6910 6911 SEminar 3 (Fall 2013)
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6910 6911 SEminar 3 (Fall 2013)






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  • If CDE were to walk in the room and observe this distribution, what would they conclude? RTI is “in place”……
  • SHERRY: Share some examples of goals from previous years…… previous students…..

6910 6911 SEminar 3 (Fall 2013) 6910 6911 SEminar 3 (Fall 2013) Presentation Transcript

  • Welcome back to LCRT 6910 & 6911 SEMINAR #3 Sept. 30th
  • Find a seat with your coaching partner(s) Please sit with your coaching partner(s) Discuss the 3 literacy goals you finalized
  • Seminar #3: AGENDA WELCOME!! Dr. Colleen Rickert Observation & Coaching Sessions RTI: What does it mean & how is it being implemented in the context where you work as a literacy professional? Lesson Report & Analysis (LRA) Choice book groups: Discussion
  • Getting started! Observing, coaching your colleague & being coached!
  • PREPARING FOR OBSERVATION & COACHING SESSIONS: Completing the assignment Preparing to observe & to be observed What is YOUR responsibility? Following the guidelines Using the TEMPLATE What is due when? And, to whom?
  • Setting a focus for the observation & coaching interaction
  • BEFORE YOU ARE COACHED Determine what data or information the coach could collect & provide you? What type of information will be useful to you relevant to the literacy instruction you planned & delivered?
  • Consider what you are trying to accomplish in the lesson. What type of information will be useful to you relevant to the literacy instruction you planned & delivered? What data could the coach collect & provide you?
  • Setting a focus for the observation & coaching interaction  What data will be useful as you advance the 3 literacy goals? How do you want to grow professionally relevant to planning & delivering literacy instruction in your classroom?
  • Setting an observation focus for the coach “Watch to see if students are engaged….” Is too vague and is NOT a sufficient coaching focus.
  • What IS a reasonable observation- coaching focus?
  • Don’t overlook Knight’s BIG 4: Behavior Content Knowledge Direct Instruction Formative Assessment
  • Behavior: Establishing a learning environment  Developing & setting your teaching expectations: Classroom structures, routines; socialization; learning community  Ratio of interactions: Tr-Ss; Ss – Tr; Ss-Ss; types of interactions (comments, questions, positive feedback..)  Effective Corrective Comments by Tr: Re- direction; positive reinforcement; constructive feedback)  Time on Task: Ss attention, Ss independence  Opportunities for Ss to respond: Number of times Ss are called on; Number of Qs students ask
  • Content Knowledge: Understanding of content to be taught  Developing essential questions/higher level questions about content (see Knight, p. 153, Table 7.2 Critical Question Checklist; what Qs do you ask?)  Mapping content/lesson or unit organizer/comprehension models  Content structures: Focus on organizational structures that underlie the content  Identifying, defining & teaching concepts: Clarifying precise, correct & teachable concept definitions that both Tr & Ss will comprehend
  • Delivering Direct Instruction  Organizational structures used in instruction: Advance organizers, note-taking models, etc.  Model Thinking/think aloud  High-level Qs: Question types (Wh- & Yes/No), Bloom’s taxonomy, etc.  Developing quality assignments: Model learning outcomes, provide guidelines, allow guided practice, get learner ready for independent practice
  • Formative Assessment  Assessments that occur concurrently with instruction  Information about learner’s understandings “in progress” during implementation of lesson or unit  Learner feedback used to inform Tr about each learner or used by the Tr to guide instruction  Focus on learner’s understandings, behaviors, developing abilities, etc.
  • RTI
  • Considering RTI  With your group discuss the actions/behaviors from the different scenarios in figure 1.1 (page 13, Fisher & Frey) that you observe occurring in your school setting.  Decide in which column you would place your school. And be ready to explain why you made this decision (10 minutes).
  • 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 -Benchmark assessments -Remedial reading group with paraprofessional -Parent conferences -Learning contract -Intersession attendance -Teacher meetings - Student Study team - SPED Testing - Summer School -Informal classroom assessments -Student conferences -Benchmark assessments -Tier 2 Intervention, assessment & progress monitoring -Parent meetings -Tier 3 intervention, assessment, & progress monitoring (often commercial program) -Student Study team w/parents -SPED testing -Summer School -Informal classroom assessments -Student conferences -Instructional plan developed by classroom teacher -More informal classroom assessments -Differentiated reading groups with increased time -Benchmark assessments -Consultation with special educator -Lunch Bunch Book Group -Tier 2 intervention with consultation (SPED, Title 1, etc.) -Parent meeting -Individual instruction -Tier 3 intervention aligned w/classroom instruction -Grade level meetings to design continued support for the next year
  • State of the State of RTI  Stand by 1 of the 3 charts around the classroom which mostly describes your school setting (charts show 3 RTI approaches).  What do you notice about the state of RTI based on practices that are representative of this group of schools?  What statement could you make?
  • Hatful of Quotes: Choose one! How to Prepare When you are ready to share in your group • Each group member takes a slip of paper with a quote; • One group member starts, reads their quote aloud, and shares their reflection on the content with the group (4-5 min.) • Locate the quote in the text, take time (5-7 min) to read & reflect on the quote, then organize your thoughts about the quote; • After the quote is shared, each group member should share their react to this quote and/or to the member’s reflection (2-3 min per person.)
  • 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 all students through increasingly differentiated and intensified language and literacy assessment and instruction.” Lipson, M.Y. & Wixson, K.K. (2010) Page 2 (2nd paragraph)
  • TAKE a BREAK During the break: Introduce yourself to Dr. Rickert Talk with the coaches who will observe you about a focus & about setting up an observation/coaching session!
  • Lesson Report & Analysis The performance-based assessment for LCRT 6910 & LCRT 6911 Overview assignment & your questions
  • Decisions about the LRA What lesson will you implement & analyze? What assessment data ground the rationale for the lesson? Why is this lesson needed? What is the rational for teaching this lesson?
  • What language & literacy data are available to you? What steps do you take to analyze these data? Use these data? DATA: What data do you have? Collect regularly? Use regularly?
  • Data-based Decision-Making Cycle Fischer & Frey, p.20
  • Decision-based decision- making model (Fisher & Frey, p. 20)  What data do you collect?  How do you analyze the data? What insights do you gain when you reflect on these data?  How do the data & your insights guide your instructional planning and delivery?  After instruction, is there a need for more? For example, focused intervention (by classroom teacher or interventionist)?
  • Sample LRA Assessment data, rationale & goals for lesson
  • Sample (for LRA lesson) Focus of lesson: Writing a well-developed paragraph (4th grade) Specific goal/outcome of lesson: SWBAT Write a paragraph that is clearly organized and flows well from one sentence to the next. The paragraph will maintain the topic and will have a topic sentence as well as three supporting detailed sentences, an example sentence to support each detailed sentence, and a concluding sentence.
  • Sample Assessment & Rationale (for LRA lesson)  In order to grasp a thorough understanding of each student’s ability to write paragraphs, I PRE-assessed each student’s skills with a timed writing sample (while allowing each student to choose from a sampling of prompts). Within a thirty-minute time frame, students were required to show: a plan; a revised draft; and, a final draft.  With this pre-assessment, I was able to conclude that students had incomplete topic sentences, they generally included one to two sentences to support the topic, and concluding thoughts were mostly absent.
  • Sample assessment & rationale (2)  Then I taught a lesson on paragraph writing. During the lesson, anecdotal notes were made on student samples, individual conferencing occurred, and peer/self evaluations were completed. Additionally, a final product was produced to show that paragraphs were composed with the support of an organizing aid.  After the lesson, students completed a POST- assessment without the aid of the organizer in order to see if they understood the structure of a paragraph.  Again, students were required to show a plan, a draft with revisions, and a final draft within another thirty- minute time frame.
  • Assessment & rationale ground this goal for the lesson (to be used with LRA)  Goal 1– Students will write a paragraph that is clearly organized, that flows well from one sentence to the next and that maintains the topic.  Goal2 – Students will have a topic sentence, three supporting detailed sentences, an example sentence to support each detailed sentence, and a concluding sentence.
  • SEE Sample LRA Assignments on Canvas  Middle Schoolers writing paragraphs  Fourth graders working on summarizing
  • Choice Book Groups Meet
  • Choice Book Groups  Quality Comprehension: Lyndsey A, Megan, Miranda  Balancing Rdg & Language Learning: Roxanne, Sara, Erin  Marvelous Mini-Lessons (writing): Valerie, Lindsay R., Mariel  Mechanically Inclined: Kobi and Ria  Pathways to the Common Core: Maria and Laura  Adolescent Literacy and Notice & Note: Julie, Cori, Hayley
  • Choice Book Groups Meet What concepts in the book have influenced your thinking & your work? How does the book support the 3 literacy goals you identified? What strategies have your tried out in your classroom? Share student work.
  • Looking ahead: Get Handout Complete observation & coaching sessions in October (about 1 per week) Week of OCT. 7-14th ONLINE October 21st: SEMINAR 4 Before you leave tonight: Submit Reader Response form
  • Your individual questions