September+7,+2010+Meeting

toc =Logistics=
 * Date:**


 * Location: Hattie Mae White**

== =**Agenda**= // (Adult Learners: We like to give push back) // || To reinforce the goals of the Literacy Support Network and set the primary focus of the meeting || Share the pyramid graphic to reinforce our three “big buckets” of:
 * ~ When? ||~ What? ||~ Why? ||~ How? ||~ What do I need? ||~ Who? ||
 * Time for Activity || Name of Activity || Objectives for Activity || Methodology Detail || Materials, supplies, handouts || Facilitator(s) ||
 * 1:00 – 1:05 || Focus
 * ** Data ** //(gathering, communicating and using data to drive instruction))//
 * ** Reading strategies ** //(monitoring the use of reading strategies in both Tier I content classrooms and Tier II and III reading intervention classes)//
 * ** Adult learners **// (working with teachers/administrators as we provide job-embedded professional development) //

Today’s focus is primarily on our Adult Learner “bucket.” ||  · Ppt graphic of RtI pyramid || Tina Angelo || // (Adult Learners: We like to celebrate small successes) // || To establish who we are and how we will interact with each other ||  · Introduction of Kimberley Booker · Go over the posted norms
 * 1:05-1:20 || Norms and Introductions

· At your table, you will conduct Round Robin introductions:

o Your name o Your campus o One literacy “bucket win” you experienced this week  Then pick one win from your table you would like to share with the whole group. || Chart paper with posted norms || Tina Angelo || // (Adult Learners: We like to give push back) // || To learn communication strategies that will enable us to effectively work on campus. || · At your table, divide into a groups of 2 or 3. · Read the excerpt from __Tongue Fu! At School__ (pages 174-180) and use the “Say Something” to discuss the text. · Before reading the group mates or partners should decide where to divide the text. When reading buddies pause, they should be able to accomplish one of the five ideas referenced from Say Something. Figure 7.2 of the Kylene Beers excerpt provide sentence stems. ||  · Excerpt from __Tongue Fu! At School__ Excerpt from __When Kids Can’t Read__  || Paula Pierre || // (Adult Learners: We like to give push back) // ** Continued ** || To learn communication strategies that will enable us to effectively work on campus || * At your table, debrief how Say Something deepened understanding of the text. Be prepared to share one idea to the whole group. || · Excerpt from __Tongue Fu! At School__ · Excerpt from __When Kids Can’t Read__ ||   || // (Adult Learners: We want something that will help us right here/right now) // || To learn new strategies that can be used with content area teachers for decoding, fluency and comprehension || Step One: · Participants will be provided with 5 words selected from the article **//Strategies For Effective Vocabulary Instruction//**. Step 2: · Participants will partner with a colleague and then will use a Rapid Word Recognition chart to practice fluency. Step 3: · Participants in groups of 2-3 will read the article periodically stopping to use the **Say Something** strategy. · Participants will use the spinners to determine what “stem starter” will be used to guide the discussion. || Xeroxed article
 * 1:20-1:40 || Adult Learners
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">2:00 – 2:10 || Break ||  ||   ||   ||   ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">2:10-2:20 || Adult Learners
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">2:20-3:20 || New Learning on Adult Learners

Rapid word recognition charts

Xeroxed chapter from Kylene Beers

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Say Something Spinners || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Kimberley Booker Paula Pierre || · TMSFA Training Dates · TMSFA Preparation · The Google Form <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">See Kimberley || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">The Google Form || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Kimberley Booker || <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> ® What didn’t work?
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">3:20-3:30 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">TMSFA update || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">To update coaches on TMSFA (testing window and reporting) || Go over:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">TMSFA Application || TMSFA Training Handout <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">TMSFA Student Record Sheet || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Kimberley Booker/Paula Pierre ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">3:30-3:40 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Language Inventory Update || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">To discuss the //Language!// inventory || Go Over: · The student materials
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">3:40-4:00 || Questions, Reflections and Suggestions // (Adult Learners: We want to shape our own meaning) // || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">To reflect on how we can use what we learned today and to suggest what we would like to work with at our next meeting || <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"> ® What worked?
 * <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How will I use what I have learned on my campus? || Online Reflections || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Tina Angelo ||

=**Meeting Notes**=

Participants:
**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Absent* from the meeting were: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Avila, Susan (Stevenson)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Bobino, Courtney (Marshall)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Deffinbaugh, Rachel (Las Americas)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Doucet, Laurie (Fondren)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Gordon, Norma (Welch)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Jackson, Angela (Dowling)

Notes from Activities:
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Literacy Support Network met on Tuesday, September, 2010 from 1:00-4:00 in room 1 E02 of the Hattie Mae White ESC. ** The next meeting will be on Tuesday, September 21 from 1:00-4:00 at Hattie Mae White. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The meeting began by going over the three big “buckets” that literacy coaches will be working on during the 2010-2011 school year. Each coach presented a “win” from one of the categories.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Collecting and communicating **reading data** to administrators and classroom teachers
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Supporting striving readers in their content classrooms by sharing and modeling **reading strategies** (for decoding, fluency and comprehension) with content teachers
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Working with **adult learners** honoring five basic tenets. These are that adults:
 * <span style="0in: 0in; display: block; margin: 0in 0in 0pt; mso-list: l3 level2 lfo2; tab-stops: list 1.0in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Want to shape their own learning
 * <span style="0in: 0in; display: block; margin: 0in 0in 0pt; mso-list: l3 level2 lfo2; tab-stops: list 1.0in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Will give us push back
 * <span style="0in: 0in; display: block; margin: 0in 0in 0pt; mso-list: l3 level2 lfo2; tab-stops: list 1.0in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Want to know what we can do for them “right here—right now”
 * <span style="0in: 0in; display: block; margin: 0in 0in 0pt; mso-list: l3 level2 lfo2; tab-stops: list 1.0in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Want to work with others
 * <span style="0in: 0in; display: block; margin: 0in 0in 0pt; mso-list: l3 level2 lfo2; tab-stops: list 1.0in;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Want to celebrate successes

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The coaches learned two new reading strategies during the meeting. Strategies were practiced in “hands-on” experiences while reading excerpts from Sam Horn’s //Tongue Fu! At School,// Kylene Beers, //When Kids Can’t Read What Teachers Can Do// and an article by Phillips, Foote and Harper entitled, “Strategies for Effective Vocabulary Instruction”.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Comprehension: **Say Something** (see attached)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Fluency: **Rapid Word Recognition Chart** (see attached)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Updates were given and questions answered concerning:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">TMSFA testing window and data reporting
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language! reading intervention material inventory

**//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">*Reasons for absences are available upon request. //**

Follow-up or Next Steps:
**<span style="font-family: 'Arial','sans-serif';">Reflections link: **<span style="font-family: 'Arial','sans-serif';"> ** [|Click here] ** to access September 7, 2010 reflections.

**<span style="font-family: 'Arial','sans-serif';">Literacy Coach Schedule link: **<span style="font-family: 'Arial','sans-serif';"> ** [|Click here] ** to provide information regarding your schedule.