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Oregon Reading First:Statewide Mentor Coach Training
Cohort BAugust 15, 2005
For Each
Student
Instruction
GoalsAssessment
For All Students
Oregon Reading FirstCohort B
Statewide Mentor Coach Training
August 15, 2005
TIME TOPIC PRESENTER
9:00-9:30 Welcome / Introductions/Logistics Carrie Thomas Beck
9:30-10:00 Overview of Coaching Model Carrie Thomas Beck
10:00-10:30 Support for Coaches Carrie Thomas Beck
10:30-10:45 BREAK
10:45-12:00 Implementing the Schoolwide Beginning ReadingModel
Carrie Thomas Beck
12:00-12:45 LUNCH
12:45-1:00 Transition to the College of Education Computer Lab
1:00-3:00 DIBELS Database Training Hank FienJosh Wallin
2
4
School-Level Coaching
Valuable strategy for assisting teachers in the classroom implementation of scientifically-based reading programs, instructional strategies, and reading assessments
Key Implementation Issue - Ensuring coaches have sufficient knowledge and skills to provide necessary support for classroom teachers
5
School-Level Coaching“Who” Considerations
• Identifying individuals to serve as coaches
– Expertise in reading is not necessarily expertise in scientifically-based reading instruction
– Expertise in SBRR does not ensure skill in training/coaching others
• Few, if any, states/districts/schools have a ready-made cadre of such experts
6
School-Level Coaching“Who” Considerations
Individuals will be trained to serve as coaches
Coaches must be highly knowledgeable and not just one step ahead of those they are supporting
Implementation should not be delayed while coaches are trained
All coaches (whether trained to be coaches or selected for existing expertise) will need ongoing training and support as implementation issues increase in complexity
7
School-Level Coaching“Who” Considerations
• Coaches should not have other responsibilities that take time from their instructional leadership roles
• This will require consistent monitoring. Individuals without “classroom” responsibilities are frequently asked to fill other roles
Mentor Coach Job DescriptionMentor Coach Qualifications:• Mus t hav e experienc e i n teachi ng a comprehensive,
supplemental, andinterventi on readi ngprogr .am• Mus t be high ly knowledgeabl e ab outScientifica lly Based
Readin g Researc (h SBRR) programs, principa ls ofeffectiv e readi nginstructi ,on instructiona l strategies, andus e o f DIBEL S t o asse ss readi ngperformanc .e
• Mus t hav e effectiv e communicati on an d classroommanagem entskills.
Mento r Coac h Duties an d Responsibilit :ies• Serv e as instructiona l lead er t o provid e s taffdevelopm ,ent
supp , ort a nd direc t an dexplici t feedba ck to teachersabo ut the implementatio n of scientifical -ly based readingprograms, instructiona l strategies, andreadingassessments.
• Mode l ne w teachi ngstrategi es andobser veprogramimplementati .on
• Me et regular ly with classroo mteachers, regionalcoordinators, an dothe r coach es tocollaborate, ta lkaboutstude ntinstructiona l needs, a nd pla n forinstructio nbased
onprogre ss monitorin goutcomes.• Collabor atewith buildi ngsta ff toestablis h amaster
readi ngschedul e th at allocat es a minim umo 90 f minutes of readin g instructio n pe r day. Th is schedul e willalso
deline ateinstructi on fo r childr enreceivi ngcor ,esupplementa l or interventio n instructi .on
• Facilita te th e selecti ona nd overs ee th e implementatio n ofthe comprehensive, supplementa l a ndinterventionprograms.
• Ensur e schoo l implementati ono f approv edReadi ngFirstapplicati on an d schoolwid e beginnin g readi ng pla nwithfidelity.
• Serv e as exper t i n th eDIBEL S da tasyste mandassessm ent teams, provide refresher trainings, andworkwi th teachers on dat a interpretati on an dmakingappropri ateinstructiona l decision s bas ed ond .ata
• Attend and assist i n thepresentati on o f a ll Institut es onBeginnin g Reading (schoo -l based andleadership).
• Participat e i n professional developm entin preparatio n tofulf illa ll Readi ng Firs t dut ies andresponsibilities.
• Alloc atewo rkti meexclusive ly to goa ls andobjective s ofOre gonReadi ngFirs .t
• Perfor m ot herdutie s a s assi gned by the OregonDepartmen t ofEducati on an dOreg onReadin g FirstCente .r
Mento r Coach es will NOT:• beassi gnedt o directly provid e instructio n tochild renon
anongoin g orsubsti tutebasis;• bedesignate d toclerica l tasks;• ha veothe r responsibilitie s tha t tak e tim e fro m their
instructiona l leadershi p roles.
N :ote Adherenc e to th e Men torCoac h dut iesandresponsibilitie s is a conditi ono f continui ng toreceiv e ReadingFirs t fundin .g
Fo r Informati on o r clarification, ca ll or -e mail: Rus s Sweet at503-378-360 0 Ext. 4448 or russ.sweet@sta .te or.us.
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School-Level Coaching“What” Considerations
Clear PD Curriculum– Coaches should have a clear scope and sequence for the
training they are to provide– No one should be wondering what comes next
Clear Activities– How coaching will be provided should be clearly defined:
joint planning with teachers, modeling strategies and skills, study groups, classroom observation, grade-level meetings, etc.
– Activities will be defined through IBRs, Regional Coordinators, and district-based Reading First teams
10
School-Level Coaching“What” Considerations
Program-Specific Support– School-level coaches will be the primary
providers of support on the implementation of particular instructional programs
– Training of coaches must include program-specific elements
11
School-Level Coaching“What” Considerations
One More Thought About “What” -– Change is hard! It will be easy for teachers to be
pulled off track (or never really get on track) if they don’t feel supported
– Coaches must have answers to teachers’ questions and help them find solutions to their problems
12
School-Level Coaching“When” Considerations
• Time - Issues around time for school-level professional development activities must be settled before implementation begins– Coach should not need to be creative in order to have time
with teachers– Participation is not optional
• Sequence - Coaching must ensure that teachers have the skill they need when they need them
13
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
14
Reading First Coaching:Overarching Goals
1. Work collaboratively with teachers and other professionals to identify areas for classroom support and to implement support plans
2. Establish expertise in core, supplemental, and intervention programs
3. Conduct classroom observations to determine program fidelity
4. Model effective instruction in the classroom5. Collect, analyze, and interpret student reading data6. Provide ongoing inservices and other professional
development at the school level
State-Level Reading First
Oregon Department of EducationJoni Gilles, Director
Russ Sweet, Team Leader
Oregon Reading First CenterUniversity of Oregon
Scott Baker (B-ELL)Co-Director
Carrie Thomas Beck (Cohort B) Co-Director
Hank Fien Coordinator of Evaluation
Trish TraversCoordinator, Cohort A
B-ELL Support TeamDoris Baker
Judith Plasencia-PeinadoLupina Vela
Carol DissenJennifer Walt Rachell KatzB-ELL
Jeanie SmithWayne Callender
Pat Nash
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Cohort BRegional Coordinator Assignments
Wayne Callender Jennifer Walt Jeanie SmithRachell Katz Doris Baker
Portland
Reynolds
Umatilla
David Douglas Lincoln County
Jefferson County
Douglas County
Sheridan
Hillsboro
Tillamook
Salem
Forest Grove
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RC Contact Information
Doris Baker [email protected] 541-747-2925
Wayne Callender TBA
Rachell Katz [email protected] 503-274-4828
Jeanie Smith [email protected] 541-346-2875
Jennifer Walt [email protected] 208-938-5635
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B-ELL Support Team
Doris Baker [email protected]
Judith Plasencia Peinado
Lupina Vela [email protected]
20
Cohort B Schools
DISTRICT SCHOOL PRINCIPAL COACH
David Douglas (1) Earl Boyles Candy Wallace Abby Roth
Douglas County (2) Green Kristen Garcia Nicki Walsh
Winchester Jeanne Grazioli Yvonne O’Neil
Forest Grove (1) Fern Hill Dave Dorman Melissa Carter
Maroha Sauvageau
Hillsboro (1) Witch Hazel Nancy Kingston-Beall Laurie Dilbeck
Jefferson County (2) Buff Marlys Alger Craig Morgan
Madras Darryl Smith Billie White
Lincoln County (1) Arcadia Rosemary O’Neil Sue McVeigh
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DISTRICT SCHOOL PRINCIPAL COACH
Portland (4) Jason Lee Chris Bogdanow Cathy Cowherd
MLK Jr. Ronda Craemer Kathleen Griffin
Marysville Jacque Shayne Julie Goodman
Rigler Kathleen Kaczke Tai Said-Hall
Reynolds (1) Margaret Scott Nancy Dombrowski Lisa Calcagno
Salem-Keizer (1) Hallman Sara Irish Heidi Blakley
Sheridan (1) Faulconer-Chapman Scott Bennighof Karen Aquinas
Tillamook (1) South Prairie / Liberty
Donna Minard Cathie Fetzer
Umatilla (1) McNary Heights Bob Lorence Scott Smith
Coaching Model:Providing Support and Being Supported
Oregon Reading First
Center
Oregon Department of
Education
Teacher
Student
Regional Coordinator
Coach DistrictRF Team
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Year 01 Coaches’ TrainingAUGUST 15, 2005
• Overview of Coaching Model
• Implementation Checklist
• Getting Started with the DIBELSDatabase
NOVEMBER 3, 2005
• Carolyn Denton’s IntroductorySession:√ Establishing your new role in the school√ Overview of steps to take to get started in therole.
• Five-Minute Observations
FEBRUARY 16, 2006
• Formal Fidelity Observations
APRIL 27, 2006
• Preparation for Spring IBR
24
Regional Coaches Meetings:
• Cohort A and Cohort B coaches combined• Held on months when there is not a statewide coaches’
training:– October– December– January– March
• Work with your regional coordinator to determine exact dates, times, and locations of meetings
• More informal, provide time to collaborate with coaches across assigned regions
25
Region 1
Douglas County Green B J. Smith
Winchester B J. Smith
Hillsboro David Hill A C. Dissen
Mooberry A C. Dissen
W.L. Henry A C. Dissen
Jefferson County Buff B J. Smith
Madras B J. Smith
Warm Springs A J. Smith
Westside A J. Smith
Lincoln County Arcadia B J. Smith
N. Clackamas Lot Whitcomb A C. Dissen
PPS Beach A C. Dissen
Boise Eliot A C. Dissen
Lent A C. Dissen
Scott A C. Dissen
Woodlawn A C. Dissen
Sheridan Faulconer-Chapman B J. Smith
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Region 2
Beaverton Aloha Park A T. Travers
William Walker A T. Travers
Forest Grove Fern Hill B-ELL D. Baker
Hillsboro Witch Hazel B-ELL R. Katz
Salem Hallman B R. Katz
Hayesville A R. Katz
Washington A R. Katz
Tillamook Liberty B-ELL R/ Katz
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Region 3David Douglas Cherry Park A J. Walt
Lincoln Park A J. Walt
Mill Park A J. Walt
Ventura Park A J. Walt
West Powellhurst A J. Walt
Earl Boyles B J. Walt
Milton Freewater Grove/Freewater A J. Walt
Ontario Alameda A J. Walt
May Roberts A J. Walt
PPS Humboldt A W. Callender
Whitman A W. Callender
Jason Lee B W. Callender
MLK Jr. B W. Callender
Marysville B W. Callender
Rigler B-ELL W. Callender
Reynolds Margaret Scott B W. Callender
Umatilla McNary Heights B-ELL W. Callender
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Region 4
Albany Sunrise A P. Nash
Coquille Lincoln A P. Nash
Klamath Chiloquin A P. Nash
Medford Howard A P. Nash
Jackson A P. Nash
Jefferson A P. Nash
Oak Grove A P. Nash
South Umpqua Myrtle Creek A P. Nash
Tri City A P. Nash
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V-Tel Trainings:
October 14, 2005– Outcomes Driven Model
December 2, 2005– Grade Level Team Meetings
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Required Reading:
• The Reading Coach: A How-To Manual for Success• by Jan Hasbrouck and Carolyn Denton• Sopris West, 2005• $35.00• Please read Chapters 1, 3, and 4 by November 3,
2005
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Required Reading:
• Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Modelby Roland Good, Jerry Gruba, Ruth Kaminiski
• In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 679-700). Washington, DC: National Association of School Psychologists.
• Please read pp. 679-700 in preparation of the October 14, 2005 V-Tel.
YEAR 01Schoolwide Beginning Reading Model
Implementation ChecklistCohort B
Developed by:
Deborah C. SimmonsEdward J. Kame’enui
Hank FienBeth Harn
Carrie Thomas BeckRachell Katz
Nicole Sherman BrewerTrish TraversJennifer Walt
Oregon Reading First CenterUniversity of Oregon
August 2005
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IMMEDIATELYYear 01 Implementation Checklist: Cohort B
Schoolwide Beginning Reading Model
Immediate Priorities When
1. Establish master school schedule which includes 90 minutes ofreading instruction per day with a minimum of 30 minutes of smallgroup instruction for each student.
2. Identify “assessment team” of individuals who will collect DIBELSbenchmark and progress monitoring data.
3. Enter students/set up classrooms on DIBELS database.
4. Establish DIBELS data collection schedule for the year(benchmarking and progress monitoring).
5. As a school, complete the PET-R, identify RAP goals and priorities,and fill out the 05-06 School Profile. Turn in all documents to DeniBasaraba at the Oregon Reading First Center by Sept. 16th.
6. Schedule and protect professional development days for the schoolyear.
7. Determine membership and establish regular meeting times for GradeLevel Teams, Early Reading Team, and District RF Team for 05-06school year.
35
IMMEDIATELYYear 01 Implementation Checklist: Cohort B
Schoolwide Beginning Reading Model
Immediate Priorities When
1. Establish master school schedule which includes 90 minutes ofreading instruction per day with a minimum of 30 minutes of smallgroup instruction for each student.
2. Identify “assessment team” of individuals who will collect DIBELSbenchmark and progress monitoring data.
3. Enter students/set up classrooms on DIBELS database.
4. Establish DIBELS data collection schedule for the year(benchmarking and progress monitoring).
5. As a school, complete the PET-R, identify RAP goals and priorities,and fill out the 05-06 School Profile. Turn in all documents to DeniBasaraba at the Oregon Reading First Center by Sept. 16th.
6. Schedule and protect professional development days for the schoolyear.
7. Determine membership and establish regular meeting times for GradeLevel Teams, Early Reading Team, and District RF Team for 05-06school year.
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Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance Data
Developed by Beth HarnUniversity of Oregon
Institute on the Development of Educational Achievement (IDEA)
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Approaches for Collecting DIBELS Data
1. In-Class Approach
2. One Day Schoolwide Approach
3. Multiple Day Schoolwide Approach
4. Within-Grade Approach
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September
Sun Mon Tue Wed Thu Fri Sat1
Fall DIBELSData Collection
2 3
4 5Labor Day
Fall DIBELSData Collection
6 7 8 9
Cohort B-ELLIDEL Training(Witch Hazeland Fern Hill)
10
11 12Fall DIBELSData Collection
13 14 15 16
Cohort B:PET-R, RAP,School Profiledue
17
18 19Fall DIBELSData Collection
20 21 22 23 24
25 26 27Cohort B:S & I ProgramsOverview(Portland)
28Cohort B:IBR II (Portland)
29Cohort B: IBR II(Portland)
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IMMEDIATELYYear 01 Implementation Checklist: Cohort B
Schoolwide Beginning Reading Model
Immediate Priorities When
1. Establish master school schedule which includes 90 minutes ofreading instruction per day with a minimum of 30 minutes of smallgroup instruction for each student.
2. Identify “assessment team” of individuals who will collect DIBELSbenchmark and progress monitoring data.
3. Enter students/set up classrooms on DIBELS database.
4. Establish DIBELS data collection schedule for the year(benchmarking and progress monitoring).
5. As a school, complete the PET-R, identify RAP goals and priorities,and fill out the 05-06 School Profile. Turn in all documents to DeniBasaraba at the Oregon Reading First Center by Sept. 16th.
6. Schedule and protect professional development days for the schoolyear.
7. Determine membership and establish regular meeting times for GradeLevel Teams, Early Reading Team, and District RF Team for 05-06school year.
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Planning and Evaluation Tool forEffective Schoolwide Reading Programs -
Revised(PET-R)
Edward J. Kame’enui, Ph.D.Deborah C. Simmons, Ph.D.
Institute for the Development of EducationalAchievement
College of EducationUniversity of Oregon
Revised May, 2003
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Elements in an Effective Schoolwide Reading Model:
I. Goals, Objectives, Priorities
II. Assessment
III. Instructional Programs and Materials
IV. Instructional Time
V. Differentiated Instruction/ Grouping/Scheduling
VI. Administration/Organization/Communication
VII. Professional Development
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0 1 2Not in place Partially in place Fully in place
EVALUATION CRITERIA DOCUMENTATION OF EVIDENCE
IV. Instructional Time - A sufficient amount of time is allocated for instruction and thetime allocated is used effectively.
1. A schoolwide plan is establishedto allocate sufficient reading time andcoordinate resources to ensure optimal useof time.
2. Reading time is prioritized andprotected from interruption (x 2).
3. Instructional time is allocated toskills and practices most highly correlatedwith reading success (i.e., essentialelements of reading including phonemicawareness, phonics, fluency, vocabulary,and comprehension).
4. Students in grades K-3 receive aminimum of 30 minutes of small-groupteacher-directed reading instruction daily(x 2).
5. Additional instructional time isallocated to students who fail to makeadequate reading progress.
/14 Total Points %Percent of Implementation:
7 = 50% 11 = 80% 14 = 100%
Reading Action Plan1
Institute on Beginning (IBR)
Reading Action Plan(RAP)
Name of School, District City, State
Reading Goals and Priorities
1. What:
Who:
When:
2. What:
Who:
When:
3. What:
Who:
When:
Committee Members
Adopted by School Staff on: Date
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Grade Level Teams
Meet a minimum of once a month beginning in September
Team members include:– mentor coach– grade-level teachers– specialists (as needed)– principal (as needed)
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Grade Level Team Meetings:
Purpose is to evaluate current instructional groupings based on student performance on DIBELS data and in-program assessments and make adjustments in instruction if progress is less than adequate
Focus on whole class
Opportunity for professional development:
– roll out from past PD events
– identify relevant issues from Lesson Progress Reports and Theme Skills Tests to address and train
– PD on S-I programs if classroom teachers are implementing
48
Early Reading Team Make-Up
Principal
Mentor Coach
Teacher Reps from Each Grade Level
School Psychologist
Specialists - SPED, Title, ELL, Speech/Lang
(Regional Coordinator)
(Community Member / Parent)
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ERT Responsibilities
Assessment
– Review Assessment Results
– Identify Individual Students Who May Need Additional Support
Instruction
– Curriculum
– Instructional Grouping/Scheduling
– Coordinate Instructional Planning Across Grades
– Coordinate Instructional Planning Across Specialists
Professional Development
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District RF Teams Meet at least four times in Year 01
– Sept, Nov, Feb, June Purposes include:
– reviewing student data by school– communicating school progress with stake holders– collaboration/sharing ideas within and across cohorts– problem solving– building capacity district wide– building/sharing expertise
Team members include:– District Team Leader– District Team Members– Principals from RF Schools– Mentor Coaches from RF Schools
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Procedures for 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.
Grade level should turn in plan to regional coordinator.