Oregon Reading First

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

3. Cohort B 06-07 Master Calendar

9. Cohort B Statewide Coaches’ Meeting

14. Cohort B Observation Cycle for 06-07

15. 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)

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

17. Non-Observations: Fall to Winter2006 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.

18. Targeted Observations:Winter to Spring2007 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. .

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

20. 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:

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

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

23. 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

26. Cohort B Review of Non-Observation Process

27. 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

28. 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

29. 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

30. 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

31. The Observation “Non-Form” Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

32. 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

33. 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

34. 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.

35. Non-Observation Tracking Form

36. A Look Back: 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.

37. Cohort B New and Improved! New CSI Maps

38. Instructional Recommendations broken down into subgroups

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

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

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

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

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

44. A First Grade Example

45. A First Grade Example (cont.)

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

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

50. 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.