guide to the day 2 of the 3 day training that will be held for the teachers of Conewago Valley School District (grades K-3) for the Houghton Mifflin Reading Series.

Goal: By the end of this training day, the teachers will have a knowledge base of the components of HM and how to use them successfully.

The purpose of this training day is to provide the teachers with a knowledge base of each component of Houghton Mifflin and how it is used. They need to be comfortable enough to create lesson plans and use HM as a guide to teach the district's curriculum. At the end of this training day, the learners will be able to: -have a deeper knowledge of each component of HM. -understand how each component works together. -be able to work together to create consistency among their grade level.

__Audience__
 * The audience will remain the same throughout the training. However, there will be seperate trainings for each grade level. All grade levels will cover the same concepts and ideas but it will be based around their specific manuals and materials. Most teachers are new to Houghton Mifflin and have very little knowledge of it components. Some teachers did pilot the series for a period six weeks and have some knowledge of the components. A few teachers have used this reading series at other school districts and are very comfortable with the components.**

__Materials__

Facilitator:
 * Facilitator Guide
 * Notes outlining each component for the facilitators
 * A set of Houghton Mifflin materials to use during the demonstration
 * Mini lesson materials
 * "Ideal Lesson Plans" to show teachers
 * Materials for teachers to make sample lesson plans
 * Evaluation Measures (survey and copy of rubric)

Learner:
 * Outline of topics with space for notes
 * Copies of "Ideal Lesson Plans"
 * Sample lesson plan materials
 * Survey and copy of rubric

__Preparation for training__ Be sure that the computer and data projector work. Have the desks put in groups. Have components laid out in order of discussion.

This training should last approximately 6 hours. Time should allow for:

Theme Overview Cross Curricular Activities Daily Lesson Plans (how to use) Assessments Guided Reading Books/Groups Above Level On Level Below Level Language Support Daily Routines Phonics, Spelling, Grammar, and Writing instruction Phonics LIbrary Skills covered each week
 * 30 minutes**: Introductions and Purpose
 * 20-30 minutes**: Discuss concerns that need to be addressed during the training
 * 1 hour**: Discussion/demonstration of the following topics: (//prototype shown here//)


 * 15 Minutes:** Break
 * 30 Minutes:** Questions
 * 30 Minutes:** Discussion based on these questions:

How do see these pieces fitting into what you already do? What is the best way to begin to plan? How do these pieces relate to each other?


 * Lunch Break**


 * 20 Minutes:** Mini lesson
 * 30 Minutes:** Lesson plan examples
 * 10 Minutes:** Discussion about lesson plans
 * 45 Minutes:** Develop sample lesson plans as a group and share/discuss
 * 45 Minutes:** Exploration of materials and questions
 * 15 Minutes:** Course Evaluation (Survey and discussion of observation rubric)

__Equipment Needed __

On this day of the training, a classroom that is equiped with a computer and a data projector. This will be used to display the prototype. The teachers will each need a desk of their own and the desks will need to be in groups. Each group of teachers will need copies of the Ideal Lesson Plans in order to help guide them in their sample lesson plans. Each group of teachers will also need a set of manuals and supplemental materials.

__Training__
 * 1) Introductions and Purpose
 * 2) Concerns that need to be address
 * 3) Discussion and demo of the following topics
 * 4) Theme Overview
 * 5) Cross Curricular Activities
 * 6) Daily Lesson Plans (how to use)
 * 7) Assessments
 * 8) Guided Reading Books
 * 9) Above Level, On Level, Below Level
 * 10) Language Support
 * 11) Daily Routines
 * 12) Spelling, Grammar, and Writing Instruction
 * 13) Phonics Instruction (**//__Prototype shown here__//**)
 * 14) Target Skills Covered each week
 * 15) Questions
 * 16) Discussion questions
 * 17) How do see these pieces fitting into what you already do?
 * 18) What is the best way to begin to plan?
 * 19) How do these pieces relate to each other?
 * 20) Mini Lesson: Guided Reading
 * 21) Lesson Plan Examples and discussion
 * 22) Develop Lesson plans
 * 23) Exploration of Materials
 * 24) Course Evaluation

__ Evaluation __
After Day 2 of training, the teachers will be expected to complete the following survey:

Rate this training on a scale of 1 to 5.

State one thing you liked best about the training today.

What would you have changed about this training?

What was the most important thing you learned from the training today?

Do you feel more comfortable with the reading series? Are you ready to use it in your classroom?

What do you feel that you still need more information about in order to be successful with the program?

3=agree 2=neutral 1=disagree

1. This course was relevant to what I do on the job. _________ 2. I was able to master the objectives. ___________ 3. The training gave me practical information. __________ 4. The mini-lessons were useful. _________ 5. We had time to complete all training activities. _________ 6. The course was well organized. _________

Additional Comments:

After the teachers have the opportunity to take what they have learned and implement it in their classrooms, they will observed. An administrator will use the following rubric and assess the learning.

The administrator will be looking for these things:

a. Proof that the teacher has knowledge of all of the materials needed to teach the district’s curriculum. b. Is the teacher utilizing the proper components to teach the curriculum? c. Are the students successful in the classroom? d. Is all of the material being covered? Rubric: Implementing Houghton Mifflin Created by Jennifer Selby Name____________________________ Date____________________________________

Or All components were used but some were not used properly. || Components were not used. Or Some components were used but were not used properly. ||
 * || ** 3 ** || ** 2 ** || ** 1 ** ||
 * **Preparation ** || The teacher was well prepared for the lesson. || Teacher was semi-prepared and planning was obviously lacking. || Teacher was not prepared. No planning was evident. ||
 * **Knowledge of components ** || Teacher showed mastery of knowledge of each component of the series. || Teacher showed some knowledge of each component of the series. || Teacher showed little to no knowledge of each component of the series. ||
 * **Use of components ** || All components were used properly. || Some components were used properly.
 * **Student Success ** || All to Most Students were successful in meeting the objectives of the lesson. || Some students were successful in meeting the objectives of the lesson. || Little to No students were successful in meeting the objectives of the lesson. ||