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Literacy Coaching in Georgia Reading First. Michael C. McKenna University of Virginia. Sharon Walpole University of Delaware. Today’s Goals:. Examine evidence that coaching in Georgia Reading First has had an impact on student achievement. Contrast the GARF coaching model with other models.

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literacy coaching in georgia reading first

Literacy Coachingin Georgia Reading First

Michael C. McKenna

University of Virginia

Sharon Walpole

University of Delaware

today s goals
Today’s Goals:
  • Examine evidence that coaching in Georgia Reading First has had an impact on student achievement.
  • Contrast the GARF coaching model with other models.
  • Consider how the GARF model might be modified in the years following RF funding to make coaching sustainable.
slide4

That question is hard to answer because so many factors affect student achievement. However, you have helped us take the first steps toward answering it for GARF!

if coaching does work then this is the way it works
If coaching does work, then this is the way it works.
  • We know that some instructional methods are more effective than others.
  • We know that not all teachers employ these methods consistently and well.
  • We hypothesize that coaching can move teachers toward more research-based practice.
  • This change in the way teachers teach should result in higher achievement.
slide6

The coach’s impact on achievement is indirect.

Coaching

Altered Practice

Increased Achievement

you helped us by completing 2 surveys
You helped us by completing 2 surveys:
  • A Coaching Observation Survey, which was completed by the regional specialists. This was our measure of coaching.
  • A Grade-Level Team Observation Survey, which was completed by coaches and regional specialists working together. This was our measure of instruction.
slide8

Our goal was to see if the survey results correlated with each other and with student achievement. To accomplish this goal, we first had to make sure the surveys were valid and reliable. We next had to make sure that the achievement data were accurate.

we investigated these questions
We investigated these questions:
  • What evidence exists to substantiate the validity of our coaching observation protocol?
  • What evidence exists to substantiate the validity of our teaching observation protocol?
  • Are specific aspects of coaching support associated with specific aspects of instruction?
  • Are specific aspects of coaching support associated with changes in oral reading fluency, listening vocabulary and listening comprehension?
  • Are specific aspects of instruction associated with changes in oral reading fluency, listening vocabulary and listening comprehension?
we narrowed our focus
We narrowed our focus:
  • We looked only at 2nd grade for 2007-08.
  • We included 64 out of 117 schools, excluding those with mandates concerning differentiation and read-alouds.
  • We looked at DIBELS ORF from fall to spring.
  • We found 6,008 students with both scores.
  • We looked at CRCT from spring grade 1 to spring grade 2.
  • We found 6,180 students with both scores.
slide11

Research Question 1:

What evidence exists to substantiate the validity of our coaching observation protocol?

slide12

We examined your responses to the survey to find out which of the items clustered together statistically. We could only guess at this in advance, but the results allowed us to form four clusters of related items. (Some of the items didn’t work and we had to get rid of them.) Each cluster is associated with a “factor.” We computed relationships between these factors and the other measures in our study.

the coaching observation survey
The Coaching Observation Survey
  • Collaboration
  • Differentiation
  • Principal Support
  • District Support

These portions of the final survey represent the four coaching factors.

the coaching observation survey14
The Coaching Observation Survey
  • Collaboration
  • Differentiation
  • Principal Support
  • District Support

These portions of the final survey represent the four coaching factors.

the coaching observation survey16
The Coaching Observation Survey
  • Collaboration
  • Differentiation
  • Principal Support
  • District Support

These portions of the final survey represent the four coaching factors.

the coaching observation survey18
The Coaching Observation Survey
  • Collaboration
  • Differentiation
  • Principal Support
  • District Support

These portions of the final survey represent the four coaching factors.

the coaching observation survey20
The Coaching Observation Survey
  • Collaboration
  • Differentiation
  • Principal Support
  • District Support

These portions of the final survey represent the four coaching factors.

slide22

Research Question 2:

What evidence exists to substantiate the validity of our teaching observation protocol?

slide23

We did a similar analysis of the teaching survey and discovered three factors related to instruction.

the grade level team survey
The Grade-Level Team Survey
  • Effective Instruction
  • Read-Alouds
  • Use of Formative Assessment

These portions of the final survey represent the three instructional factors.

the grade level team survey25
The Grade-Level Team Survey
  • Effective Instruction
  • Read-Alouds
  • Use of Formative Assessment

These portions of the final survey represent the three instructional factors.

the grade level team survey27
The Grade-Level Team Survey
  • Effective Instruction
  • Read-Alouds
  • Use of Formative Assessment

These portions of the final survey represent the three instructional factors.

the grade level team survey29
The Grade-Level Team Survey
  • Effective Instruction
  • Read-Alouds
  • Use of Formative Assessment

These portions of the final survey represent the three instructional factors.

summary of survey validation
Summary of Survey Validation
  • We used factor analysis to keep some items and get rid of others.
  • Several logical clusters of items were found.
  • These became “subscales” (portions of the overall surveys) that we used to test the last three questions.
  • Reliability of all subscales of both surveys was good.
slide32

Research Question 3:

Are specific aspects of coaching support associated with specific aspects of instruction?

slide33

Here we examined the first link.

Coaching

Altered Practice

Increased Achievement

?

here s what we found
Here’s what we found:
  • Principal support for the coach was related to Read-Alouds and Formative Assessment.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

here s what we found35
Here’s what we found:
  • Coaching for Differentiation was associated with Formative Assessment.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

here s what we found36
Here’s what we found:
  • Coaching for Collaboration was associated with all three dimensions of instruction.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

here s what we found37
Here’s what we found:
  • District support for the coach was unrelated to instruction.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

slide38

Research Question 4:

Are specific aspects of coaching support associated with changes in oral reading fluency, listening vocabulary and listening comprehension?

slide39

Here we examined the long-range link.

Coaching

Increased Achievement

?

here s what we found40
Here’s what we found:
  • Coaching for Differentiation was associated with growth in vocabulary and listening comprehension, as measured by the CRCT.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Achievement

CRCT

DIBELS ORF

here s what we found41
Here’s what we found:
  • Coaching for Collaboration was associated with fluency growth.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Achievement

CRCT

DIBELS ORF

here s what we found42
Here’s what we found:
  • Principal Support was associated with fluency growth.

Coaching

Collaboration

Differentiation

Principal Support

District Support

Achievement

CRCT

DIBELS ORF

slide43

Research Question 5:

Are specific aspects of instruction associated with changes in oral reading fluency, listening vocabulary and listening comprehension?

slide44

Here we examined the last link.

Coaching

Altered Practice

Increased Achievement

?

here s what we found45
Here’s what we found:
  • All three dimensions of instruction were associated with vocabulary and comprehension growth on the CRCT.

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

Achievement

CRCT

DIBELS ORF

here s what we found46
Here’s what we found:
  • The use of Formative Assessments was associated with the number of students scoring at the Advanced Level on the CRCT.

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

Achievement

CRCT

DIBELS ORF

here s what we found47
Here’s what we found:
  • Effective Instruction and Formative Assessments were associated with fluency growth, but Read-Alouds were not.

Instruction

Effective Instruction

Read-Alouds

Formative Assessment

Achievement

CRCT

DIBELS ORF

what does it all mean
What does it all mean?
  • These results are very encouraging!
  • They indicate that coaching, instruction, and achievement growth are related in ways that make sense.
  • They help to validate the hard work you have done.
  • Although these correlations do not prove causal relationships (only a true experiment can do that), they are a critical first step.