Consulting Leadership PDF

Little Red Hen Series Consulting Leadership Our goal is to change a life. Independence Self-Correct Monitor Sensory Input (imagery) Consultant’s Crucial Role Lindamood-Bell Consultants play a crucial role in ensuring successful instruction. Consultants must demonstrate proficiency in a program befor...

Little Red Hen Series Consulting Leadership Our goal is to change a life. Independence Self-Correct Monitor Sensory Input (imagery) Consultant’s Crucial Role Lindamood-Bell Consultants play a crucial role in ensuring successful instruction. Consultants must demonstrate proficiency in a program before they are authorized to lead student instruction. Consultants lead accurate pacing of students during our sensory-cognitive interventions. Consultants ensure that clinicians deliver high-quality instruction. The Contents Chapter 1: Consulting Basics Chapter 2: Pacing Principles Chapter 3: Facesheets 1 Consulting Basics Analyze Diagnose Lead Seven Consulting Basics 1. Review 2. Observe 3. Real-time Diagnosis 4. Demonstrate 5. On-the-job teaching 6. Discuss progress 7. Pace (Set the Facesheet) 1. Review Introduce yourself and position yourself near the student and clinician to quickly to o review the LAE, o Facesheet, and o Instructional Record. Review the LAE As you listen to the interaction between the clinician and student, quickly review the LAE to: Refresh your memory about the student’s profile, Grade level and recommendation, Verify weeks/weeks, Confirm that the instructional plan aligns with the student’s learning needs. Review the Previous Facesheet While continuing to listen to the interaction between the clinician and student, quickly review the previous Facesheet(s) to: Compare the Facesheet(s) with the instruction goals, Track the student’s progress through specific steps. Review the Instructional Record Still listening to the interaction between the clinician and student, review the Instructional Records to: Assess the student’s response to instruction, Decide what steps to keep or overlap for new steps, Consider adjusting the focus of instruction, Set time limits for each task to achieve goals. If you notice something isn’t going smoothly while you are observing the instruction, intervene and take over the instruction. This session belongs to the student, and their learning experience is paramount. 2. Observe While observing the clinician’s interaction with the student, note the following important aspects: Demonstrates accurate implementation of program steps Adheres to instructions on the Facesheet Maintains positive interaction with the student Diagnoses student’s sensory-cognitive processing Responds to the response Uses language to drive the sensory bus Doesn’t assume imagery, but doesn’t over question Does appropriate error handling Monitors the lesson energy 3. Real-Time Diagnosis “I view every student as a sensory system.” Nanci Bell As a consultant, your role is that of a diagnostician, tasked with assessing the student’s sensory processing and response to sensory-cognitive instruction. Diagnose the speed and accuracy of student’s imagery. Diagnose whether imagery appears to labored or if it is developing towards automaticity. Diagnose to determine the appropriate steps and levels of programs to achieve the instructional goals. 3. Real-Time Diagnosis Respond to the response to meet the student where they are and effectively diagnose their sensory input. Do appropriate error handling to diagnose the student’s sensory-input. Evaluate the energy level of the lesson and the student’s engagement to ensure they can actively attend to sensory information. The student needs conscious attention to bring sensory input to consciousness. 4. Demonstrate Quality Instruction You are a crucial member of the session’s instructional team. It is important to deliver and demonstrate high-quality instruction. Be sure: You drive the sensory-bus. Your instruction is positive and fun. You monitor both student energy and lesson energy. You do real-time diagnosis. You differentiate the activities to maintain the student’s active engagement. You respond to the response (error handling). 4. Demonstrate Quality Instruction You question for relevant imagery. You don’t waste time and lesson energy. You note accuracy and speed of sensory-cognitive processing. You use miscalling to shift the lesson energy, reduce pressure for the student to respond, add enjoyment into the lesson, and develop imagery. You introduce variations within task (e.g., stand up, take a step) to increase student engagement and lesson energy. 5. On-the-Job Teaching In every consulting session, you engage in on-the-job teaching. You teach to Improve clinicians’ skills, including diagnosing Help clinicians see the gestalt and the details of sensory-cognitive instruction Respond to the response (meet clinicians where they are) Prepare clinicians to be mentors and consultants Ensure clinicians deliver high-quality instruction to the student, even in your absence Your goal is to teach clinicians to deliver quality instruction to the student, even in your absence. 6. Discuss Progress with the Student Ensure that the student is actively engaged and involved in the session, rather than feeling like a passive observer. Present the Reading Circles to the student. Communicate to the student what you are doing and why. Encourage the student to ask questions. This experience is about their life, and they have the right to understand and be informed about the activities. The more they know and understand, the more likely they will actively engage and experience the joy of learning. 2 Pacing Principles Four Pacing Principles 1. Reading Circles 2. Overlap steps 3. Move quickly 4. Diagnose 1. Use the Reading Circles Use the Reading Circles to conceptualize reading as a dynamic interplay of component parts. Differentiate and pace the instruction based on the student’s processing and skill needs. Help the student see where they are in the interplay of reading. 2. Overlap Steps and Levels Overlap steps to reach your goal as quickly as possible and to give your student a variety of activities that develop imagery and keep the lesson energy high. Always start at the first step to for the imagery foundation. Vary the tasks within a level (e.g. CVC syllable cards, CVC syllable board, CVC air-writing). Vary the tasks within a level (e.g. SXS, MSXMS, and Whole Paragraph at same level.) Vary the instructional focus (e.g. multisyllable decoding, sight words, reading in context). 3. Move Quickly Don’t waste a frame. You are changing a life for someone who may have experienced frustration and anxiety about learning. You don’t have much time to show them positive results—you have to get in and get out. 3. Move Quickly It is preferable to err on the side of moving too quickly rather than moving too slowly. You can always overlap-back to a lower step. Diagnose your student’s processing, don’t over question for irrelevant detail but don’t assume imagery. Track the student’s progress through specific steps. “The key to good pacing is neither moving too soon in the overlap, nor waiting too long.” (V/V Manual Page 82.) Do multiple steps of a program within a session to diagnose your student’s processing and make adjustments. 4. Diagnose to Pace Diagnose to assess and determine the appropriate pacing of individual steps as well as the gestalt of the instruction. Diagnose sensory input, self-correcting, and speed of processing. Probe to different levels. Remember you can move up to probe and you can move back to stabilize. Diagnose your student’s processing, don’t over question for irrelevant detail but don’t assume imagery. Notice if the student’s processing is developing or if it is established—if established it is accessible without conscious attention. 4. Diagnose to Pace In Seeing Stars, diagnose with the Reading Circles to know when to overlap from one circle to the next—from word attack to word recognition to reading in context. 3 Facesheet A Facesheet Responds to the Response While it is important to adjust a Facesheet two to three times in a 20-hour week, the Facesheet is primarily adjusted to respond to the response. Instead of focusing on pre-scheduled pacing visit, regularly assess how your student is responding to instruction. “Do I need to change a level, increase time on specific tasks, or move/overlap to another step?” In some cases, you may need to consult more frequently by briefly joining a session and adjusting the Facesheet, especially for students who are progressing rapidly. Facesheet Basics The Facesheet is self-explanatory for general information, including recommendation for programs and time. A CD/ACD sets the first Facesheet. Set tasks and time on the Facesheet. Shade the Reading Circles for the clinician and the student. Note next goals. Ava’s 1st Facesheet Note: goals shading of circles tasks time levels dates Always scan new or updated Facesheet. Facesheet Changes For minor changes, cross out/update the current Facesheet. Write a new Facesheet if difficult to read or major changes. Facesheet Programs and Timing As a diagnostician for both the gestalt and the detail, you determine which steps are needed and how much time on each step accordingly. I cannot direct you to specific times for specific steps, nor can I direct you for how long to stay on a step before moving on. But, if you know the programs and your goals, you can do this. The following Facesheets are some examples of overlapping steps, allotting time for a focus or to stabilize a process. My Simple Imagery for Pacing Reading Circles (goal) Program(s) Steps (overlap) Diagnose Sensory Processing “Remember, you are a teacher. Teach your student and teach your clinician. “Don’t be afraid. You know your goal and your know the programs steps. “You can do this. You can do anything.” Nanci Bell