Oregon Reading First: Statewide Mentor Coach Training Cohort BELL August 16, 2005

For Each Student Assessment Goals For All Students Instruction Oregon Reading First:Statewide Mentor Coach TrainingCohort BELLAugust 16, 2005

Mentor Coach Job Description • Follow all requirements of the RF Mentor Coach Job Description • Spanish Coach and English Coach are to meet every two weeks to ensure coordination of the two sides of instruction

School-Level CoachingFollow-Up Considerations • New Teachers - Coaches will need to have plans to provide support to teachers who start in the middle of a school year or after the first year of implementation • Teachers Who Need Additional Support - Coaches must have a clear plan to identify and assist these teachers • Teachers providing Spanish Instruction - Coaches will need to ensure that these teachers are fluent Spanish-speakers AND have teaching experience.

BELL Reading First Coaching:Special Considerations • Conduct classroom observations to determine program fidelity • Ensure that a common plan is followed by all Spanish and English reading teachers. • Selection of activities from the reading program is documented on CSI map. • English Language Development - During the English reading block, language development should focus on vocabulary instruction pertinent to the lesson being taught.

BELL Reading First Coaching:Overarching Goals • Both the English and Spanish Coach must work closely with the principal to ensure that reading goals in English and Spanish are being met. • If students are not meeting these goals then the amount of time that is allocated to English and Spanish Instruction must be increased, along with the intensity of that instruction.

Oregon Department of Education Joni Gilles, Director Russ Sweet, Team Leader Oregon Reading First Center University of Oregon Carrie Thomas Beck (Cohort B) Co-Director Scott Baker (B-ELL) Co-Director Trish Travers Coordinator, Cohort A Hank Fien Coordinator of Evaluation B-ELL Support Team Doris Baker Judith Plasencia-Peinado Lupina Vela Carol Dissen Pat Nash Wayne Callender Jennifer Walt Rachell Katz B-ELL Jeanie Smith State-Level Reading First

BELL School Regional Coordinator and ELL Expert Assignments Liberty Fern Hill McNary Heights Rigler Witch Hazel RC: Rachell Katz ELL: Lupina Vela RC: Doris Baker ELL: Doris Baker RC: Wayne Callender ELL: Doris Baker(temp) RC: Wayne Callender ELL: Judith Plasencia-Peinado (temp) RC: Rachell Katz ELL: Judith Plasencia-Peinado

B-ELL Support Team

Cohort BELL Schools

Year 01 Coaches’ Training

Implementing the Schoolwide Beginning Reading Model

Coach’s Internship

Procedures for Spanish Coach’s Internship • 4-week internship at each grade level • Teach core program • Start with K, then 1st, 2nd, 3rd grade • Teach one group (large or small) • Minimum of 30 minutes/maximum of 45 minutes daily • Grade level teachers will determine whose group will be taught by coach and tasks for that teacher to do in place of group. • Reading Coach should turn in grade level plans to regional coordinator.

Approved DIBELS Modifications • For native Spanish speakers directions to the DIBELS may be provided in Spanish. The items must be administered in English as they are written in the standardized administration. • Assessment team can use IDEL instructions for LNF, PSF, NWF and ORF, but use examples in English for PSF and NWF. • PSF examples: “sam” and “mop” • NWF examples: “sim” and “lut.”

Preliminary IDEL Benchmark Goals Doris Baker Scott Baker August IBR, 2005

Fluidez en el Nombramiento de las Letras (FNL) Diga estas instrucciones específicas al alumno: Aquí hay algunas letras. Dime el nombre de tantas letras como puedas. Cuando yo diga ‘empieza’, comienza aquí(señale la primera letra a la cabeza de la página a mano izquierda) y continúa a través de la página(demuéstrelo con el dedo). Señala cada letra y dime el nombre de la letra. Si llegas a una letra que no sabes cómo se llama, yo te la digo. Pon el dedo en la primera letra.¿Estás listo/a?(pausa) Empieza.

Fluidez en las Palabras sin Sentido (FPS)

Fluidez en la Lectura Oral (FLO) Diga estas instrucciones específicas al alumno. Por favor lee esto (señale) en voz alta. Si te atoras, te digo la palabra para que puedas seguir leyendo. Cuando diga “para” te puedo preguntar sobre lo que leíste, así que trata de leer lo mejor que puedas. Empieza aquí (señale la primera palabra del pasaje). Empieza.

Preliminary IDEL Benchmarks • Benchmarks for IDEL Fluidez en el Nombramiento de las Letras (FNL) are based on percentiles. Data were taken from the IDEL database (N=3,869) • Benchmark for IDEL Fluidez en las Palabras sin Sentido (FPS) are based on research conducted on the predictive validity of FPS and the analysis of Spanish orthography. • Benchmark for IDEL Fluidez en la Lectura Oral (FLO) is the same as for DIBELS

Preliminary IDEL Benchmark Goals and Indicators of RiskThree Assessment Periods Per Year

Student Risk Status from Fall to Winter

Student Risk Status from Winter to Spring

Question and Answer Session • 1. Are there enough prepared teachers in your building to deliver the Spanish reading instruction? Are there any plans for hiring new people?2. What specific PD trainings do you anticipate your teachers or TA's will need in addition to the IBRs already scheduled?3. Have you already grouped your students based on DIBELS/IDEL/Other data? How big are your groups? How are the kids doing?

Question and Answer Session • What are your plans for reading instruction for the half day kinders? • Does RF have approved interventions for Spanish instruction? • Are all ELL students required to have 30 minutes of small group instruction in English?

Oregon Reading First: Statewide Mentor Coach Training Cohort BELL August 16, 2005