Collecting Student Data During Observations Cohort B Statewide Coaches’ Training

1. Collecting Student Data During ObservationsCohort BStatewide Coaches’ Training Carrie Thomas Beck, Ph. D. Oregon Reading First Center February 27, 2007

2. Video of Small Group Strategic Instruction • View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20. • Identify the student problem(s). • What would you say to this teacher in the debrief? PRE

3. Tracking Student Success Rates

4. Students are successful completing activities at a high criterion level of performance. • Elicits a high percentage of accurate responses from group • Elicits a high percentage of accurate responses from individuals • Holds same standard of accuracy for high performers and low performers

5. First Time Correct = How many errors are students making the first time they answer the new tasks? Students Are Successful • Levels of Mastery: • 70% First time correct on new material • 90% Correct Overall (new and familiar)

6. Students Are Successful • Coding Student Responses: + = correct response 0 = incorrect response M = teacher model L = teacher lead T = teacher test NT = not together

7. Students Are Successful • Other Possible Codes: S = sound W = word P = part SP = spelling IT = individual turn S1, S2, etc. = sentence 1, sentence 2 C = cue

8. Students Are Successful • Coding Student Responses: • + + + • + + + • o MT+ + + • + + • o MT+ + • + • + Word Bank snow road goat toad crow boat

9. Students Are Successful • First Time Correct = # of correct first responses total first responses 4 6 = 66%

10. Students Are Successful • First Time Correct: • + + + • + + + • o MT+ + + • + + • o MT+ + • + Word Bank snow road goat toad crow boat

11. Students Are Successful • Overall Correct = # of correct responses total responses 14 16 = 88%

12. Students Are Successful • Overall Correct • + + + • + + + • o MT+ + + • + + • o MT++ • + Word Bank snow road goat toad crow boat

13. Students Are Successful • Double Partner Practice: A Foursome! Using the word bank from the Houghton Mifflin lesson, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate first time and overall correct rates. Then, the pairs switch roles.

14. Students Are Successful • Some tips for collecting data: • Collect success rate for each major section of the lesson (e.g., PA segmenting, PA blending, word reading, story reading, comprehension questions, etc.) • If you code start and stop times for each section, this will allow you to calculate pace. • For story reading, count total number of words in passage and record number of group errors to determine group accuracy rate. • Code individual turns separately.

15. Students Are Successful Calculating Success Rate: Phonemic Awareness Isolate initial /b/: bag + + bed o M C T+ + bowl + fork + 6/7 = 86% overall success on this task ERI, Lesson 43, Activity 2: Isolate Initial Sound

16. Students Are Successful Calculating Success Rate: Word Reading watched happened blamed goes dirty stays making joking walking talking telling cleaning steep slip kept sneeze slide line Horizons Level B, Lesson 57

17. Students Are Successful • Code individual turns separately: Word Reading Example Sarah +, +, +, o (goes), +, + Michelle o (steep), o (slip), o (kept), o (sneeze), +, + Josh +, +, +, +, +, o (cleaning) Cody o (watched), +, +, +, +, + Manual +, +, +, +, +, +

18. Students Are Successful Calculating Success Rate: Story Reading Nine goats made plans to go on a hike. They were going to follow a trail over five hills. Joan was one of the goats who planned to go on this hike. Gorman also planned to go. But Joan’s mom did not like that part of the plan. She did not want Joan to get wet or to get dirty. She blamed Gorman for what happened the last time Joan went with him. So she told the other goats, “If Gorman goes, Joan stays home. If Gorman goes, Joan stays home.” Joan did not want to stay home. She kept telling her mom that she would not walk near Gorman. She said that no goats would go near the pond. She told her mom, “We will be in the hills. We will be in the hills.” But her mom kept telling Joan, “No, you can’t go. No, you can’t go.” For days, Joan and her mother talked and talked. The more they talked, the more the other goats made jokes about Gorman and the toads. More to come. (Horizons B, Lesson 57) was kept 8 errors planned jokes 178 words in passage blamed toads went 170/178 = 96% kept

19. Students Are Successful • Code individual turns separately: Story Reading Example Sarah was Michelle planned, blamed, went, kept Josh jokes Cody toads Manual :)

20. Students Are Successful Calculating Success Rate: Comprehension How many goats? + Picture: Where? + Where are goats? + Name two goats? + What’s first goat saying? + Which part? + What’s the next goat saying? + Who does Joan’s mom ...? + Why does goat think funny? + What happened? + Why doesn’t Gorman think funny? 0 Cody Who did Joan’s mother blame? + What did Joan’s mother say? + Picture: 3 errors Where are the goats? + 20 Comprehension Questions What’s Gorman saying? + What’s Joan’s mom saying? + 17/20 = 85% Why does Joan look unhappy? 0 Sarah Why did Joan ... safe on hike? 0 Josh Picture What’s going on? (Joan) + What’s going on? (Joan’s mom) +

21. Students Are Successful • Double Partner Practice #2 : A Foursome! Select either the HM phonemic awareness activity or the ERI letter sounds activity. Have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate overall correct rate. Then, the pairs switch roles.

22. Video of Small Group Strategic Instruction • View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20. • Collect data on student responses. • Identify the student problem(s). • What would you say to this teacher in the debrief? POST