2. Oregon Reading First Cohort B Statewide Coaches’ Session September 14, 2006

4. Cohort B 06-07 Master Calendar

10. Cohort B Statewide Coaches’ Meeting

15. Cohort B Observation Cycle for 06-07

16. Coaching to Support Student Success “Coaching is a cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students.” (Hasbrouck and Denton, 2005, pg. 2) Along with assessment results and interviews, student-focused observations are the reading coach’s tools for gathering important information. (Hasbrouck and Denton, 2005, Chapter 6 Gathering Information)

17. Cohort B Observation Cycle 2006-2007 Fall to Winter –Non-Observations –Summary due December 15th Winter to Spring –Targeted Observations –Summary due May 25th

18. Non-Observations: Fall to Winter 2006 End of September to Mid October- All coaches begin with a round of 5- minute observations focusing on the Nine General Features of Instruction (posted on website). The goal of the observations is to prioritize areas of focus for “non-observations.” Mid October through December- All coaches conduct one “non- observation” for each K-3 classroom teacher. Coaches will use the same form as last year to document non-observations. (Due on December 15th.) Enhancement Coaches: –Conduct a “Core Enhancement Internship” –First, focus non-observations on teachers using the core enhancements (or discuss possibility of using the enhancement observation tool.) Next, conduct non-observations with teachers not using the core enhancements.

19. Targeted Observations: Winter to Spring 2007 In preparation for the targeted observations, coaches will receive training on the LPR system and strategies for observing student response to instruction. Step 1. After each LPR data collection, the coach will target 4 instructional groups that are not making adequate progress. Step 2. Coach will observe each of the 4 groups, recording segments of the lesson, time involved, tasks, and students’ responses (i.e., student success rate). Step 3. Coach and teacher will review the lesson data together to identify the problems students are having and collaboratively determine a remedy that focuses on one of the general features of instruction. Together, the coach and teacher will identify and carry out next steps..

20. Examples of “Next Step” Coaching Activities: Co-Teaching Practice Sessions Whisper Coaching Peer Observations Program Enhancement Student Assessment Regrouping Other examples?___________________ _________________________________

21. Targeted Observation Documentation Coaches will complete targeted observation cycle 3 times-- once following each LPR data collection (e.g., February, March, April). Coaches will turn in documentation of targeted observations after each cycle. By May 25th, all three documentation cycles should be submitted to the ORFC. The observation process will be documented on a form similar to the one below:

22. Cohort B Five-Minute Observation Form - Phase 2

23. Focus Areas for Five-Minute Observations - Phase 1 Schedule Grouping Materials Physical Set Up Behavior Student Performance Structural Quality of Implementation

24. Focus Areas for Five-Minute Observations - Phase 2 Models Explicit Instruction Meaningful Interactions with Language Multiple Opportunities to Respond Corrective Feedback Encourage Student Effort Engagement - Teacher-Led Instruction Engagement - Independent Work Student Success Quality of Implementation Nine General Features of Instruction

27. Cohort B Review of Non-Observation Process

28. Observe the Student(s) Instead of the Teacher Select observation tools and approaches that focus on the behaviors of the student(s) and/or teacher-student interactions Carolyn Denton, 2006

29. Non-Observations 1.Co-plan two lessons 2.You teach first while teacher observes you looking for one specific thing 3.You observe the teacher using the same form and looking for the same thing 4.Afterwards discuss BOTH lessons together 5.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

30. Non-Observations - A Closer Look Purpose: To illustrate for the teacher the connection between successful implementation of important aspects of instruction and student behaviors; to reinforce positive teacher behaviors. Determine the focus of your observation. Choose only 1-2 things to focus on specifically during the observation. For example, you may focus on pacing, active student engagement, successful student responses, or other important aspects of instruction. These should be things that you and the teacher have been discussing or working on. She should know what you plan to focus on before the observation begins. Under “Teacher Behaviors” make notes each time you see the teacher successfully implement the focus of the lesson. ONLY record the “good things” the teacher does in regard to the observation focus. For example, you might record details of her instruction each time she delivers explicit instruction. Denton

31. Non-Observations - A Closer Look (cont.) Right next to each of these “Teacher Behaviors,” record what the students are doing at the same point during the lesson. In other words, record the behavior of the students, or a particular student, when the teacher successfully implements the observation focus. In particular, record any connections between “good things” the teacher is doing and student success. After the observation, show the teacher the form and discuss the observation. Note the examples you recorded of successful implementation of the observation focus, and provide the teachers with details you noticed (i.e., “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.”) Lead the teacher to discover the relationships between her teaching behaviors and the student behaviors. Denton

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

33. Keep the Feedback Objective “Let the data speak”—be as collaborative as possible; lead the teacher to notice patterns and draw conclusions “I noticed that when you…the students…” NOT “You didn’t…” “You should…” Carolyn Denton, 2006

34. Avoid “You should…” or “You need to …” Convey mutual respect Treat teachers as you would want to be treated: like a valued professional! Carolyn Denton, 2006

35. Non-Observations Ground Rules –Go through complete non-observation process with each classroom teacher in K-3.* –Using the information collected from the five-minute observations, select one of the nine general features to focus on with each teacher. Could, as a grade level, select a common feature. –Teachers will be trained on the nine general features of instruction at the October IBR. –May also want to lay the groundwork for the feature in team meetings prior to the observations. –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 December 15, 2006.

36. Non-Observation Tracking Form

37. A Look Back: Large Group Sharing 1.Describe one thing that has gone well with the non- observations. 2.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.

38. Cohort B New CSI Maps New and Improved!

39. Instructional Recommendations broken down into subgroups

40. Further describe participation in the core: whole group, small group, and independent work

41. List types of in-program tests administered in core and in supplemental and intervention programs.

42. Each supplemental and intervention program now listed in its own column

43. Now a place to record independent work for students in supplemental and intervention programs

44. Room to list up to three out-of-program tests for each subgroup

45. A First Grade Example

46. A First Grade Example (cont.)

47. Your Turn... Try transferring a Fall to Winter CSI Map from the old format to the new format for one grade level.

48. Cohort B Grade Level Team Maps (GTL Maps)

51. GLT Maps: An Activity Using the blank GLT Map, document topics already covered at September meetings or topics that you plan to address at September meetings. If time permits, plan for October GLT meeting topics by grade. Share your plans with coaches sitting near you.

52. Cohort B Introduction to Lesson Progress Reports (LPRs)

53. What is a LPR?!

54. Lesson Progress Report - Teacher’s Copy

55. Lesson Progress Organizer - Coaches’ Copy

56. Why Use LPRs? Regional Coordinators, Principals, Coaches: To analyze the overall status of the implementation. To continuously monitor mastery and lesson progress. To determine areas that require change, and to identify solutions. Teachers, Specialists, Assistants: To summarize and report lesson gains, in-program tests, and DIBELS results. To communicate questions, comments, or concerns to the coach. (NIFDI LPC Procedures, 2000)

57. Questions to Consider: 1. Is instruction differentiated? 2. Is lesson progress adequate? 3. Are students at a high level of mastery as measured by in-program tests? 4. Are students making progress as measured by DIBELS probes? 5. What information or concerns has the teacher communicated?

58. 1. Is Instruction Differentiated? Are the group sizes appropriate? Are programs matched to student performance level? Are all of the groups on the same lesson? (Is teacher treating all groups the same?) Are high, medium, and low groups completing lessons at optimum rates? Does the data indicate the need for acceleration for some students? (NIFDI Coaching Manual: Level I, 1999)

59. 2. Is Lesson Progress Adequate? Does the data reveal potential problems with use of time? (Slow progress may indicate that teacher is (a) not following the schedule, (b) not teaching the program as specified, or (c) struggling with presentation skills or behavior management issues.) Is enough time scheduled? Are some lessons being repeated too many times? Will projections be met if current rate of lesson progress is continued? If projections will not be met, do justifiable reasons exist for not meeting them? Do the projections need to be changed? (NIFDI Coaching Manual: Level I, 1999)

60. 3. Are students at a high level of mastery as measured by in-program tests? Did teacher indicate the number of students who passed the in-program test(s)? Did teacher miss an opportunity to give an in-program test? Did teacher remediate and retest students who failed the test on the first try? Consider group performance: How many students overall passed the in- program test? Consider individual student performance: Who are the students who failed one test, two consecutive tests? Which tests? Are the same students failing from time to time? Does data indicate a possible need for change in placement? Is lesson gain being achieved at the expense of mastery? (NIFDI Coaching Manual: Level I, 1999)

61. 4. Are students making progress as measured by DIBELS probes? Are strategic and intensive students progress monitored regularly? Are students being monitored on the appropriate measures? Are there individual students who are not making progress comparable to the group? Is the group overall showing progress on the DIBELS measures? Do the supplemental and intervention programs appear to be addressing skill deficits in students?

62. 5. What additional information or concerns has the teacher communicated? Did the teacher list types of items missed on in-program tests? Did the teacher include information on remediation and retesting? Did the teacher indicate a concern about an individual student? (NIFDI Coaching Manual: Level I, 1999)

63. LPRs and LPR Organizers Guided Practice: Let’s look at a few together.

64. Cohort B School Action Plan Notebooks/ Documentation

65. Deliverables for 2006-2007

66. Cohort B Update Coaches’ Binders for 2006-2007