1. WELCOME TO
LCRT 6915:
SEMINAR & PRACTICUM IN
LITERACY PROFESSIONAL
DEVELOPMENT
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)

2. Tonight’s Agenda
 Comprehensive literacy programs
 Interventions & progress
monitoring
 Changing roles in schools related to
implementing RtI
 Looking ahead to Coaching Session
#2 (April 22) & our conclusion on
April 29th

3. Revisiting
April 8 th
DEFINING RTI AND RTI2
DEFICIT VS ASSET
READ ACT

4. 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.

5. COMPREHENSIVE
LITERACY PROGRAMS

6. Vogt & Shearer, Chapter 8 or 9
Implementing a comprehensive
literacy program: 2 GROUPS
Ch. 8 Elementary Focus
• Kara Widholm
• Kelley Ledden Ch. 9 Secondary Focus
• Alicia Urie • Whitney Colley
• Krista Dean
• Katie Corson
• Joe Dillon
• Kim Miller
• Becky Hayes
• Elizabeth R. • Aimee McAdams
• Laura Deal

7. Implementing a
comprehensive literacy program
3.As you refer to the
1.What components of a
research-based assumptions
comprehensive literacy
on pp. 167-168 or 178-180,
program described by
which assumptions are
Vogt & Shearer do you
solidly in place as evidenced
observe to be in place in
by the practice that is
the school where you
occurring in the school
work?
where you work?
2.What elements of a
 Select one or two
comprehensive literacy assumptions & share the
program are lacking or relevant practices you have
need improvement there? observed occurring.

8. 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?

9. WHAT ELEMENTS DO YOU
OBSERVE TO BE IN PLACE?
WHAT PRACTICES ARE
GROUNDED IN RESEARCH-
BASED ASSUMPTIONS?
WHERE IS IMPROVEMENT
NEEDED?
DETERMINING TEACHERS’
NEEDS
Comprehensive Literacy Programs

10. Transition
to RtI
Chapter Ch. 5 “Interventions for
topics high-risk learners”
Ch. 6 “Progress monitoring
for student success”
Ch. 7 “Progress monitoring
in action”

11. 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 Widholm
Joe Dillon
Alicia Urie

12. 3 GROUPS by Chapters
Insert topic into Q below
Interventions for high-risk learners
Progress 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):

13. SHARE OUT
Why is ____ relevant to Rti?
-Interventions for What factors contribute to
high-risk learners _______ being effective with
respect to reading & writing
and readers & writers?
-Progress
monitoring for
student success What is the role of the
classroom teacher with
respect to _____?
-Progress
monitoring in
action Your question?

14. Break
SUBMIT YOUR VOGT &
SHEARER NOTE CATCHER
TALK TO YOUR COLLEAGUES
ABOUT GRADE-SIMILAR
COACHING GROUPS FOR
APRIL 22ND COACHING
SESSION #2

15. RESPONSE TO
INTERVENTION
&
THE CHANGING ROLES
OF
SCHOOL-WIDE
PERSONNEL
Bean & Lillenstein (2012)

16. 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?

17. 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

18. 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

19. Changing Roles:
Hearing from
your group

20. Looking ahead
Prepare for class: New Video clip (7 –
Coaching 10 min) & equipment
- Vogt & Shearer, Ch. 10, to share it (laptop)
Session 2 “Process for Evaluating
& Selecting Materials” -Completed coaching
NOTE: Final form & copies for
Coaching Reflection small coaching group
(not listed on course & Professor (coaching
calendar) –BRING form on ecollege)
April 29th to share &
DUE May 6th( online
submission)

21. Coaching Session #2
April 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!!!!!

22. YOUR QUESTIONS?