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)

    1. 1. Welcome back to LCRT 6910 & 6911 SEMINAR #3 Sept. 30th
    2. 2. Find a seat with your coaching partner(s) Please sit with your coaching partner(s) Discuss the 3 literacy goals you finalized
    3. 3. 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
    4. 4. Getting started! Observing, coaching your colleague & being coached!
    5. 5. 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?
    6. 6. Setting a focus for the observation & coaching interaction
    7. 7. 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?
    8. 8. 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?
    9. 9. 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?
    10. 10. Setting an observation focus for the coach “Watch to see if students are engaged….” Is too vague and is NOT a sufficient coaching focus.
    11. 11. What IS a reasonable observation- coaching focus?
    12. 12. Don’t overlook Knight’s BIG 4: Behavior Content Knowledge Direct Instruction Formative Assessment
    13. 13. 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
    14. 14. 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
    15. 15. 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
    16. 16. 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.
    17. 17. QUESTIONS?
    18. 18. RTI
    19. 19. 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).
    20. 20. 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
    21. 21. 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?
    22. 22. 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.)
    23. 23. 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)
    24. 24. 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!
    25. 25. Lesson Report & Analysis The performance-based assessment for LCRT 6910 & LCRT 6911 Overview assignment & your questions
    26. 26. 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?
    27. 27. 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?
    28. 28. Data-based Decision-Making Cycle Fischer & Frey, p.20
    29. 29. 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)?
    30. 30. Sample LRA Assessment data, rationale & goals for lesson
    31. 31. 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.
    32. 32. 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.
    33. 33. 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.
    34. 34. 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.
    35. 35. SEE Sample LRA Assignments on Canvas  Middle Schoolers writing paragraphs  Fourth graders working on summarizing
    36. 36. Choice Book Groups Meet
    37. 37. 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
    38. 38. 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.
    39. 39. 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
    40. 40. Your individual questions

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