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Oregon Reading First: Statewide Mentor Coach Training Cohort A Coaches September 9, 2005

For Each Student. Assessment. Goals. For All Students. Instruction. Oregon Reading First: Statewide Mentor Coach Training Cohort A Coaches September 9, 2005. Welcome!!!!. Opening Activity and Introductions. Oregon Department of Education Joni Gilles, Director Russ Sweet, Team Leader.

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Oregon Reading First: Statewide Mentor Coach Training Cohort A Coaches September 9, 2005

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  1. For Each Student Assessment Goals For All Students Instruction Oregon Reading First:Statewide Mentor Coach TrainingCohort A CoachesSeptember 9, 2005

  2. Welcome!!!! Opening Activity and Introductions

  3. 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 Jennifer Walt Jeanie Smith Wayne Callender Rachell Katz B-ELL State-Level Reading First 4

  4. Cohort ARegional Coordinator Assignments Trish Travers Carol Dissen Jennifer Walt Jeanie Smith Wayne Callender Rachell Katz Pat Nash Beaverton Coquille Albany Klamath Medford South Umpqua Hillsboro North Clackamas Portland (HM Schools) Salem Jefferson County Portland (OC Schools) David Douglas Milton- Freewater Ontario

  5. RC Contact Information

  6. Year 03 Coaches’ Training

  7. Region 1

  8. Region 2

  9. Region 3

  10. Region 4

  11. Web-Based Lesson Progress Reporting (LPR) Updates All Cohort A coaches (even those not currently using the web-based LPR) will participate in the V-Tel on September 19, 1:00-2:30. Here are just a few exciting updates: • Coaches can access and update their teaching roster (August 31 email from Jon Hayes) • Menu bar for easier navigation with links on the left of the screen • Data can be sorted by column header • The layout of the data tables will grow with the size of the window for easier viewing • Students can be added to groups within classrooms, across classrooms, and across grades • LPRs can be viewed for specific groups.

  12. Reading Assignment for November 4 Coaches’ Leadership Session Read Chapters 1, 3, 4, 5 and the Planning Guide on pages 159-178 in The Reading Coach: A How-To Manual for Success by Jan Hasbrouck and Carolyn Denton

  13. Observation System Veteran Cohort A Coaches

  14. The “fidelity observation” feeling of the past..... is being replaced with a retooled format to help you cut a clear path through the “fidelity observation jungle”!!

  15. Observation Summary: Fall 2005 • One round of Five-Minute Observations of K-3 classroom teachers (+ follow up). • Formal Fidelity Observations (+ follow up). • One round of Five-Minute Observations of certified and classified specialists (+ follow up).

  16. Observation Summary: Winter 2006 • Alternate Observation (+ follow up) **Note: December Regional Coaches meeting will provide information and training on alternate observation process and plans.

  17. Observation Summary: Spring 2006 • Alternate Observation (+ follow up). • Coach must conduct Five-Minute Observations for grade level teachers not covered in the alternate observation plans.

  18. Formal Fidelity Observation Parameters • Who to Observe: ALL K-3 Classroom Teachers • Length of Observation: The ENTIRE reading block

  19. Organizing Principles for Observations • Observations will have a student focus as determined by grade level data. The observations will begin with all classroom teachers as a hub and then follow students to other groups.

  20. Organizing Principles for Observations • The entire reading block will be observed. • Observations will document reading instruction across multiple programs and/or instructors.

  21. Organizing Principles for Observations • If teachers are using only parts of a program (as might be the case with program specific templates) coaches will indicate the skipped activities on one line of the program fidelity checklist.

  22. Organizing Principles for Observations • For items that are embedded in the reading block (a block longer than 90 minutes), such as language arts or writing, coaches will discuss with their regional coordinator how to document such activities.

  23. Gathering of Information to Determine Coaching Support • Survey of Teacher Needs • Summary of Teacher Needs • 5 Minute Observations • 5 Minute Observation Summary • Fidelity Observations

  24. Survey of Teacher Needs • All teachers complete the Survey. • Most of the headings are tied to the Big 5 Essential Reading Skills or to the General Features of Instruction as listed on the Fidelity Observation. • Survey should be completed individually -- NOT as a group activity.

  25. Summary of Teacher Needs • Coach fills out the Summary for EACH grade level. • Total and Average the scores for each column. • Highlight areas of needed support for each teacher. • The Coach will have a Summary of Teacher Needs for each grade level.

  26. Five-Minute Observations The “snapshots” of instruction!

  27. Five-Minute Observations • Headings tied to the “General Features of Instruction” from the Fidelity Observation. Observation Walk-Through

  28. Five-Minute Observation Summary • Coach fills out the Summary for EACH grade level. • Total the scores for each column. • Highlight areas of needed support for each teacher.

  29. Fidelity Observations • Rating System Changes: • N, P, F and E • Merged P/P+ to ONLY be “P” (partial) • Added “E” for Enhanced

  30. Fidelity Observation • Enhancement Clarifications • Use an “E” when a teacher has made a worthwhile modification or has replaced an activity with one more valuable for their students (describe briefly in the comment box). • Use an “E” to rate an activity that the teacher added. This activity would be included at the end of the observation (describe briefly in the comment box). • If a teacher modifies the lesson with an activity that isn’t particularly strong, they would be expected to give that activity a “P” and make a note in the comments that the enhancement didn’t better the lesson (describe briefly in the comment box).

  31. Fidelity Observations BIG IDEA for coaches: SPECIFICITY **Note: More time will be spent training on the Fidelity Observations at your October Regional Coaches Meeting.

  32. Fidelity Observations • Brief and specific comments • “modeling was explicit -- more repetitions may be helpful” • “good think aloud” • “teacher provided lots of examples” • “many segmenting models” • “high level of engagement” • “great outcomes” • “constant and immediate feedback”

  33. Fidelity Observations • Fill out ALL parts of a lesson on the Observation form. • General Features of Instruction • Be brief and specific. • Use the Five-Minute Observation Form for comment ideas.

  34. Fidelity Observation • Areas Implemented Well • Be brief and specific. • Identified Area(s) for Student Support • Choose a critical area and be brief! • Action Plan • Needs to be connected to the Identified Area for Student Support and needs to be “doable”. • Follow-Up Date • Be specific (2 weeks, 1 month, 4th week of January, etc.)

  35. Coaching Plan • Use information from these areas we’ve discussed today to prioritize the needs in your building: • Teacher Needs Summary • Observations • Student Assessments **We will be working further in this area with Carolyn Denton on November 4th using her book, The Reading Coach: A How-To Manual for Success.

  36. Professional Development and S-I Applications • appropriate PD/S-I requests • action plan implications for PD/S-I applications • ordering new materials for curricula already in the building • ordering new materials for previously-approved curricula already in the building • send RC a list of materials to be ordered, a budget, and the date of the original S-I application However, • if you will be using previously-approved curricula with a new population in your building, submit a new S-I application

  37. CSI Maps • Discussion of questions/concerns about CSI maps • Study of sample CSI maps

  38. Analyzing Data and Building Instructional Groups

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