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THE CAFÉ REVISITED Maria De Luna and Jessica Guinn

Explore CAFÉ implementation at Washington Primary Center, discuss objectives, progress monitoring, coaching strategies, and more. Dive into the CAFÉ book for effective literacy improvement.

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THE CAFÉ REVISITED Maria De Luna and Jessica Guinn

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  1. THE CAFÉ REVISITEDMaria De Luna and Jessica Guinn WASHINGTON PRIMARY CENTER Professional Development August 29,2011

  2. GUIDING QUOTES • 'If we always do what we've always done, we will get what we've always got.' – Adam Urbanski

  3. 'Insanity is doing the same things over and over again and expecting different results. – Albert Einstein

  4. CAFÉ Discussion Table Talk • What is the purpose of implementing CAFÉ at WPC? • What are the concerns or questions that you have about CAFÉ going into our second year of implementing CAFÉ?

  5. Today’s Objectives • What is CAFÉ? • Updated CAFÉ Literacy Menus • 7 Steps From Assessment to Instruction • Assessment to Conferring • Reading Conferring Sheets • Coaching Towards a Target • Observation Sheets • Touch Points

  6. Today’s Objectives Cont. • Progress Monitoring • Discussion about the structures that need to put in place for CAFÉ to be successfully implemented • Discussion about CAFÉ handbook • Aligning CAFÉ and Treasures • Assessing our own students

  7. The CAFÉ Book In The CAFÉ Book, Gail Boushey and Joan Moser present a practical, simple way to integrate assessment into daily reading and classroom discussion. The CAFE system, based on research into the habits of proficient readers, is an acronym for Comprehension, Accuracy, Fluency, and Expanding vocabulary. The system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small-group instruction based on clusters of students with similar goals, and targeting whole-class instruction based on emerging student needs. Gail and Joan developed the CAFE system to support teachers as they: • organize assessment data so it truly informs instruction; • track each child's strengths and goals, thereby maximizing time with him or her; • create flexible groups of students, all focused on a specific reading strategy; • and help students remember and retrieve the reading strategies they learned.

  8. CAFÉ, WHY? • To assist teachers in developing individual educational goals for students through: • Meaningful and relevant standards-based teaching and learning, • A structure for conferring with students, • Language for talking about reading development, on-going assessment, and progress monitoring (a system for tracking growth and fostering student independence) • Built-in flexibility allows teachers to tailor the system to reflect the needs of their students and their state's standards

  9. CAFÉ, WHY? Cont… • Sets the stage for teacher and student accountability. • Provides teachers the opportunity to strategically diagnose students’ strengths and needs as readers and design a path of instruction and practice for students one-on-one and in small groups (whole group teaching does not work for the majority of students). • Meets the needs of all students in reading • Guide students to become more proficient in reading • Help students to become independent and self-reflective.

  10. Where are you on the CAFÉ Learning Line? • Where are you on the CAFÉ learning line and why? • What do you need to do to move to the next level? • What structures might the leadership team put in place to provide more support?

  11. CAFÉ Menu/ System/ Guide for Instruction

  12. Literacy Café Menu • Literacy Café Menu • Overview • Include Standards and Literacy Strategies • Kindergarten Literacy Café Menu • First Grade Literacy Café Menu

  13. Teacher Resources that Guide CAFÉ Implementation • Ready Reference Guide • 7 Steps from Assessment to Instruction • The CAFÉ Menu 6-5-4-3 • From Assessment to Conferring • Reading Conferring Sheet with Icons • Observation Sheet # 1 and # 2 • Coaching Towards a Target

  14. Different Levels, same skill?

  15. Touch Points • Touch Points Handout • What are Touch Points? • How can they be used to inform instruction?

  16. Progress Monitoring • Change Conditions of Learning • Materials • Teaching • Setting • When to Layer On a New Strategy?

  17. Progress Monitoring 3 Teaching Attempts 1 or 2 Touch Points

  18. Change Something Materials Teaching Explicit Explanation Model Think Aloud Offer Advice Change Something Setting

  19. When to Layer On a New Strategy? 4 or 5 Observations 3 or 4 Touch Points

  20. THE CAFÉ HANDBOOKOur Best Teacher Resource • Purpose and Design • Monthly Pacing Calendar • Daily Lesson Plans • Sample Lessons • Ready Reference Form for CAFÉ Strategy • The Literacy CAFÉ Menu • Fillable Forms • Coaching Towards a Target • Samples of Individual Conferences • Touch Points • From Assessment to Conferring • Calendars – October- June 2011-2012 • Additional Ready Reference Forms • Fingertip Assessments • Resources • Whole-Group Instruction Curriculum Calendar

  21. WRAP UP • Parking lot • QAC - Questions, answers, concerns/ comments

  22. “The most important factor affecting student learning is the teacher.”-- Marzano based on the research of Sanders, Wright, Horn 1994 & 1997

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