Have 2 groups discuss (elem and secondary) briefly, then share out as a whole class
INDIVIDUALLY: Write a brief response to each Q, use along sticky note for each one & post your responses on chart paper (one for each prompt).
Day 11 april 15 effect literacy rt i (for slideshare)
WELCOME TO LCRT 6915: SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL DEVELOPMENTApril 15, 2013• Sign in & get a name tag• We will start at 5:15p.m .• Take time on your own to “get your ideas down” (Ch.8 - 9 handout)
Tonight’s Agenda Comprehensive literacy programs Interventions & progress monitoring Changing roles in schools related to implementing RtI Looking ahead to Coaching Session #2 (April 22) & our conclusion on April 29th
Revisiting April 8 thDEFINING RTI AND RTI2DEFICIT VS ASSETREAD ACT
April 8th: ECE Enhanced The cohort of 32 APS ECE facilitators and paraprofessionals met April 8th for their first of three courses. The second course will be offered in Fall 2013 and the third course will be offered in Spring 2014. The grant project, “ECE Enhanced: Early Literacy and Language Development for Young English Language Learners,” provides support for participants’ tuition costs, fees, and textbooks. The APS ECE Department (Dr. Sheri Charles) together with CU Denver (Dr. Sherry Taylor) recently were awarded a grant project in the amount of $199,661.00 funded by the 2012-2013 Elementary and Secondary Education Act (ESEA) and administered by the Colorado Department of Higher Education.
Vogt & Shearer, Chapter 8 or 9Implementing a comprehensive literacy program: 2 GROUPS Ch. 8 Elementary Focus • Kara Widholm • Kelley Ledden Ch. 9 Secondary Focus • Alicia Urie • Whitney Colley • Krista Dean • Katie Corson • Joe Dillon • Kim Miller • Becky Hayes • Elizabeth R. • Aimee McAdams • Laura Deal
Implementing a comprehensive literacy program 3.As you refer to the1.What components of a research-based assumptionscomprehensive literacy on pp. 167-168 or 178-180,program described by which assumptions areVogt & Shearer do you solidly in place as evidencedobserve to be in place in by the practice that isthe school where you occurring in the schoolwork? where you work?2.What elements of a Select one or twocomprehensive literacy assumptions & share theprogram are lacking or relevant practices you haveneed improvement there? observed occurring.
Lastly, Take a look at the needs questionnaire on p. 185• How would you & your current colleagues react to being asked to complete a similar inquiry/checklist?• As a specialist/coach, how might you use the feedback on a questionnaire similar to this to gain an understanding of teachers’ needs?
WHAT ELEMENTS DO YOUOBSERVE TO BE IN PLACE?WHAT PRACTICES AREGROUNDED IN RESEARCH-BASED ASSUMPTIONS?WHERE IS IMPROVEMENTNEEDED?DETERMINING TEACHERS’NEEDSComprehensive Literacy Programs
Fisher & Frey: RtIInterventions & monitoring progress Ch. 5 Interventions for high-risk learners Whitney Becky Kim M. Katie Kelley Elizabeth Aimee Ch. 6-7 Progress monitoring Krista Dean Laura Deal Kara Widholm Joe Dillon Alicia Urie
3 GROUPS by ChaptersInsert topic into Q belowInterventions for high-risk learnersProgress monitoring for student successProgress monitoring in action A. Why is ____ important or relevant to RtI? B. What factors contribute to _______ being effective with respect to reading & writing and readers & writers? C. What is the role of the classroom teacher with respect to _______? D. Your own question (developed by group):
SHARE OUT Why is ____ relevant to Rti?-Interventions for What factors contribute tohigh-risk learners _______ being effective with respect to reading & writing and readers & writers?-Progressmonitoring forstudent success What is the role of the classroom teacher with respect to _____?-Progressmonitoring inaction Your question?
Break SUBMIT YOUR VOGT &SHEARER NOTE CATCHERTALK TO YOUR COLLEAGUES ABOUT GRADE-SIMILAR COACHING GROUPS FOR APRIL 22ND COACHING SESSION #2
RESPONSE TO INTERVENTION &THE CHANGING ROLES OF SCHOOL-WIDE PERSONNELBean & Lillenstein (2012)
Changing Roles: On your own1. What are the major implications of thisarticle for you in your role where you work? Specifically, look at the Table pg 493; and the Figure on pg 498. What is the relationship between them and the implications for your role in your school?2. In what ways does the principal at the schoolwhere you work set the conditions for positivecommunication & collaboration of teachers? What are the challenges to such collaboration?3. What specific ideas about the implementationof RtI were: most surprising, why? - most difficult, why? - easiest, why?
Using the sticky notes,write a response to eachquestion (you canrespond more thanonce)Post your sticky noteresponses on thecorresponding chartpaper
Review, categorize, summarize•Count off by 3s (three groups)•Select a question chart•Review the responses to that question•Discuss & categorize the responses•Summarize the responses to that question & how you categorized the responses
Looking ahead Prepare for class: New Video clip (7 –Coaching 10 min) & equipment - Vogt & Shearer, Ch. 10, to share it (laptop)Session 2 “Process for Evaluating & Selecting Materials” -Completed coachingNOTE: Final form & copies forCoaching Reflection small coaching group(not listed on course & Professor (coachingcalendar) –BRING form on ecollege)April 29th to share &DUE May 6th( onlinesubmission)
Coaching Session #2 April 22nd1) Submit names in your grade-similar coaching group before you leave tonight;2) Bring laptop with the video clip (make sure your battery is charged!);3) Bring flash drive with the video for back up (just in case!;)4) Bring copies of the completed coaching form: One for each group member, yourself & Sherry.5) EMAIL Your Completed Coaching Form to your group by April 19th!!!!!