Welcome! LCRT 6910-11Please sit with your coaching partner(s)Take 5-7 minutes at the start of class to discussthe questions on the yellow paper at your tableRecord the definition of RtI that you & yourpartner development (on the white board)
Coaching PartnersQuestions (see yellow paper on your tables)Go to white board & record your finalized definition of RtI
Seminar #3: Oct. 15AGENDACoaching partners: Discuss & Post RtI definitionWELCOME! Faculty Coach: Dr. Colleen RickertRtI: Definition, Applications & ReflectionsLesson Report & Analysis:- Using literacy & language data to guide plan;- Questions you have about the LRA assignmentChoice Book group interactionsSubmit: Reading Response & Finalized Coaching Template
Questions you have about the observing/coaching for 6910-6011Preparing to observe? Preparing to be observed?Coaching conversations?Observation/coaching TEMPLATE?Responsibilities of Coach? Classroom Teacher?What to submit?Other questions?
RTI “… it is helpful to think of RTI as a comprehensive, systemic approach to teaching and learning designed to address language and literacy problems for allstudents through increasingly differentiated and intensified language and literacy assessment and instruction.” Lipson, M.Y. & Wixson, K.K. (2010) Page 2 (2nd paragraph)
What does RtI look like in the context where you teach? Figure 1.1 (Fischer & Frey, page 13)Approach 1 Approach 2 Approach 3-Behavioral referrals -Informal classroom -Informal classroom assessments assessments -Student conferences-Benchmark -Student conferences -Instructional plan developed byassessments -Benchmark assessments classroom teacher -More informal classroom assessments-Remedial reading -Tier 2 Intervention,group with assessment & progress -Differentiated reading groups withparaprofessional monitoring increased time -Benchmark assessments-Parent conferences -Parent meetings -Consultation with special educator -Lunch Bunch Book Group-Learning contract -Tier 3 intervention, -Tier 2 intervention with consultation-Intersession assessment, & progress (SPED, Title 1, etc.)attendance monitoring (often commercial program) -Parent meeting-Teacher meetings -Individual instruction- Student Study -Student Study team -Tier 3 intervention alignedteam w/parents w/classroom instruction- SPED Testing -SPED testing -Grade level meetings to design- Summer School -Summer School continued support for the next year
What does RtI look like in the context where you teach? Figure 1.1 (Fischer & Frey, page 13)The Traditional The RTI School The RTI2 School School How can we help ##? How can focusing on ## help What’s wrong the system improve? with ##?-Behavioral referrals -Informal classroom -Informal classroom assessments assessments -Student conferences-Benchmark -Student conferences -Instructional plan developed byassessments -Benchmark assessments classroom teacher -More informal classroom assessments-Remedial reading -Tier 2 Intervention,group with assessment & progress -Differentiated reading groups withparaprofessional monitoring increased time -Benchmark assessments-Parent conferences -Parent meetings -Consultation with special educator -Lunch Bunch Book Group-Learning contract -Tier 3 intervention, -Tier 2 intervention with consultation-Intersession assessment, & progress (SPED, Title 1, etc.)attendance monitoring (often commercial program) -Parent meeting-Teacher meetings -Individual instruction- Student Study -Student Study team -Tier 3 intervention aligned
RTI……..RTI2? RTI (Response to Intervention): The focus is on examining interventions that prevent an unnecessary referral for testing. RTI2 (Response to Instruction & Intervention): The focus is on capitalizing on the RTI approach as a means of continually examining classroom instructional design in a collaborative manner (classroom teacher, literacy & sped teachers, parents).
Hatful of QuotesPreparation: Group share: Each group member One group member starts & takes a slip of paper with reads provided quote, page a quote; # & shares reflections to Locate the quote in the quote (5 minutes). text & take time to organize your thoughts & After quote is shared, each reflections to this quote; group member gets 1 min. to react. Continue this On your own, each group pattern. member returns to the text & locates his/her After all quotes are own quote that “spoke” shared, each member to them, mark it, and be returns to the quote s/he prepared to share it at a selected that “spoke” to later point in time. them & shares it with an” elbow partner.”
RtI What is RTI? Why the need to distinguish RTI vs RTI2? What did you learn about the research relevant to RTI? What applications seem pertinent to the context where you teach? What are your current questions about RTI? (submit notecard)
Lesson Report & Analysis What lesson will you implement & analyze? Be sure you can provide background and information from recent observations, assessments and anecdotal notes you have completed of the learners. What assessment data ground the rationale for the lesson? Can you provide meaningful reasons for learning – from the student’s viewpoint (whole to part)? Can you offer creative choices to students to make learning authentic and engaging? What evidence will you use to determine the learner’s success at meeting stated goals for this lesson?
LRAData you have & use What language & literacy data are available to you? What steps do you take to analyze these data? Use these data? What steps could you Data-based take to analyze these Decision-Making data AND use them to guide your Cycle instructional planning? Fischer & Frey, p.20
2 books, shared themes… Mechanically inclined Choice Book Groups The daily 5Michael S. (PK-2)Jennifer W. (PK-2) Laura D. (7th grade) Nicole P. (8th to about 10th grade) Lynn S. (9th & 12th grade)Kim M. (PK-2)The Continuum of Literacy Learning:Katie C. (Kindergarten)2 books; shared themes & goals…… Content Area Strategies at Work The daily 5. April L. (middle school)Kerri V. (3rd grade) Joey M. (8th grade social studies)Interactive think-aloud lessonsHillary T. (3rd grade)A resource for teaching ELLs, K-5. 2 books; shared themes…. Meredith M. (primary & intermediate) Marvelous minilessons (Intermediate)Kristin W. (2nd grade) Lyndsey D. (4th grade)Kelley L. (K-1) Rachel B. Mona Q. (5th grade)2 books; shared themes…. Marvelous minilessons (K-2)What really matters in vocabulary: Katie Corson (Kindergarten)Kara W. (5th grade) Kristin Mah (Pre-K) Creating strategic readers:Becky H. (3rd grade)When Readers Struggle:Elizabeth R. (3rd grade)
Choice Book Groups Meet What concepts presented in the book have influenced your thinking & your work? Has the book content provided support for the 3 literacy goals you identified re: instruction, curriculum & assessment? What ideas/suggestions have your tried out in your classroom? Outcomes? Student work to share? Make a plan: What parts/pages will group have read & tried out by Seminar 4 on Oct. 29? COLORADO READ ACT: Discuss, How is the district where you teach implementing READ? What are your Qs? Notetaker: Send book title, member names & informal responses to bulleted prompts to Sherry via email by Oct. 22nd
Looking aheadWeek of OCT. 29th SEMINAR 4 Between now & then, continue observations/coachings, your plans to video- tape lesson to share in Nov. 12th Seminar 5.Before you leave tonight: Submit Reader Response form & Obs/Coaching Template – if you have been observed/coached
What is due when? Oct. 29th DUE: Completed Reader Response form (F & Frey, ch. 3-4) Nov. 12th DUE: Ten (10) minute video clip of an excerpt from a literacy-based lesson you have implemented in your classroom context- and - coaching form” for small coaching group (coaching form available on ecollege in Tab “Seminar 5”) Nov. 25th DUE: Submit an email message to with 3 preferences of Choice Book titles you would like to learn more about during Seminar 6. NOV. 26th DUE: Choice Book group’s overview & one- page handout (23 copies of handout) – AND - Paper copy of completed Lesson Report & Analysis (LRA)