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6910 11 seminar 3 (fall 2012) - 2
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6910 11 seminar 3 (fall 2012) - 2

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  • COUNT OFF by 4 (4 groups of 5 or 6).
  • POSTER: Elementary (K-5) School & District Middle (6-8) School & District High (9-12) School & District
  • SHERRY: Share some examples of goals from previous years…… previous students…..
  • BOOK PREFERENCES: Use choice book list – add your name and number top 3 title preferences then include 1 sentence rationale on the back INDEX CARD: Draft idea for the goals/challenges you face regarding literacy instruction, literacy curriculum & literacy assessment

Transcript

  • 1. Welcome toLCRT 6910 & 6911 SEMINAR #3
  • 2. 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)
  • 3. Coaching PartnersQuestions (see yellow paper on your tables)Go to white board & record your finalized definition of RtI
  • 4. Seminar #3: Oct. 15AGENDACoaching partners: Discuss & Post RtI definitionWELCOME! Faculty Coach: Dr. Colleen RickertRtI: Definition, Applications & ReflectionsLesson Report & Analysis:- Using literacy & language data to guide plan;- Questions you have about the LRA assignmentChoice Book group interactionsSubmit: Reading Response & Finalized Coaching Template
  • 5. 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?
  • 6. RTIHow do you define RTI in your own words?
  • 7. 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)
  • 8. 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
  • 9. 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
  • 10. 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).
  • 11. 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.”
  • 12. 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)
  • 13. Break
  • 14. 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?
  • 15. 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
  • 16. Choice BookGroups Meet
  • 17. 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)
  • 18. 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
  • 19. 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
  • 20. 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)
  • 21. Your individual questions