Non-Observations / Tracking Student Success Rates Cohort B Regional Coaches’ Meeting

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

2. Coaching (Observation) Summary 2005-2006

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

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 = 66%

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 = 88%

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 170/178 = 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? + 20 Comprehension Questions What’s Gorman saying? + What’s Joan’s mom saying? + 17/20 = 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.