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