This summary provides an overview of the agenda and topics covered in the seminar: 1) Participants were instructed to meet with their coaching partners to discuss and develop a definition of Response to Intervention (RTI) to post on the whiteboard. 2) The faculty coach welcomed everyone and provided an introduction to RTI, including definitions, applications, and reflections on the topic. 3) Participants were asked to discuss their upcoming Lesson Report and Analysis assignment, including using literacy and language data to guide their lesson plan and any questions they had about the assignment. 4) Small groups then met to discuss the Choice Books they were reading and how the concepts have influenced their teaching practice so far. They

1. Welcome to
LCRT 6910 & 6911
SEMINAR #3

2. Welcome!
LCRT 6910-11
Please sit with your coaching partner(s)
Take 5-7 minutes at the start of class to discuss
the questions on the yellow paper at your table
Record the definition of RtI that you & your
partner 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. 15
AGENDA
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
6910-6011
Preparing to observe? Preparing to be observed?
Coaching conversations?
Observation/coaching TEMPLATE?
Responsibilities of Coach? Classroom Teacher?
What to submit?
Other questions?

6. RTI
How 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 all
students 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 by
assessments -Benchmark assessments classroom teacher
-More informal classroom assessments
-Remedial reading -Tier 2 Intervention,
group with assessment & progress -Differentiated reading groups with
paraprofessional 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
team 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 by
assessments -Benchmark assessments classroom teacher
-More informal classroom assessments
-Remedial reading -Tier 2 Intervention,
group with assessment & progress -Differentiated reading groups with
paraprofessional 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 Quotes
Preparation: 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. LRA
Data 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 Book
Groups Meet

17. 2 books, shared themes… Mechanically inclined
Choice Book Groups
The daily 5
Michael 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 lessons
Hillary 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 ahead
Week 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