Oregon Reading First Coaching Institute

1. Oregon Reading FirstCoaching Institute Building, Implementing and Evaluating Effective Beginning Reading Teams © 2004 by the Oregon Reading First Center Center on Teaching and Learning

2. Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Educator’s Responsibilities in Schools Winnie-the-Pooh, page 3. A.A. Milne.

3. Objectives • Coaching Roles • Building Effective Collaborative Teams • What is Collaboration? • Role of reading Coach in Collaborative Teams • Effective vs. Ineffective Teams • Conflict vs. Conflict Management • Implementing Effective School-Based Teams • Types of teams • Purpose of Reading Teams • Team Meeting Process • Problem-solving for Students and Systems • Evaluating Teams

4. Building Effective Collaborative Teams Coming together is a beginning; Keeping together is progress; Working together is success. Henry Ford

5. How are we doing? Where are we now? Where are we going to? How will we work together? How will we get there?

6. What is Collaboration? • Direct interaction between at least two people voluntarily engaged in shared decision making as they work toward a common goal. • People working together as equal partners in shared problem solving. Friend, 2000 Collaboration is a process .....not an event Lynn Chalmers

7. Collaborative Teaming Involves • Face to face interactions among team members on a frequent basis. • A mutual “we are all in this together” feeling • Focus on the development of small group interpersonal skills in trust-building, communication, leadership, problem-solving, decision-making, and conflict management • Regular assessment of student outcomes and team functioning • Methods for holding each other accountable for individual and team responsibilities Source: Thousand & Villa, 2000.

8. Role of Mentor Reading Coach in Collaborative Teams • “Mentor coaches and teachers will meet regularly—a minimum of at least every two weeks to talk about the needs of individual students, and to plan for instruction based on progress monitoring outcomes.”(1) • Principals and mentor coaches will assemble grade level instructional teams to monitorindividual and classroom level progressin reading andto make data based decisions about instruction.(2) • Oregon Reading First Application, p. 91, 92; Professional Development for Teachers, Reading Leadership Academy, slide 28. • Oregon Reading First Application. p. 76.

9. Role of Mentor Reading Coach Collaborative Teams • Mentor coaches and regional coordinators will schedule regular collaboration meetings for the purposes of planning, trouble-shooting, and professional development.(1) • Mentor coaches and building principals should work together to build a cohesive atmosphere among teachers for the purpose of engaging in professional dialogue and offering each other support and assistance.”(2) • Oregon Reading First Application, p. 10. • Oregon Reading First Application, p. 10.

10. Mentor Coach Skills that Promote Success in a Collaborative Team • Establish, Communicate, and Clarify Team Goals • Obtain Commitment to Team Goals • Define and Negotiate Team Roles. • Plan Team Objective • Provide Constructive Feedback • Coach and Provide Support to the Team • Manage the Climate and Group Process. Good leadership consists of motivating people to their highest level by offering opportunities, not obligations. The Tao of Leadership

11. All members interacting and involved Common goals Ethical leadership What makes collaborative teamwork? Conflict resolution skills Open communication Respect differences of opinion Mutual respect Power within group to make decisions Effective Teams Characteristics

12. Lack meeting purpose/ objectives Insufficient skills What doesn’t make collaborative teamwork? Ineffective team process Poor communication Disorganized No closure or follow-up Ineffective Teams Characteristics Disagreement on goals Team conflict

13. Conflict Management vs. Conflict • Conflicts can follow three paths: • I win, you lose. • You win, I lose. • I win, you win.

14. Conflict Management • A process of becoming aware of a conflict, diagnosing its nature, and employing an appropriate problem-solving method in such a way that it simultaneously achieves the goals of all involved and enhances relationships among them (win, win). • Opposite of successful conflict management is avoiding conflict, ignoring feelings and bypassing goals of others (win, lose).

15. Conflict Management • Four approaches to diminishing conflict in team meetings: • Ignore dysfunctional behaviors that occur infrequently or in isolated cases. • Use humor to call attention to the behavior. • Note the positive behaviors of others. • Use a direct approach if the team members behavior is frequent and distracting. Thousand & Villa. 1992.

16. Implementing Effective Teams

17. Types of Teams • Grade level teams • Multi grade teams • Early Reading Teams

18. Purpose of Teams • Help teachers deal with reading problems experienced by students in the school. • Evaluate the impact of new programs and strategies on learners. • Give teachers the opportunity to reflect on the implementation of new strategies and programs. • Facilitate and/or provide staff development. • Problem solve at the system and student level. • _______________________________________ • _______________________________________ • _______________________________________ Activity: Brainstorm 3 additional Purposes of Reading Teams

19. The Problem Solving Model and Teaming • What is problem solving? • A discrepancy between the demands of the educational setting and the learner’s performance in the setting. • The primary purpose of problem solving is to solve problems by designing effective individual (and systemic) interventions. Iowa Department of Education. 1999.

20. Stages of the Problem Solving Model Identify Need For Support d Validate Need For Support Plan Instructional Support Provide instructional Support Based on Integrated Assessment—Intervention Feedback Loop Implement Instructional Support Evaluate Support Review Outcomes

21. Evaluate the Plan Develop a SupportPlan to Address Need Is the plan working? Did the plan work? Is support still needed? Where? How are we going to solve the problem? What support will be provided? Problem Solving General Features Identify and Validate the Potential Problem (Need for Support)What is the Problem (Area of Need)?Is it really a problem? Implement the Plan Carry out the Intervention or support plan.

22. Tenets of Problem Solving Teams • The effectiveness of a support plan cannot be determined prior to it’s implementation. • Therefore, support plans must be implemented, monitored, reviewed and changed as necessary. • Support plans must be sensitive to and appropriate for: • Diverse educational settings, learners of all ages, and problems of different activities. • Problem solving procedures are best applied as part of a school wide effort. • Formative and summative data collected in decision-making process.

23. Tenets of Problem Solving Teams • Support and Intervention Plans are viewed as plausible hypotheses that should be evaluated systematically. • “Response to intervention” is used as an index of intervention efficacy • Problems affecting student performance do not exist exclusively within the makeup of learners, but occur as the result of an interaction between learner characteristics and the educational setting. Therefore: Interventions and support focus on alterable variables: • Curricular • Instructional Design & Delivery • Environment

24. Learner Environment Curriculum Instruction Consider the Impact of Each Domain Relative to the Problem

25. Coach works with outside resources to solve problem Coach works with Early Reading Team to Solve Problem Level of Support/Resources Needed to Solve Problem Identify & Validate Need for Support Coach works with teacher to solve problem Plan & Implement Support Review Outcomes Evaluate Plan (modify if necessary) Intensity of Problem Intensity Level of Support

26. Phase 1: Identify Need for Support What is the problem (area of need)? • Decision: • Which children are potentially at risk or currently at risk of learning to read because of low early literacy skills? • Data used to inform the decision • Normative or school performance data • Student performance data • Expected performance • Teacher request

27. Identify Need for Support Alice: Which way should I go? Cat: That depends on where you are going.Alice: I don’t know where I am going! Cat: Then it doesn’t matter which way you go!! Lewis Carroll Problem = What is Expected Performance

28. Identify Need for Support:Case A

29. Correctly Identify Appropriate Level of Support: Case A Case B Case A

30. Phase 2: Validate Need for Support Is it really a problem? • Decision • Are the child’s low early literacy skills of sufficient severity and persistence that intervention is warranted? Obtain multiple samples of behavior under multiple conditions • Data-Based Comparison • School-based normative comparison • School-wide goals • Alterable variables (instruction, curriculum, environment) • Fidelity Observations • Theme Unit Tests

31. Phase 2: Validate Need for Support Case A: Teachers I.C.E. Assessment(3 = Agree 2 = Slightly Agree 1 = Disagree)

32. Phase 3: Planning & Implementing Instructional Support • Decision • What are the goals of instruction? • What skills should be taught? • How much instructional support is needed? • Data • Curriculum Maps • Program Theme Tests • ICE Assessment • Fidelity Observations • DIBELS Reports • Current CSI Summary Map (see handouts)

33. Learner Environment Curriculum Instruction Consider the Impact of Each Domain Relative to the Problem

34. Phase 4: Evaluating & Modifying Instructional Support • Decision • Is the grade-level intervention effective in addressing the identified problem? Is the intervention effective in improving the children’s early literacy skills? • Data Source • DIBELS Reports • Histograms, Boxplots, Summary of Effectiveness • In-program assessments

35. Phase 4: Evaluate Instructional Support: Winter Benchmarking in Kindergarten 76% Low Risk (N = 67)

36. Phase 4: Review Outcomes Case A

37. Phase 1: Identify Need for SupportCase B What is the problem (area of need)? • Decision: • Which children are potentially at risk or currently at risk of learning to read because of low early literacy skills? • Data used to inform the decision • Normative or school performance data • Student performance data • Expected performance • Teacher request

38. Identify Need for Support:Case B

39. Correctly Identify Need Level Need: Case B Case B Case A

40. Identify Need for Support: Case B Mariah

41. Phase 2: Validate Need for Support Is it really a problem? • Decision • Are the child’s low early literacy skills of sufficient severity and persistence that intervention is warranted? Obtain multiple samples of behavior under multiple conditions • Data-Based Comparison • Compare child’s performance to their past performance to evaluate trend • Alterable variables (instruction, curriculum, environment) • Fidelity Observations • Theme Unit Tests

42. Phase 2: Validate Need for Support: Case A • Administered additional DIBELS measures • Student consistently scored low on DIBELS NWF measure (8, 10, 8 correct sounds per minute) • Observed Mariah in large and small group instruction • Mariah performed well in large group instruction which focused on listening comprehension. Instruction was excellent: good pacing, lots of opportunities to respond, smooth use of materials and sequencing through tasks • Mariah struggled during small group skills instruction. • Mariah correctly responded to about 25% of teacher questions. Peers correctly responded to approximately 80 % of questions. • Lack of corrective feedback • Fidelity Observations • ICE Assessment with Mariah’s Teacher

43. Phase 2: Validate Need for Support Case B: Teachers I.C.E. Assessment(3 = Agree 2 = Slightly Agree 1 = Disagree)

44. Phase 3: Planning & Implementing Instructional Support • Decision • What are the goals of instruction? • What skills should be taught? • How much instructional support is needed? • Data • Specific skills based on error analysis. • Diagnostic assessments. • Program specific placement assessments • Monitor progress during intervention to evaluate trend and project performance.

45. Intervention: 1 Location: Gen. Ed. Classroom:____Title 1:____ELL:____Sped: XX Other:____ Start Date:9-20-04 Current Grade Level: First Intervention Curriculum:Early Reading Intervention Group Size: Individual:2-4:XX 5-8:_____9-15:_____Class:_____ Frequency: 1/Wk:____2/Wk:___3/Wk:_____4/Wk:____Daily: XX Duration: 15 Min:___20 Min:____30 Min:XX 45 Min:___60 Min:___Other___ Instructor: Gen Ed:___Sped:___IA: XX Title: ___Speech:____Other:____ Progress Data: date/score:____/____ date/score:____/____ date/score:____/___ date/score:____/____date/score:____/____date/score:____/____date/score:____/__ End Date:__________ Additional Information: *Review progress at the end of 6 weeks (3 data points) *Work with Teacher on Providing corrective feedback Phase 3: Plan Instructional Support

46. Phase 4: Evaluating & Modifying Instructional Support • Decision • Is the intervention effective in addressing the identified problem? Is the intervention effective in improving the child’s early literacy skills? • Data Source • Progress monitoring data • In-program assessments Remember the 3 point rule!

47. Phase 4: Evaluating & Modifying Instructional Support Intervention: Replace Core time with Reading Mastery

48. Alterable Variables to Guide Instructional Support Increasing Intensity

49. Intervention 2 Location: Gen. Ed. Classroom:____Title 1:____ELL:____Sped: XX Other:____ Start Date:11-10-04 Current Grade Level: First Intervention Curriculum: Replace Core Instruction with Reading Mastery in addition to Intervention 1 using ERI Group Size: Individual:_____2-4: XX 5-8:____9-15:_____Class:_____ Frequency: 1/Wk:____2/Wk:___3/Wk:_____4/Wk:____Daily: XX Duration: 15 Min:___20 Min:___30 Min:____ 45 Min____ 60 Min:XX Other___ Instructor: Gen Ed:___Sped:XX IA:____ Title: ____Speech:____Other:____ Progress Data: date/score:____/____ date/score:____/____ date/score:____/___ date/score:____/____date/score:____/____date/score:____/____date/score:____/__ End Date:__________ Additional Information: Review progress at the end of 6 weeks (3 data points) Phase 4: Modify Instruction

50. Evaluate Instructional Plan