1. Carrie Thomas Beck, Ph. D. Oregon Reading First Center March 22, 2006
Non-Observations / Tracking Student Success Rates Cohort B Regional Coaches’ Meeting
Carrie Thomas Beck, Ph. D.
Oregon Reading First Center
March 22, 2006

2. Coaching (Observation) Summary 2005-2006
Fall 2005
Winter 2005
Spring 2005
Cohort B Coaches
• DIBELS benchmarking, grouping, internship
• 5-minute observations (collect one set per month - December, January, February) + follow up
• Observe K-3 classroom teachers using Observation “Non Form” and focusing on the nine general features of instruction + follow up

3. Non-Observations Co-plan two lessons
You teach first while teacher observes you looking for one specific thing
You observe the teacher using the same form and looking for the same thing
Afterwards discuss BOTH lessons together
Model self-reflection - talk about what you did well in your lesson and what you could have done better; lead the teacher to do the same thing
Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

4. The Observation “Non-Form”
Teacher ____________________ Grade or Class ________ Date _________
Coach _______________________ Start time _________End time _________
Observation Focus: _______________________________________________
_______________________________________________________________
Teacher Behaviors
Student Behaviors
Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

5. When Debriefing . . .
When debriefing, note the examples you recorded of successful implementation of the observation focus, and provide the teachers with details you noticed.
I noticed that you very clearly demonstrated for
the students how to sound out the word truck
when they had trouble, then gave them the
opportunity to try it on their own. Later, you came
back to the students who had struggled with the word and had each one read it independently.
Carolyn Denton: Reading Class Observation Form

6. Non-Observations Ground Rules
Go through complete non-observation process with each classroom teacher in K-3*
Select one of the nine general features to focus on. Could, as a grade level, select a common feature.
Lay the groundwork for the feature in team meetings prior to the observations (then observations will tie in to something teachers have heard before)
Plan about 30-minute lessons
Teacher should teach the same part of the lesson that coach did
Track Non Observations using the form provided
Turn in Non Observation Tracking Form to ORFC on April 28, 2006*

7. Non-Observation Tracking Form

8. Large Group Sharing
Describe one thing that has gone well with the non-observations.
Describe one thing that has been difficult with the non-observations.
3. Tell one thing you have learned about supporting your teachers from going through the process.

9. Tracking Student Success Rates

10. Elicits a high percentage of accurate responses from group
9. 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

11. Students Are Successful
Methods to Determine Student Success:
Written Records
Theme Skills/Unit Tests
In-Program Mastery Tests and Check Outs
Independent Work Scores
DIBELS Progress Monitoring
Lesson Progress Reports
Student Observations

12. 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?

13. Students Are Successful
Coding Student Responses:
+ = correct response
0 = incorrect response
M = teacher model
T = teacher test

14. Students Are Successful
Coding Student Responses:
o MT
o MT +
Word Bank
snow
road
goat
toad
crow
boat

15. Students Are Successful
First Time Correct =
# of correct first responses
total first responses 4
6 = %

16. Students Are Successful
First Time Correct:
o MT
o MT +
Word Bank
snow
road
goat
toad
crow
boat

17. Students Are Successful
Overall Correct =
# of correct responses
total responses 14
16 = %

18. Students Are Successful
Overall Correct
o MT
o MT +
Word Bank
snow
road
goat
toad
crow
boat

19. Students Are Successful
Double Partner Practice: A Foursome!
Using the word bank from the Houghton Mifflin lesson, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate first time and overall correct rates. Then, the pairs switch roles.

20. Students Are Successful
Some tips for collecting data:
Collect success rate for each major section of the lesson (e.g., PA segmenting, PA blending, word reading, story reading, comprehension questions, etc.)
If you code start and stop times for each section, this will allow you to calculate pace.
For story reading, count total number of words in passage and record number of group errors to determine group accuracy rate.
Code individual turns separately.

21. Students Are Successful
Calculating Success Rate: Phonemic Awareness
Isolate initial /b/:
bag
bed o M PC T
bowl
fork
6/7 = 86% overall success on this task
ERI, Lesson 43, Activity 2: Isolate Initial Sound

22. Students Are Successful
Calculating Success Rate: Word Reading
watched
happened
blamed
goes
dirty
stays
making
joking
walking
talking
telling
cleaning
steep
slip
kept
sneeze
slide
line
Horizons Level B, Lesson 57

23. Students Are Successful
Code individual turns separately:
Word Reading Example
Sarah +, +, +, o (goes), +, +
Michelle o (steep), o (slip), o (kept), o (sneeze), +, +
Josh +, +, +, +, +, o (cleaning)
Cody o (watched), +, +, +, +, +
Manual +, +, +, +, +, +

24. Students Are Successful
Calculating Success Rate: Story Reading
Nine goats made plans to go on a hike. They were going to follow a trail over five hills.
Joan was one of the goats who planned to go on this hike. Gorman also planned to go. But Joan’s mom did not like that part of the plan.
She did not want Joan to get wet or to get dirty. She blamed Gorman for what happened the last time Joan went with him. So she told the other goats, “If Gorman goes, Joan stays home. If Gorman goes, Joan stays home.”
Joan did not want to stay home. She kept telling her mom that she would not walk near Gorman. She said that no goats would go near the pond. She told her mom, “We will be in the hills. We will be in the hills.”
But her mom kept telling Joan, “No, you can’t go. No, you can’t go.”
For days, Joan and her mother talked and talked. The more they talked, the more the other goats made jokes about Gorman and the toads.
More to come.
(Horizons B, Lesson 57)
was kept 8 errors
planned jokes 178 words in passage
blamed toads
went /178 = 96%
kept

25. Students Are Successful
Code individual turns separately:
Story Reading Example
Sarah was
Michelle planned, blamed, went, kept
Josh jokes
Cody toads
Manual :)

26. Students Are Successful
Calculating Success Rate: Comprehension
How many goats? + Picture:
Where? Where are goats? +
Name two goats? + What’s first goat saying? +
Which part? What’s the next goat saying? +
Who does Joan’s mom ...? Why does goat think funny? +
What happened? + Why doesn’t Gorman think funny? 0 Cody
Who did Joan’s mother blame? +
What did Joan’s mother say?
Picture: 3 errors
Where are the goats? Comprehension Questions
What’s Gorman saying? +
What’s Joan’s mom saying? /20 = 85%
Why does Joan look unhappy? 0 Sarah
Why did Joan ... safe on hike? 0 Josh
Picture
What’s going on? (Joan) +
What’s going on? (Joan’s mom) +

27. Students Are Successful
Double Partner Practice #2 : A Foursome!
Using an activity from your teacher’s edition, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate overall correct rate. Then, the pairs switch roles.