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Oregon Reading First: Statewide Mentor Coach Training Cohort B August 15, 2005

For Each Student. Assessment. Goals. For All Students. Instruction. Oregon Reading First: Statewide Mentor Coach Training Cohort B August 15, 2005. 2. Overview of Coaching Model. School-Level Coaching.

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Oregon Reading First: Statewide Mentor Coach Training Cohort B August 15, 2005

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  1. For Each Student Assessment Goals For All Students Instruction Oregon Reading First:Statewide Mentor Coach TrainingCohort BAugust 15, 2005

  2. 2

  3. Overview of Coaching Model

  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

  8. Mentor Coach Job Description 8

  9. 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 • Work collaboratively with teachers and other professionals to identify areas for classroom support and to implement support plans • Establish expertise in core, supplemental, and intervention programs • Conduct classroom observations to determine program fidelity • Model effective instruction in the classroom • Collect, analyze, and interpret student reading data • Provide ongoing inservices and other professional development at the school level

  15. Support for Coaches

  16. 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 16

  17. Cohort BRegional Coordinator Assignments Rachell Katz Wayne Callender Jennifer Walt Jeanie Smith Doris Baker Hillsboro Tillamook Salem Portland Reynolds Umatilla David Douglas Lincoln County Jefferson County Douglas County Sheridan Forest Grove

  18. RC Contact Information

  19. B-ELL Support Team

  20. Cohort B Schools

  21. Student Teacher District RF Team Coach Regional Coordinator Oregon Reading First Center Oregon Department of Education Coaching Model:Providing Support and Being Supported 22

  22. Year 01 Coaches’ Training

  23. 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

  24. Region 1

  25. Region 2

  26. Region 3

  27. Region 4

  28. V-Tel Trainings: • October 14, 2005 • Outcomes Driven Model • December 2, 2005 • Grade Level Team Meetings

  29. 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

  30. 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.

  31. Implementing the Schoolwide Beginning Reading Model

  32. 33

  33. Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance DataDeveloped by Beth HarnUniversity of OregonInstitute on the Development of Educational Achievement (IDEA)

  34. Approaches for Collecting DIBELS Data • In-Class Approach • One Day Schoolwide Approach • Multiple Day Schoolwide Approach • Within-Grade Approach

  35. September

  36. Planning and Evaluation Tool - Revised (PET-R)

  37. Elements in an Effective Schoolwide Reading Model: • Goals, Objectives, Priorities • Assessment • Instructional Programs and Materials • Instructional Time • Differentiated Instruction/ Grouping/Scheduling • Administration/Organization/Communication • Professional Development

  38. Reading Action Plan 44

  39. Reading Teams

  40. 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)

  41. 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

  42. 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)

  43. 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

  44. 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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