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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

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Overview of Coaching Model

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Support for Coaches

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 dbaker@uoregon.edu 541-747-2925

Wayne Callender TBA

Rachell Katz rkatz@uoregon.edu 503-274-4828

Jeanie Smith jmercier@uoregon.edu 541-346-2875

Jennifer Walt jjwalt@uoregon.edu 208-938-5635

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B-ELL Support Team

Doris Baker dbaker@uoregon.edu

Judith Plasencia Peinado

judithandricardo@sbcglobal.net

Lupina Vela lupinavela@aol.com

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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

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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

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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.

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Implementing the Schoolwide Beginning Reading Model

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.

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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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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)

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11 12Fall DIBELSData Collection

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Cohort B:PET-R, RAP,School Profiledue

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18 19Fall DIBELSData Collection

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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 - Revised (PET-R)

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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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Reading Teams

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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

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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

September

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Coach’s Internship

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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.

October

November