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)
LCRT 6910 &
Find a seat with your
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
colleague & being
PREPARING FOR OBSERVATION &
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
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
Consider what you are
accomplish in the
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
& 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
Setting an observation
focus for the coach
“Watch to see if students are
Is too vague and is NOT a
sufficient coaching focus.
What IS a reasonable
Behavior: Establishing a
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
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
Developing quality assignments: Model learning
outcomes, provide guidelines, allow guided practice, get
learner ready for independent practice
Assessments that occur concurrently with
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.
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
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
- Student Study
- SPED Testing
- Summer School
-Tier 2 Intervention,
assessment & progress
-Tier 3 intervention,
assessment, & progress
monitoring (often commercial
-Student Study team
-Informal classroom assessments
-Instructional plan developed by
-More informal classroom assessments
-Differentiated reading groups with
-Consultation with special educator
-Lunch Bunch Book Group
-Tier 2 intervention with consultation
(SPED, Title 1, etc.)
-Tier 3 intervention aligned
-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
• One group member starts,
reads their quote aloud, and
shares their reflection on the
content with the group (4-5
• 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
“… 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
Lesson Report &
The performance-based assessment
for LCRT 6910 & LCRT 6911
Overview assignment &
Decisions about the LRA
What lesson will you implement &
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?
(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)?
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
& 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
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
SEE Sample LRA
Middle Schoolers writing paragraphs
Fourth graders working on summarizing
Choice Book Groups
Quality Comprehension: Lyndsey A, Megan, Miranda
Balancing Rdg & Language Learning:
Roxanne, Sara, Erin
Marvelous Mini-Lessons (writing): Valerie, Lindsay
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