Introduction to SOR, Systematic, Explicit Instruction, the 5 Big Ideas of Reading, and Data-Informed Decisions (MTSS).

Help your school meet Section 15.1-21-12.1 of the ND Century Code (NDCC) regarding reading curriculum and professional development supports improving core reading instruction..

Learn how to ensure the principal’s role as the primary catalyst for magnifying teacher effectiveness and student learning gains through examining instructional practices and transformational practices within your daily leadership tasks.

Many schools have invested significant time, money, and energy into improving literacy instruction. Yet even when strong instructional materials are in place, student outcomes may not improve as expected if older practices continue alongside them. This session will explore why successful literacy improvement requires not only adopting effective resources but also letting go of practices that no longer serve students well. Leaders will leave with practical ideas for supporting implementation, making informed decisions about instructional priorities, and creating the conditions for high-quality teaching and learning to flourish across their schools.

Review the four assessment types, which include universal screening to identify students at risk, diagnostic assessments to pinpoint specific instructional needs, progress monitoring to gauge the effectiveness of interventions, and outcome assessments to evaluate overall student and school performance against state standards. Principals will do a quick assessment audit to find the right fit for the questions they are asking.

An effective reading benchmark data system goes beyond benchmark data to efficiently ‘dig deeper’ to skill level needs for those students who fall below the proficiency line. In this session, multiple sustainable components comprising an effective reading benchmark data analysis system resulting in a positive impact on student learning will be presented.

Leaders will preview the new ND State Literacy Walk Through Tool, practice using the tool, and discuss how it might be used in their school context.

Planning for core instruction to engage learners in whole group, small group, and individual instructional delivery; and planning for differentiation of on-level, intervention, and enrichment needs are priorities for student success. Explicit Systematic Instruction-Part 1 integrates evidence-based practices to plan, design and explicitly teach the critical ND Content Standards with HQIM for student success. (Anita Archer’s Elements 1-8).

Explicit Systematic Instruction Part 2 allows for educators to improve core instruction through training and support. This training targets critical instructional minutes, delivery practices, opportunities to respond, student feedback, and formative checks for understanding. Student responses and evidence inform a teacher’s next instructional steps and drive clear student feedback for corrections and advancement. Explicit Systematic Instruction-Part 2 integrates delivery and review practices to enhance accountability, student agency, and instruction. (Archer’s Elements 9-13).

Effective professional learning begins with intentional planning. In this session, participants will explore a practical framework for identifying, organizing, and prioritizing professional learning needs through the lenses of sustain, scale, onboarding, and advancement. Grounded in research-based practices for adult learning, attendees will examine how student learning needs drive adult learning, what makes professional development impactful, and how to align professional learning efforts to support continuous improvement. Participants will leave with tools and strategies to guide thoughtful, needs-based professional learning planning that strengthens educator practice and student outcomes.