6910 6911 seminar 3 (fall 2014)

Welcome back!

Please sit with

your peer coach(es)!

LCRT 6910 & 6911

SEMINAR #3

Sept. 29th

AGENDADiscuss 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

Getting started!

Observing &

coaching your

colleague

AND

preparing to be

coached!

BEFORE YOU ARE

COACHED, SET A FOCUS

Consider what

you are trying to

accomplish in the lesson.

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!

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?

Setting an observation

focus for the coach

“Watch to see if students are

engaged….”

…is too vague and is NOT a

sufficient coaching focus.

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

What are other areas of

focus for an observation?

Consider Knight’s

BIG 4:

Behavior

Content Knowledge

Direct Instruction

Formative Assessment

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

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

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

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.

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?

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?

Data-based

Decision-Making Cycle

Fischer & Frey, p.20

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?

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?

QUESTIONS?

RTI

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)

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.

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.

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

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?

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

MTSS:

Multiple Tiered

Support System

To what extent is MTSS

different from RtI?

Or is it inclusive of RtI?

How do you view MTSS?

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.

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)

Choice Book

Groups Meet

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.

TAKE a BREAK

CU Writing

Center

• Quick review of APA and

Academic Writing

• Writing an academic analysis

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