oregon reading first cohort b statewide coaches’ session september 14, 2006
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Oregon Reading First
Cohort B
Statewide Coaches’ Session
September 14, 2006
Oregon Reading FirstCohort B: Statewide Coaches’ Session
9/14/06
Agenda
Time Topic Presenter9:00-9:15 Welcome / Logistics/ 06-07 Master Calendar Carrie Thomas Beck9:15-9:45 Observation Cycle for 06-07 Jeanie Mercier Smith9:45-10:15 Five-Minute Observation Form - Phase 2 Carrie Thomas Beck10:15-10:45 Review Non-Observation Process Wayne Callendar10:45-11:00 BREAK11:00-12:00 New CSI Maps Carrie Thomas Beck12:00-12:30 LUNCH12:30-12:45 GLT Maps Carrie Thomas Beck12:45-1:30 Introduction to Lesson Progress Reports (LPRs) Carrie Thomas Beck1:30-1:45 School Action Plan Notebooks/Documentation Jeanie Mercier Smith1:45-2:00 Deliverables for 06-07 Jeanie Mercier Smith2:00-2:10 BREAK2:10-2:30 Update Coaches’ Binders Carrie Thomas Beck2:30-3:00 Questions/Discussion Carrie Thomas Beck
Cohort B
06-07 Master Calendar
Cohort B Statewide Coaches’ Meeting
Cohort B
Observation Cycle for 06-07
Coaching to Support Student Success
“Coaching is a cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students.”
(Hasbrouck and Denton, 2005, pg. 2)
Along with assessment results and interviews, student-focused observations are the reading coach’s tools for gathering important information.
(Hasbrouck and Denton, 2005, Chapter 6 Gathering Information)
Cohort B Observation Cycle 2006-2007
• Fall to Winter– Non-Observations– Summary due December 15th
• Winter to Spring– Targeted Observations– Summary due May 25th
Non-Observations: Fall to Winter 2006
End of September to Mid October- All coaches begin with a round of 5-minute observations focusing on the Nine General Features of Instruction (posted on website). The goal of the observations is to prioritize areas of focus for “non-observations.”
Mid October through December- All coaches conduct one “non-observation” for each K-3 classroom teacher. Coaches will use the same form as last year to document non-observations. (Due on December 15th.)
Enhancement Coaches:– Conduct a “Core Enhancement Internship”– First, focus non-observations on teachers using the core enhancements (or discuss
possibility of using the enhancement observation tool.) Next, conduct non-observations with teachers not using the core enhancements.
Targeted Observations:Winter to Spring 2007
In preparation for the targeted observations, coaches will receive training on the LPR system and strategies for observing student response to instruction.
Step 1. After each LPR data collection, the coach will target 4 instructional groups that are not making adequate progress.
Step 2. Coach will observe each of the 4 groups, recording segments of the lesson, time involved, tasks, and students’ responses (i.e., student success rate).
Step 3. Coach and teacher will review the lesson data together to identify the problems students are having and collaboratively determine a remedy that focuses on one of the general features of instruction. Together, the coach and teacher will identify and carry out next steps.
.
Examples of “Next Step” Coaching Activities:
• Co-Teaching• Practice Sessions• Whisper Coaching• Peer Observations• Program Enhancement• Student Assessment• Regrouping• Other examples?___________________• _________________________________• _________________________________
Targeted Observation Documentation
Group LessonObserved(Includeprogram,lesson number,date)
StudentProblem(Where didstudentsstruggle in thelesson?)
Remedy(What did youdo?)
Outcome What will youdo next? orWhat wouldyou dodifferently nexttime?
• Coaches will complete targeted observation cycle 3 times-- once following each LPR data collection (e.g., February, March, April). • Coaches will turn in documentation of targeted observations after each cycle. By May 25th, all three documentation cycles should be submitted to the ORFC. •The observation process will be documented on a form similar to the one below:
Cohort B
Five-Minute Observation Form -
Phase 2
Focus Areas for Five-Minute Observations - Phase 1
• Schedule
• Grouping
• Materials
• Physical Set Up
• Behavior
• Student Performance
Structural
Quality of Implementation
Focus Areas for Five-Minute Observations - Phase 2
• Models
• Explicit Instruction
• Meaningful Interactions with Language
• Multiple Opportunities to Respond
• Corrective Feedback
• Encourage Student Effort
• Engagement - Teacher-Led Instruction
• Engagement - Independent Work
• Student Success
Quality of Implementation
Nine General Features of Instruction
Five-Minute Observation Form
In the box next to each General Feature indicate +, -, or NA.Check the circle next to each observed area.
c Instructor models instructional taskswhen appropriate.o Demonstrates the task (e.g., uses think alouds)o Proceeds in step-by-step fashiono Limits language to demonstration of skillo Makes eye contact with students, speaks clearly while
modeling skil l
c Instructor provides explicit instruction.o Sets the purpose for the instructiono Identifies the important details of the concept being
taughto Provides instructions that have only one interpretationo Makes connection to previously-learned material
c Instructor engages students in meaningfulinteractions with language during lesson.o Provides and elicits background informationo Emphasizes distinctive features of new conceptso Uses visuals and manipulatives to teach content as
necessaryo Makes relationships among concepts overto Engages students in discourse around new conceptso Elaborates on student responses
c Instructor provides multiple opportunitiesfor students to practice instructional tasks.o Provides more than one opportunity to practice each new
skillo Provides opportunities for practice after each step in
instructiono Elicits group responses when feasibleo Provides extra practice based on accuracy of student
responses
Instructor: ____________________________
c Instructor provides corrective feedbackafter initial student responses.o Provides affirmations for correct responseso Promptly corrects errors with provision of correct modelo Limits corrective feedback language to the task at hando Ensures mastery of all students before moving on
c Instructor encourages student effort.o Provides feedback during and after task completiono Provides specific feedback about student’s accuracy
and/or efforto Majority of feedback is positiveo Celebrates or displays examples of student success in
reading
c Students are engaged in the lesson duringteacher-led instruction.o Gains student attention before initiating instructiono Paces lesson to maintain attentiono Maintains close proximity to studentso Transitions quickly between taskso Intervenes with off-task students to maintain their focus
c Students are engaged in the lesson duringindependent work.o Independent work routines and procedures previously
taughto Models task before allowing students to work
independentlyo Checks for student understanding of the task(s)o Students use previously-learned strategies or routines
when they come to a task they don’ t understando Independent work is completed with high level of
accuracy
c Students are successful completingactivities at a high criterion level of performance.o Elicits a high percentage of accurate responses from
groupo Elicits a high percentage of accurate responses from
individualso Holds same standard of accuracy for high performers and
low performers
School:Date:Time:Program and Level:Grouping Format:Number in Group:Group Performance Level:
Focus: Phonemic Awareness c Phonics c Fluency c Vocabulary c Comprehension c
Comments:
School ____________________________Grade__________________ Date________________________________
Summary of Five-Minute Observations
Enter the names of all teachers for one grade level. Highlight areas of needed support for each teacher.
Grade 1
Teacher Name:
Beck 0 0 + 0 0 + 0 NA 0
Callendar + + + + 0 + + NA +
Smith + + NA O 0 + + NA 0
Cohort B
Review of Non-Observation Process
Observe the Student(s) Instead of the Teacher
Select observation tools and approaches that focus on the behaviors of the student(s) and/or teacher-student interactions
Carolyn Denton, 2006
Non-Observations
1. Co-plan two lessons2. You teach first while teacher observes you looking for
one specific thing3. You observe the teacher using the same form and
looking for the same thing4. Afterwards discuss BOTH lessons together5. 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
Non-Observations - A Closer Look
• Purpose: To illustrate for the teacher the connection between successful implementation of important aspects of instruction and student behaviors; to reinforce positive teacher behaviors.
• Determine the focus of your observation. Choose only 1-2 things to focus on specifically during the observation. For example, you may focus on pacing, active student engagement, successful student responses, or other important aspects of instruction. These should be things that you and the teacher have been discussing or working on. She should know what you plan to focus on before the observation begins.
• Under “Teacher Behaviors” make notes each time you see the teacher successfully implement the focus of the lesson. ONLY record the “good things” the teacher does in regard to the observation focus. For example, you might record details of her instruction each time she delivers explicit instruction.
Denton
Non-Observations - A Closer Look (cont.)
• Right next to each of these “Teacher Behaviors,” record what the students are doing at the same point during the lesson. In other words, record the behavior of the students, or a particular student, when the teacher successfully implements the observation focus. In particular, record any connections between “good things” the teacher is doing and student success.
• After the observation, show the teacher the form and discuss the observation. Note the examples you recorded of successful implementation of the observation focus, and provide the teachers with details you noticed (i.e., “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.”) Lead the teacher to discover the relationships between her teaching behaviors and the student behaviors.
Denton
Teacher ____________________ Grade or Class ________ Date _________
Coach _______________________ Start time _________End time _________
Observation Focus: _______________________________________________
_______________________________________________________________
Teacher Behaviors Student Behaviors
The Observation “Non-Form”
Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement
Keep the Feedback Objective“Let the data speak”—be as collaborative as possible; lead the teacher to notice patterns and draw conclusions
“I noticed that when you…the students…”
NOT
“You didn’t…”
“You should…”
Carolyn Denton, 2006
• Avoid “You should…” or “You need to …”
• Convey mutual respect
• Treat teachers as you would want to be treated: like a valued professional!
Carolyn Denton, 2006
Non-Observations• Ground Rules
– Go through complete non-observation process with each classroom teacher in K-3.*
– Using the information collected from the five-minute observations, select one of the nine general features to focus on with each teacher. Could, as a grade level, select a common feature.
– Teachers will be trained on the nine general features of instruction at the October IBR.
– May also want to lay the groundwork for the feature in team meetings prior to the observations.
– 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 December
15, 2006.
Non-Observation Tracking Form
School: Coach:
KindergartenTeacher Focus Area Co-Plan Date
of 1stLesson
Lesson # Dateof 2ndLesson
Lesson # Debrief
Non-Observation Tracking Form
A Look Back: Large Group Sharing
1. Describe one thing that has gone well with the non-observations.
2. 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.
Cohort B
New CSI Maps
New and Improved!
Summary of CSI Map
School: Grade: TimeFrame/Year:InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum 1: Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
Group Size: Group Size:
Group Size: Group Size: Group Size: Group Size:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreading block__in additionto readingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__in additionto readingblock
__w/inreadingblock__in additionto readingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
BenchmarkSubgroup 1:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Instructional Recommendations broken down into subgroups
InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum 1: Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
Group Size: Group Size:
Group Size: Group Size: Group Size: Group Size:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreading block__in additionto readingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__in additionto readingblock
__w/inreadingblock__in additionto readingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
BenchmarkSubgroup 2:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Further describe participation in the core: whole group, small group, and independent work
InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
StrategicSubgroup 1:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
List types of in-program tests administered in core and in
supplemental and interventionprograms.
InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
StrategicSubgroup 2:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Each supplemental and intervention program now
listed in its own column
InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
IntensiveSubgroup 1:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Now a place to record independent work for students in supplemental and intervention programs
InstructionalRecommend
Participation in Core
Curriculum:
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Curriculum2:
Curriculum3:
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:
StudentsServed:
StudentsServed:
StudentsServed:
StudentsServed:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
GroupSize:
StudentsServed:
Test #1:
Frequency:
Activities: Activities: Activities: Activities:Activities: Activities: Activities:
__ w/inreadingblock__inaddition toreadingblock
_w/inreadingblock__ inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities: Test #2:
Frequency:
Minutes: Minutes: Minutes: Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
Minutes:
Days PerWeek:
IntensiveSubgroup 2:
n=
In-Program Tests: In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
In-ProgramTests:
Minutes: Test #3:
Frequency:
Room to list up to three out-of-program tests for each subgroup
A First Grade ExampleInstructionalRecommend
Participation in Core
Curriculum: Reading Mastery Plus
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Read Naturally
Curriculum2: ERI
Curriculum3: ? coachneeds to
determine(SPED)
Curriculum4:
IndependentWork:
Out-of-ProgramTesting
Instructor:classroomteachers
Instructor:classroomteachers,reading team
Instructor: IA+ parentvolunteer(classroomteachermonitors)
Instructor:Reading Team +other IAs
Instructor:SPED Teacherand IAs
Instructor:
StudentsServed:Intensivestudents whoscored at least 6or more on ORF
StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test
StudentsServed: SPEDstudents
StudentsServed:
Group Size:~23 students
Group Size:1-6 students
Group Size:homeroom class
Group Size:3-5
Group Size:coach needs todetermine
Group Size:
StudentsServed: Intensivestudents who score5 or less on ORF.
Test #1: DIBELS
Frequency:Every two weeks.
Activities:
Read Naturally.8 level
Activities:
ERI lessons
Activities: ? -coach needs todetermine
Activities:Activities:Language fromRM Plus, Level1
Activities:Reading fromRM Plus, Level1
Activities:Take-Homesfrom RM Plus,Level 1
__ w/inreading block_X_ inaddition toreading block
_w/inreadingblock_X_ inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
__w/inreadingblock__inaddition toreadingblock
Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork
Test #2:
Frequency:
Minutes:30
Minutes:45-50
Minutes:10-15
Minutes: 30
Days PerWeek: 4
Minutes: 40
Days PerWeek: 3
Minutes: 30
Days PerWeek: 5
Minutes:
Days PerWeek:
IntensiveSubgroup 1:Non ELLIntensive
n=
In-Program Tests:• MTs and Check-outs - reading• L70/L109 teacher developed assessments to matchprogram - language
In-ProgramTests: Studentsgraph cold/hotreads
In-ProgramTests: Part 1,2, 3, 4 tests
In-ProgramTests: ? -coach needs todetermine
In-ProgramTests:
Minutes: 30minutes,
Days PerWeek: 4
Test #3:
Frequency:
A First Grade Example (cont.)
InstructionalRecommend
Participation in Core
Curriculum: Reading Mastery Plus
Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness
Whole Small IW Curriculum1:
Read Naturally
Curriculum2: ERI
Curriculum3: Trofeos(SpanishLiteracy)
Curriculum4: Avenues
IndependentWork:
Out-of-ProgramTesting
Instructor:classroomteachers
Instructor:classroomteachers,reading team
Instructor: IA+ parentvolunteer(classroomteachermonitors)
Instructor:Reading Team +other IAs
Instructor:ELL teacherand IA
Instructor:ELL teacher
StudentsServed:Intensivestudents whoscored at least 6or more on ORF(not includingthe 2 Russianstudents)
StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test
StudentsServed: 2intensive ELLstudents(Spanishspeaking) whoare notproficient inEnglish
StudentsServed: 2intensive ELLstudents(Russian)
Group Size:~23 students
Group Size:1-6 students
Group Size:homeroom class
Group Size:3-5
Group Size:2-7
Group Size:2
StudentsServed: Intensivestudents who score5 or less on ORF(not including 2Russian students).
Test #1: DIBELS
Frequency:Every two weeks.
Activities:
Read Naturally.8 level
Activities:
ERI lessons
Activities: ? -coach needs todetermine
Activities: ? -coach needs todetermine
Activities:Language fromRM Plus, Level1
Activities:Reading fromRM Plus, Level1
Activities:Take-Homesfrom RM Plus,Level 1
__ w/inreading block_X_ inaddition toreading block
_w/inreadingblock_X_ inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
__w/inreadingblock_X_inaddition toreadingblock
Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork
Test #2:
Frequency:
Minutes:30
Minutes:45-50
Minutes:10-15
Minutes: 30
Days PerWeek: 4
Minutes: 40
Days PerWeek: 3
Minutes: 30
Days PerWeek: 5
Minutes: 30
Days PerWeek: 5
IntensiveSubgroup 2:ELLIntensive
n=
In-Program Tests:• MTs and Check-outs - reading• L70/L109 teacher developed assessments to matchprogram - language
In-ProgramTests: Studentsgraph cold/hotreads
In-ProgramTests: Part 1,2, 3, 4 tests
In-ProgramTests: ? -coach needs todetermine
In-ProgramTests: ? -coach needs todetermine
Minutes: 30minutes,
Days PerWeek: 4
Test #3:
Frequency:
Your Turn . . .
• Try transferring a Fall to Winter CSI Map from the old format to the new format for one grade level.
Cohort B
Grade Level Team Maps(GTL Maps)
GLT MapSchool: Coach:
K 1 2 3September
October
November
December
January
February
March
April
May
June
GLT MapSchool: Adams Coach: Smith
K 1 2 3September • Review School
Action Plan• CSI Map
• Review SchoolAction Plan• CSI Map
• Review SchoolAction Plan• CSI Map
• Review SchoolAction Plan• CSI Map
October • Intro to LPRs• PD -Enhancements /CorrectiveFeedback
• Intro to LPRs• PD -Enhancements /CorrectiveFeedback
• Intro to LPRs• PD -Enhancements /Modeling
• Intro to LPRs• PD -Enhancements /Opportunities toRespond
November
December
January
February
March
April
May
June End-of-year IBR
GLT Maps: An Activity
• Using the blank GLT Map, document topics already covered at September meetings or topics that you plan to address at September meetings.
• If time permits, plan for October GLT meeting topics by grade.
• Share your plans with coaches sitting near you.
Cohort B
Introduction to Lesson Progress Reports (LPRs)
What is a LPR?!
Lesson Progress Report - Teacher’s Copy
Lesson Progress Organizer - Coaches’ Copy
Why Use LPRs?
Regional Coordinators, Principals, Coaches:• To analyze the overall status of the implementation.• To continuously monitor mastery and lesson progress.• To determine areas that require change, and to identify solutions.
Teachers, Specialists, Assistants:• To summarize and report lesson gains, in-program tests, and DIBELS
results.• To communicate questions, comments, or concerns to the coach.
(NIFDI LPC Procedures, 2000)
Questions to Consider:
1. Is instruction differentiated?2. Is lesson progress adequate?3. Are students at a high level of mastery as
measured by in-program tests?4. Are students making progress as measured by
DIBELS probes?5. What information or concerns has the teacher
communicated?
1. Is Instruction Differentiated?
• Are the group sizes appropriate?• Are programs matched to student performance level?• Are all of the groups on the same lesson? (Is teacher
treating all groups the same?) • Are high, medium, and low groups completing lessons at
optimum rates? • Does the data indicate the need for acceleration for some
students?(NIFDI Coaching Manual: Level I, 1999)
2. Is Lesson Progress Adequate?
• Does the data reveal potential problems with use of time? (Slow progress may indicate that teacher is (a) not following the schedule, (b) not teaching the program as specified, or (c) struggling with presentation skills or behavior management issues.) Is enough time scheduled?
• Are some lessons being repeated too many times?• Will projections be met if current rate of lesson progress is
continued?• If projections will not be met, do justifiable reasons exist for
not meeting them? Do the projections need to be changed?
(NIFDI Coaching Manual: Level I, 1999)
3. Are students at a high level of mastery as measured by in-program tests?
• Did teacher indicate the number of students who passed the in-program test(s)?
• Did teacher miss an opportunity to give an in-program test?
• Did teacher remediate and retest students who failed the test on the first try?
• Consider group performance: How many students overall passed the in-program test?
• Consider individual student performance: Who are the students who failed one test, two consecutive tests? Which tests? Are the same students failing from time to time? Does data indicate a possible need for change in placement?
• Is lesson gain being achieved at the expense of mastery?
(NIFDI Coaching Manual: Level I, 1999)
4. Are students making progress as measured by DIBELS probes?
• Are strategic and intensive students progress monitored regularly?
• Are students being monitored on the appropriate measures?
• Are there individual students who are not making progress comparable to the group?
• Is the group overall showing progress on the DIBELS measures?
• Do the supplemental and intervention programs appear to be addressing skill deficits in students?
5. What additional information or concerns has the teacher communicated?
• Did the teacher list types of items missed on in-program tests?
• Did the teacher include information on remediation and retesting?
• Did the teacher indicate a concern about an individual student?
(NIFDI Coaching Manual: Level I, 1999)
LPRs and LPR Organizers
• Guided Practice: Let’s look at a few together.
Cohort B
School Action Plan Notebooks/
Documentation
Deliverables for 2006-2007
Deliverable Due DateLetter of Commitment from new staff members September 22nd
School Profile for 2006-2007 September 22nd
Fall CSI Maps (new format) October 13th
Non-Observation Summary December 15th
Winter CSI Maps February 16th
Principal Winter “How are we doing?” report February 28th
District Winter “How are we doing?” report March 14th
Targeted Observation Summary (all 3 cycles) May 25thSchool Action Plan and School Budget Draft June 29th
Principal Spring “How are we doing?” report June 29th
District Spring “How are we doing?” report July 13th
Cohort B
Update Coaches’ Binders
for 2006-2007
TAB 2005-2006 2006=20071 Master Calendar Insert 2006-2007 Calendar2 Year 01 Implementation Checklists -3 Contact Lists Insert Updated Contact Lists4 Mentor Coach Job Description -5 PET; RAP; School Profile -6 Curriculum Maps -7 CSI Map Insert Revised CSI Format + Sample8 Alterable Variables Chart -9 DIBELS Benchmarks -10 Approaches and Considerations for
Collecting DIBELS Data-
11 DIBELS Data System Manual -12 PD / S&I Applications -13 S&I Programs Approved for Use in
OregonAdd Read Well Plus to the list as anintervention program
14 Outcomes Driven Model -15 Grade Level Team Meetings Add GLT Map16 October 2005 Leadership Session -17 March 2006 Leadership Session -18 Student-Focused Coaching -19 Observation Tools Add Non-Observation Form and
Tracking Form, Five-MinuteObservation Form - Phase 2 andSummary for Phase 2
20 Healthy Schools Checklist and PAPT-R21 LPRs22232425262728293031