Welcome back to

LCRT 6910 & 6911

SEMINAR #3Sept. 30th

Find a seat with your coaching partner(s)

Please sit with your coaching partner(s)

Discuss the 3 literacy goals you finalized

Seminar #3: AGENDA

WELCOME!! Dr. Colleen Rickert

Observation & Coaching Sessions

RTI: What does it mean & how is it being implemented in the context where you work as a literacy professional?

Lesson Report & Analysis (LRA)

Choice book groups: Discussion

Getting started!

Observing, coaching your

colleague & being coached!

PREPARING FOR OBSERVATION & COACHING SESSIONS:

Completing the assignment

Preparing to observe & to be observed

What is YOUR responsibility?

Following the guidelines

Using the TEMPLATE

What is due when? And, to whom?

Setting a focus for the observation

& coaching interaction

BEFORE YOU ARE COACHED

Determine what data or information the coach could collect & provide

you?

What type of information will be useful to you

relevant to the literacy instruction you planned &

delivered?

Consider what you are trying to

accomplish in the lesson.

What type of information will be useful to you relevant to the literacy instruction you planned & delivered? What data could the

coach collect & provide you?

Setting a focus for the observation

& coaching interaction

What data will be useful as you advance the 3 literacy goals?

How do you want to grow professionally relevant to planning & delivering literacy instruction in your classroom?

Setting an observation focus for the coach

“Watch to see if students are engaged….”

Is too vague and is NOT a sufficient coaching focus.

What IS a reasonable observation- coaching

focus?

Don’t overlook Knight’s BIG 4:

Behavior

Content Knowledge

Direct Instruction

Formative Assessment

Behavior: Establishing a learning environment

Developing & setting your 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.

QUESTIONS?

RTI

Considering RTI

With your group discuss the actions/behaviors from the different scenarios in figure 1.1 (page 13, Fisher & Frey) that you observe occurring in your school setting.

Decide in which column you would place your school. And be ready to explain why you made this decision (10 minutes).

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

State of the State of RTI

Stand by 1 of the 3 charts around the classroom which mostly describes your school setting (charts show 3 RTI approaches).

What do you notice about the state of RTI based on practices that are representative of this group of schools?

What statement could you make?

Hatful of Quotes: Choose one!

How to Prepare

When you are ready to share in

your group • Each group member

takes a slip of paper with a quote;

• One group member starts, reads their quote aloud, and shares their reflection on the content with the group (4-5 min.)

• Locate the quote in the text, take time (5-7 min) to read & reflect on the quote, then organize your thoughts about the quote;

• After the quote is shared, each group member should share their react to this quote and/or to the member’s reflection (2-3 min per person.)

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)

TAKE a BREAK

During the break: Introduce yourself to Dr. Rickert

Talk with the coaches who will observe you about a focus & about setting up an observation/coaching session!

Lesson Report & Analysis

The performance-based assessment for LCRT 6910 & LCRT 6911

Overview assignment & your questions

Decisions about the LRA

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?

What language & literacy data are available to you?

What steps do you take to analyze these data? Use these data?

DATA: What data do you have?

Collect regularly?

Use regularly?

Data-based Decision-Making Cycle

Fischer & Frey, p.20

Decision-based decision-making model

(Fisher & Frey, p. 20)

What data do you collect?

How do you analyze the data? What insights do you gain when you reflect on these data?

How do the data & your insights guide your instructional planning and delivery?

After instruction, is there a need for more? For example, focused intervention (by classroom teacher or interventionist)?

Sample LRA Assessment data,

rationale & goals for lesson

Sample (for LRA lesson)

Focus of lesson:

Writing a well-developed paragraph (4th grade)

Specific goal/outcome of lesson: SWBAT Write a paragraph that is clearly organized and flows well from one sentence to the next. The paragraph will maintain the topic and will have a topic sentence as well as three supporting detailed sentences, an example sentence to support each detailed sentence, and a concluding sentence.

Sample Assessment & Rationale (for LRA lesson)

In order to grasp a thorough understanding of each student’s ability to write paragraphs, I PRE-assessed each student’s skills with a timed writing sample (while allowing each student to choose from a sampling of prompts). Within a thirty-minute time frame, students were required to show: a plan; a revised draft; and, a final draft.

With this pre-assessment, I was able to conclude that students had incomplete topic sentences, they generally included one to two sentences to support the topic, and concluding thoughts were mostly absent.

Sample assessment & rationale (2)

Then I taught a lesson on paragraph writing. During the lesson, anecdotal notes were made on student samples, individual conferencing occurred, and peer/self evaluations were completed. Additionally, a final product was produced to show that paragraphs were composed with the support of an organizing aid.

After the lesson, students completed a POST-assessment without the aid of the organizer in order to see if they understood the structure of a paragraph.

Again, students were required to show a plan, a draft with revisions, and a final draft within another thirty-minute time frame.

Assessment & rationale ground this goal for the lesson

(to be used with LRA)

Goal 1– Students will write a paragraph that is clearly organized, that flows well from one sentence to the next and that maintains the topic.

Goal2 – Students will have a topic sentence, three supporting detailed sentences, an example sentence to support each detailed sentence, and a concluding sentence.

SEE Sample LRA Assignments on

Canvas

Middle Schoolers writing paragraphs Fourth graders working on

summarizing

Choice Book

Groups Meet

Choice Book Groups Quality Comprehension: Lyndsey A, Megan, Miranda

Balancing Rdg & Language Learning: Roxanne, Sara, Erin

Marvelous Mini-Lessons (writing): Valerie, Lindsay R., Mariel

Mechanically Inclined: Kobi and Ria

Pathways to the Common Core: Maria and Laura

Adolescent Literacy and Notice & Note: Julie, Cori, Hayley

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.

Looking ahead: Get Handout

Complete observation & coaching sessions in October (about 1 per week)

Week of  OCT. 7-14th ONLINE

October 21st: SEMINAR 4

Before you leave tonight: Submit Reader Response form

Your individu

al question

s