2. Coach Observation Strategies: A Follow-Up Cohort B Statewide Coaches’ Training Session April 25, 2007 Carrie Thomas Beck, Ph.D. University of Oregon

3. The Coaching Cycle Identify Groups to Observe: 5-Minute Observations Review of Written Data Conduct Observations Provide Feedback / Identify and Apply Remedies Follow Up

4. Video of Small Group Strategic Instruction View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20. Identify the student problem(s). What would you say to this teacher in the debrief? PRE

5. Here’s What You Said: droney responses students not answering together errors not addressed individual turns? not enough think time missing some key directions helpful to have modeling partners vs. individual turns

6. But were the students successful?

7. Tracking Student Success Rates

8. Students are successful completing activities at a high criterion level of performance. Elicits a high percentage of accurate responses from group Elicits a high percentage of accurate responses from individuals Holds same standard of accuracy for high performers and low performers

9. Students Are Successful Levels of Mastery: –70% First time correct on new material –90% Correct Overall (new and familiar) First Time Correct = How many errors are students making the first time they answer the new tasks?

10. Students Are Successful Coding Student Responses: + = correct response 0 = incorrect response M = teacher model L = teacher lead T = teacher test NT = not together

11. Students Are Successful Other Possible Codes: S = sound W = word P = part SP = spelling IT = individual turn S1, S2, etc. = sentence 1, sentence 2 C = cue

12. Video of Small Group Strategic Instruction View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20. Collect data on student responses. Identify the student problem(s). What would you say to this teacher in the debrief? POST

13. Are the Students Successful? Lesson PartGroup SuccessIndividual S SuccessComments New WordsHard to tell because students were not answering together. Definite errors on rust, fast, lump(word level). T skipped individual turns so no additional information on student success. Lesson states that Ss should put thumbs up when they can say the whole word, THEN T should ask what the word is. T did not do this step which is probably why Ss are not answering together. (Ss need more think time.) T skipped individual turns so we have no double check on mastery. Circle Word That Goes with Picture Responses not together, but 5/5 of Ss’ responses appeared to be correct. NAI’m not sure why Ss were not together on this part because they had already circled the answer and just needed to state the answer. Review WordsAbout 6/15 (40%) of responses not together so hard to tell if all students were successful. T skipped individual turns so no additional information on student success. Lesson states that Ss should read the words to themselves and put their thumb up when they can read all three words. T did not do this step which is probably why Ss are not answering together. (Ss need more think time.) T skipped individual turns. Review Word SentencesNAPrimarily ITs. 5/5 of student responses were correct = 100%. T added a piece where Ss repeated the entire sentence. This was difficult for the students because they needed to hear the T model the entire sentence immediately prior to repeating it. Sight Words29/32 responses correct = 91%8/10 ITs correct = 80% S errors on work and put. Error correction procedure on put was strong. (An “everybody” correction that involved a special spelling step.) ITs not in random order as lesson suggests. T modeled each sight word 2X (Lesson states that T should say, “This word is down. What is the word? Spell and read.” ) so students not getting a true practice trial after spelling the word. Does that artificially raise the success rate?

14. Debrief Positives/Keepers/Glows: 1. 2. 3. Student Needs/Polisher/Grows:

15. The Coaching Cycle Identify Groups to Observe: 5-Minute Observations Review of Written Data Conduct Observations Provide Feedback / Identify and Apply Remedies Follow Up

16. Provide Feedback / Identify and Apply Remedies Types of Coaching: 1.Planning Lessons with Teachers 2.Observing with Collaborative Exploration 3.Demonstrating or Modeling 4.Whisper Coaching 5.My Turn-Your Turn (Side by Side) 6.Week-Long Coaching 7.In-and-Out Coaching

17. Next Steps: Completing the Coaching Cycle Sept. 18, 2007 An opportunity for Cohort B coaches to be trained by Jo Robinson on the 7 types of coaching. Alternative is an October 24th date without Jo.