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Welcome to
LCRT 6910 & 6911
   SEMINAR #3
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)
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   -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
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
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:                   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.”
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)
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        Data-based
  take to analyze these     Decision-Making
  data AND use them to
  guide your                     Cycle
  instructional planning?     Fischer & Frey, p.20
Choice Book
Groups Meet
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)
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

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6910 11 seminar 3 (fall 2012) - 2

  • 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
  • 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

Hinweis der Redaktion

  1. COUNT OFF by 4 (4 groups of 5 or 6).
  2. POSTER: Elementary (K-5) School & District Middle (6-8) School & District High (9-12) School & District
  3. SHERRY: Share some examples of goals from previous years…… previous students…..
  4. BOOK PREFERENCES: Use choice book list – add your name and number top 3 title preferences then include 1 sentence rationale on the back INDEX CARD: Draft idea for the goals/challenges you face regarding literacy instruction, literacy curriculum & literacy assessment