Coaching RtI Considerations and Challenges. Literacy Coaching Summit, 2009 Barbara A. Marinak, Ph.D. [email protected] Definitions of Coaching. Coaching as a noun: an expert who trains or instructs Person- literacy coach/reading specialist Place- classrooms, model lessons, PLCs
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There are studies indicating that critically reading intervention manuals can help teachers become familiar with new instructional methods. This research suggests that teacher’s manuals can act as a “guide on the side”--providing vignettes of complex instructional language. Some examples include strategic prompting during guided reading or the conversation that takes place when engaging in reciprocal teaching. The key concept, however, is critically reading the manuals. Such tools should always be viewed as suggestions (Brown, 2009).
How many babies do giraffes and penguins have at a time?
Use two words to describe where the penguin and the giraffe live.
In three words, list how the giraffe and the penguin have babies.
In four words, describe how giraffes and penguins protect their babies.
Coaching as a verb: the act of preparing for a new and more challenging endeavor
IDEIA (Individuals with Disabilities Education Improvement Act: 2004) mandates the use of early intervening services for:
instruction. Tiers 2 and 3 are varying
levels of intervention.
Today, we will consider Considerations
and Challenges for Tiers 1-3.
Average Daily Reading Practice
(Minutes per Student)
Regardless of RtI tier, the overarching goal of all instruction and intervention should be to increase daily reading practice.
How do we turn negative Matthew Effect into a positive Matthew Effect?
Tier 1 is core classroom instruction delivered every day for 45-150 minutes.
Tier 1 Without Tears
Tier 2 regular education intervention should be delivered in addition to, never in lieu of, core classroom instruction.
Differentiating the Double Dose
Intensity is the length and duration of the
Ratio is the number of students
assigned to an interventionist during a
Method is the instructional approach
chosen for the intervention group.
Is there instructional congruence between the intervention and core classroom instruction?
Tier 3 intensified regular education intervention should also be delivered in addition to, never in lieu of, core classroom instruction.
Primum non nocere (First, do no harm)
been described by our teacher colleagues as:
(a) piling on with no plan, and/or
(b) commitment needed
(c) trust our judgment
At this point, RtI appears to be a Problem
Solving Model for instructional intervention
and/or a Protocol Approach for the
identification of SLD.
However, at present, there is insufficient
research evidence for many important
The consequences of wide implementation of RtI for SLD identification are not known.