day 11 april 15 effect literacy rt i (for slideshare)

April 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)

WELCOME TO LCRT 6915:

SEMINAR & PRACTICUM IN LITERACY PROFESSIONAL

DEVELOPMENT

Tonight’s Agenda

Comprehensive literacy programs Interventions & progress monitoringChanging roles in schools related to

implementing RtI Looking ahead to Coaching Session

#2 (April 22) & our conclusion on April 29th

Revisiting April 8th

DEFINING RTI AND RTI2

DEFICIT VS ASSET

READ 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.

COMPREHENSIVE LITERACY PROGRAMS

Vogt & Shearer, Chapter 8 or 9 Implementing a comprehensive literacy program: 2 GROUPS

• Kara Widholm• Kelley Ledden• Alicia Urie • Katie Corson• Kim Miller• Elizabeth R.

•Whitney Colley• Krista Dean • Joe Dillon• Becky Hayes• Aimee McAdams • Laura Deal

Ch. 8 Elementary Focus

Ch. 9 Secondary Focus

Implementing a comprehensive literacy program

1.What components of a comprehensive literacy program described by Vogt & Shearer do you observe to be in place in the school where you work? 2.What elements of a comprehensive literacy program are lacking or need improvement there?

3.As you refer to the research-based assumptions on pp. 167-168 or 178-180, which assumptions are solidly in place as evidenced by the practice that is occurring in the school where you work? Select one or two

assumptions & share the relevant practices you have 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?

Comprehensive Literacy Programs

WHAT ELEMENTS DO YOU OBSERVE TO BE IN PLACE?

WHAT PRACTICES ARE GROUNDED IN RESEARCH-BASED ASSUMPTIONS?

WHERE IS IMPROVEMENT NEEDED?

DETERMINING TEACHERS’ NEEDS

Transition to RtI

Ch. 5 “Interventions for high-risk learners”

Ch. 6 “Progress monitoring for student success”

Ch. 7 “Progress monitoring in action”

Chapter topics

Fisher & Frey: RtI Interventions & 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 WidholmJoe Dillon Alicia Urie

3 GROUPS by Chapters Insert topic into Q belowInterventions for high-risk learnersProgress monitoring for student success Progress 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 OUTWhy is ____ relevant to Rti?

What factors contribute to _______ being effective with respect to reading & writing and readers & writers?

What is the role of the classroom teacher with respect to _____?

Your question?

-Interventions for high-risk learners

-Progress monitoring for student success

-Progress monitoring in action

Break SUBMIT YOUR VOGT &

SHEARER NOTE CATCHER

TALK TO YOUR COLLEAGUES ABOUT

GRADE-SIMILAR COACHING GROUPS FOR APRIL 22ND COACHING SESSION #2

Bean & Lillenstein (2012)

RESPONSE TO INTERVENTION

& THE CHANGING ROLES OF

SCHOOL-WIDE PERSONNEL

Changing Roles: On your own 1. What are the major implications of this article 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 school where you work set the conditions for positive communication & collaboration of teachers? What are the challenges to such collaboration?

3. What specific ideas about the implementation of RtI were: most surprising, why? - most difficult, why? - easiest, why?

Using the sticky notes, write a response to each question (you can respond more than once)

Post your sticky note responses on the corresponding chart paper

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

Changing Roles: Hearing from your group

Looking ahead Coaching Session 2

NOTE: Final Coaching Reflection(not listed on course calendar) –BRING April 29th to share & DUE May 6th( online submission)

Prepare for class:

- Vogt & Shearer, Ch. 10, “Process for Evaluating & Selecting Materials”

New Video clip (7 – 10 min) & equipment to share it (laptop) -Completed coaching form & copies for small coaching group & Professor (coaching form on ecollege)

Coaching Session #2April 22nd

1) 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!!!!!

YOUR QUESTIONS?