6910 11 seminar 3 (fall 2012) - 2
Post on 05-Jul-2015
53 Views
Preview:
TRANSCRIPT
Welcome to
LCRT 6910 & 6911
SEMINAR #3
Welcome!
LCRT 6910-11Please 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)
Coaching
Partners
Questions (see yellow paper on your tables)
Go to white board & record your
finalized definition of RtI
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
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?
RTI
How do you define
RTI in your
own words?
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)
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
What does RtI look like in the context where you teach? Figure 1.1 (Fischer & Frey, page 13)
The Traditional
School
What’s wrong
with ##?
The RTI School
How can we help ##?
The RTI2 School
How can focusing on ## help
the system improve?
-Behavioral referrals
-Benchmark
assessments
-Remedial reading
group with
paraprofessional
-Parent conferences
-Learning contract
-Intersession
attendance
-Teacher meetings
- Student Study
team
-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
-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
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).
Hatful of Quotes Preparation:
Each group member takes a slip of paper with a quote;
Locate the quote in the text & take time to organize your thoughts & reflections to this quote;
On your own, each group member returns to the text & locates his/her own quote that “spoke” to them, mark it, and be prepared to share it at a later point in time.
Group share:
One group member starts &
reads provided quote, page
# & shares reflections to
quote (5 minutes).
After quote is shared, each
group member gets 1 min.
to react. Continue this
pattern.
After all quotes are
shared, each member
returns to the quote s/he
selected that “spoke” to
them & shares it with an”
elbow partner.”
RtIWhat 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)
Break
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?
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
take to analyze these
data AND use them to
guide your
instructional planning?
Data-based Decision-Making
Cycle
Fischer & Frey, p.20
Choice Book
Groups Meet
Choice Book Groups 2 books, shared themes…
The daily 5
Michael S. (PK-2)
Jennifer W. (PK-2)
Kim M. (PK-2)
The Continuum of Literacy Learning:
Katie C. (Kindergarten)
Mechanically inclined
Laura D. (7th grade)
Nicole P. (8th to about 10th grade)
Lynn S. (9th & 12th grade)
2 books; shared themes & goals……
The daily 5.
Kerri V. (3rd grade)
Interactive think-aloud lessons
Hillary T. (3rd grade)
Content Area Strategies at WorkApril L. (middle school)
Joey M. (8th grade social studies)
A resource for teaching ELLs, K-5.
Meredith M. (primary & intermediate)
Kristin W. (2nd grade)
Kelley L. (K-1)
2 books; shared themes….
Marvelous minilessons (Intermediate)
Lyndsey D. (4th grade)
Rachel B.
Mona Q. (5th grade)
2 books; shared themes….
What really matters in vocabulary:
Kara W. (5th grade)
Creating strategic readers:
Becky H. (3rd grade)
When Readers Struggle:
Elizabeth R. (3rd grade)
Marvelous minilessons (K-2)
Katie Corson (Kindergarten)
Kristin Mah (Pre-K)
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
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
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)
Your individual
questions
top related