LCRT 6910 and 6911 Seminar 3

1. Welcome back!
Please sit with
your peer coach(es)!
LCRT 6910 & 6911
SEMINAR #3
Sept. 29th

2. AGENDA
Discuss your:
 Finalized literacy goals (Peer coaches get clarification!)
 Observation-coaching focus for an upcoming observation date.
Consider your lesson for the LRA:
 What data will drive YOUR literacy instruction for the LRA lesson?
Talking about RTI and MTSS
Choice Books: Insights & ideas gained and literacy strategies
applied (from Choice book)
CU Writing Center: Developing an academic analysis

3. Getting started!
Observing &
coaching your
colleague
AND
preparing to be
coached!

4. BEFORE YOU ARE
COACHED, SET A FOCUS
Consider what
you are trying to
accomplish in the lesson.

5. Your literacy goals
 Consider the 3 literacy goals you have each
finalized.
 Could the coach provide info/insights about 1
of these during an observation?
 Be sure to give a paper copy of your goals to
your peer coach & a copy to Sherry tonight!

6. What type of information
will be useful to you relevant to the
literacy instruction you planned &
delivered?
What data or information could the coach collect &
provide to you?
What type of information will be useful to you relevant
to the literacy instruction you planned & delivered?

7. Setting an observation
focus for the coach
“Watch to see if students are
engaged….”
…is too vague and is NOT a
sufficient coaching focus.

8. Instead consider 1 or more of the
following…..
 Number & ratio of
interactions: Teacher to
student or student to
student.
 Number & types of
interactions:
Comments, questions,
positive feedback.
 Time on Task by
students
 Number of & which
students are called on
 Number of students
who respond & type of
response
 Number of students
who initiate a question
& type of question

9. What are other areas of
focus for an observation?

10. Consider Knight’s
BIG 4:
Behavior
Content Knowledge
Direct Instruction
Formative Assessment

11. Behavior: Establishing a learning
environment
 Develop & set teaching expectations:
Classroom structures, routines; socialization;
learning community
 Ratio of interactions: Tr-Ss; Ss – Tr; Ss-Ss; types
of interactions (comments, questions, positive
feedback..)
 Effective Corrective Comments by Tr: Re-direction;
positive reinforcement; constructive
feedback)
 Time on Task: Ss attention, Ss independence
 Opportunities for Ss to respond: Number of
times Ss are called on; Number of Qs students ask

12. Content Knowledge: Understanding
of content to be taught
 Developing essential questions/higher level
questions about content (see Knight, p. 153,
Table 7.2 Critical Question Checklist; what Qs do
you ask?)
 Mapping content/lesson or unit
organizer/comprehension models
 Content structures: Focus on organizational
structures that underlie the content
 Identifying, defining & teaching concepts:
Clarifying precise, correct & teachable concept
definitions that both Tr & Ss will comprehend

13. Delivering Direct Instruction
 Organizational structures used in
instruction: Advance organizers, note-taking
models, etc.
 Model Thinking/think aloud
 High-level Qs: Question types (Wh- & Yes/No),
Bloom’s taxonomy, etc.
 Developing quality assignments: Model
learning outcomes, provide guidelines, allow
guided practice, get learner ready for independent
practice

14. Formative Assessment
 Assessments that occur concurrently with
instruction
 Information about learner’s understandings “in
progress” during implementation of lesson or unit
 Learner feedback used to inform Tr about each
learner or used by the Tr to guide instruction
 Focus on learner’s understandings, behaviors,
developing abilities, etc.

15. TAKE 10…..
TALK WITH YOUR PEER COACH(es)
Completing the assignment
Preparing to observe & to be observed
What areas of coaching focus will be useful for
you?
What is YOUR responsibility?
Following the guidelines
Using the TEMPLATE
What is due when? And, to whom?

16. Decisions about the
Lesson Report & Analysis
 What lesson will you implement &
analyze?
 What assessment data ground the
rationale for the lesson?
Why is this lesson needed?
 What is the rational for teaching this
lesson?

17. Data-based
Decision-Making Cycle
Fischer & Frey, p.20

18. Decision-based
decision-making model
(Fisher & Frey, p. 20)
 What data do you collect? What
language & literacy data are available
to you?
 How do you analyze the data? What
insights do you gain from these data?
 How do the data & your insights guide
your instructional planning and
delivery?

19. LESSON REPORT & ANALYSIS
Talk it over with your peer coach(es)
What lesson will you implement & analyze?
What assessment data ground the rationale for the
lesson?

20. QUESTIONS?

21. RTI

22. 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)

23. RTI written into the IDEA Act
(2004 reauthorization)
 School districts may determine whether the student
responds first to scientific, research-based classroom
instruction and then responds to more intensive,
targeted interventions.
 After receiving this more tailored and intensive
instruction, students who do not demonstrate
adequate progress are then considered for an
evaluation for a specific learning disability.
 INTENDED GOAL: Consider all students as general
education students, first, before categorizing a
student as needing special services.

24. State of the State of RTI
 Stand up!
 Position yourself by 1 of the 3 charts
that mostly describes your school
setting (See page 13 in Fisher &
Frey).
 Discuss the actions & behaviors from
the 3 different scenarios that you
observe to occur in the school setting
where you teach.

25. What does RtI look like 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

26. RTI Implemented
What do you notice about the
state of RTI based on the
practices that are
representative of this group of
schools?
What would you report to CDE
about the implementation of RTI
in Colorado today?

27. MTSS:
Multiple Tiered
Support System
• Shared Leadership
• Data-Based Problem
Solving and Decision Making
• Layered Continuum of
Supports
• Evidence-Based
Instruction, Intervention,
and
Assessment Practices
• Universal Screening and
Progress Monitoring
• Family, School, and
Community Partnering

28. MTSS:
Multiple Tiered
Support System
To what extent is MTSS
different from RtI?
Or is it inclusive of RtI?
How do you view MTSS?

29. A Hatful of Quotes
 Each group takes a slip of paper with a
quote from the Lipson & Wixson text;
 One person reads the quote aloud while
the entire group takes time to reflect.
 One group member starts and shares their
reflection on the content with the group
(4-5 min.); each person continues by
sharing their own reflection to this quote.

30. Keep in Mind…
The 6th principle noted by
International Reading Association
Emphasizes the importance of teacher expertise in
addressing the needs of students struggling with
language and literacy.
This expertise includes knowledge and understanding
of language and literacy development, the ability to
use powerful assessment tools and techniques, and
the ability to translate information about student
performance into instructionally relevant techniques.
(Lipson & Wixson,2010, p.15)

31. Choice Book
Groups Meet

32. Choice Book Groups Meet
 What concepts in the book have
influenced your thinking & your work?
How does the book support the 3
literacy goals you identified?
What strategies have your tried out in
your classroom? Share student work.
Submit brief notes from tonight & plans
for the next 2-3 weeks.

33. TAKE a BREAK

34. CU Writing
Center
• Quick review of APA and
Academic Writing
• Writing an academic analysis

35. Looking ahead: Get Handout
Online Session: Oct. 6-13th with
online discussion
Observation & coaching sessions
in October-November
 SEMINAR 4: October 27th
Before you leave tonight: Submit
Reader Response forms & your
choices for an observation date
with Sherry