ALABAMA STATE PERSONNEL DEVELOPMENT GRANT “Improving the Performance and Success of Alabama’s

1. Supporting the Alabama Adolescent Literacy Project (ALP) through Online Instructional Coaching and Consultation ALABAMA STATE PERSONNEL DEVELOPMENT GRANT “Improving the Performance and Success of Alabama’s Children and Youth With Disabilities Through Implementation of Scientifically Based Curricula/Interventions Provided by Qualified Personnel”

2. Supporting the Alabama Adolescent Literacy Project (ALP) through Online Instructional Coaching and Consultation PRESENTERS Dr. Pam Howard Susan Williamson Dr. Marci Rock Theresa Farmer Ann Hoffman

3. A project is like taking a trip: 3 Big Questions

4. Poll #1: How many of you have implemented some level of online coaching? 1. Implemented 2. Not Implemented

5. Poll #2: Which of these categories best fits your online coaching implementation level: 1. Not planning to implement 2. Considering the possibility, but uncertain 3. Developed a plan, but have not implemented 4. Some degree of implementation 5. Proficient implementation

6. Poll #3: If you are not planning to implement online coaching, is it primarily because of: 1. Logistical barriers (e.g., time, resources) 2.Personnel barriers (e.g., insufficient personnel for coaching, reluctance of teachers) 3. Lack of information about online coaching 4. Other reason

7. Where are we and where are we going?

8. Where are We? State Implementation & Scaling-up of Evidence-Based Practices (SISEP) Assessment of Implementation Stages • National Implementation Research Network • Exploration Stage – Actively considering, but still undecided. • Installation Stage – Decided and in progress, but real world practitioners have not yet put the innovation into practice. • Initial Implementation Stage – First attempts at translating the innovation into practice have been made. • Full Implementation Stage – 50% of allocated practitioners implement with fidelity. (SISEP, 2011)

9. Adolescent Literacy Project (ALP) The implementation of research-based strategies [i.e., Strategic Instructional Model (SIM)] supported by effective professional development and on-going support through • access to persons with expertise in the strategies • online instructional coaching • online consultation.

10. Strategic Instruction Model (SIM) Developed and researched at the University of Kansas Center for Research on Learning (KU-CRL): • Teacher-Focused Interventions: Content Enhancement Routines • Critical features of the content are selected and transformed to promote learning • Student-Focused Interventions: Learning Strategies Curriculum • Curriculum is divided into strands or categories of skills (e.g., reading, storing information, expressing information, demonstrating competence) (Lenz, Deshler, & Kissam, 2004)

11. Instructional Coaching • Job-embedded professional development • On-site professional developers and/or coaches who coach on how best to implement strategies • Equal partnership between teacher and coach • Shared respect of teachers’ professionalism • Valuable knowledge provided at the time when teachers most need it (KU-CRL, n.d.)

12. Online Coaching • Online connection between a classroom teacher and a coach through a Voice over Internet Protocol (VoIP) (e.g., Skype) during instruction • Teacher being observed • wears a Bluetooth enabled earpiece • points a webcam toward the area of instruction • Coach • talks to the teacher during instruction in real-time • coaches through instructional, positive, and corrective feedback (Rock et al., 2009)

13. (Dictionary.com)

14. Online Consultation • Online connection between a classroom teacher and a consultant through a Voice over Internet Protocol (VoIP) (e.g., WebEx, Skype) during a planning period • Teacher • sits (usually) at a desk facing a webcam or built-in camera • wears a Bluetooth enabled earpiece, typical microphone headset, or uses the microphone built into a computer • Consultant • talks to the teacher in a video-chat format • advises or confirms based on their expertise with the subject discussed

15. (Dictionary.com)

16. Who’s been tosome of these places before?

17. Research: Selected SIM* *Research conducted by the University of Kansas Center for Research on Learning (KU-CRL), has shown positive effects of the use of SIM Strategies. All research conducted by the Center for Research on Learning has been critically reviewed by scientific panels in the U.S. Department of Education and other federal and foundation funding agencies.

18. Research: Implementation of Research-Based Strategies in the Classroom Factors needed: 1. Initial awareness 2. Professional development 3. Access to experts 4. On-going support (Elias et al., 2003; Han & Weiss, 2005; Howard, 2007)

19. Research: Professional Development Knowledge and skills are improved by quality of PD (Gallagher, 2002; Lyons & Pinnell, 2001). The most effective PD is -authentic -job-embedded(personalized) -on-going(sustained) -task oriented (focused) -collaborative -supported by coaching, modeling, observation and feedback (Cochran-Smith & Lytle, 1999; Darling-Hammond & McLaughlin, 1995; Joyce & Showers, 1996; Lieberman, 1995; McLaughlin & Talbert, 2001; Wei et al., 2009).

20. Research: Instructional Coaching When taught a new strategy during an after-school workshop, teachers more likely to… • implement new strategy when supported by an instructional coach compared to only attending the after-school workshop. • self-selected to use the new strategy at a higher quality when supported by instructional coaching as opposed to only attending the workshop. (Cornett & Knight, 2009)

21. Research: Online Coaching to provide instructional coaching to promote research-based strategies in classrooms… While at the University of Alabama, Dr. Marcia Rock taught selected research-based practices through (a) modeling, (b) providing concrete examples, and (c) having teachers practice the strategies while being supported with online real-time coaching. * [*Project TEEACH, an OSEP Personnel Preparation Grant, was in partnership with the Alabama State Department of Education (ALSDE) and parts are being sustained through the ALP].

22. Real-Time is the actual time during which a process takes place or an event occurs(dictionary.com) My Bluetooth is working well. Today, I am teaching subtraction using self-monitoring checklists. Great strategy researched by Uberti et al., 2004. Go ahead and I will offer support when needed.

23. Research: Implementation of selected research-based strategies supported by online coaching Teachers increased number of… • Verbal/Nonverbal Choral Response strategies implemented • Partner strategies implemented • Cloze Reading strategies implemented (Rock et al., 2009)

24. The Bridge from Project TEEACH to ALP: Like Project TEEACH, while using a wireless Bluetooth,online instructional coaching is provided in real-time while the classroom teacher who is implementing the learning strategies (SIM) is making the connection before the lesson, talkingto students, providing instruction silent(e.g., monitoring students), and/or ending the connection after the lesson (Rock et al., 2009)

25. Online Coaching has not remained exclusive to Alabama Marcia Rock, UNCG Maya Israel, UC Pam Williamson, UC Project TEEACH, UA Susan Williamson, ALSDE Theresa Farmer, ALSDE Pam Howard, ALSDE Bob Gable ODU Rick Brigham GMU Lisa Dieker, UCF Wanda Wade, UWF Fran Warkomski, FL Tech Naomi Zigmond, Pitt Mary Catherine Scheeler, PSU PaTTAN Earle Knowlton, KU

26. Equipment Needs:

28. SPDG Capacity Building Component: Grow Them Project TEEACH ALP • Of the six cohort systems, two employ teachers who experienced multiple hours of online coaching as part of Project TEEACH and are available to provide peer support to the ALP teachers. • One ALP teacher (year 3) has achieved KU-CRL Professional Developer Certification. • Upon request, she has provided online modeling for other ALP teachers.

29. ALSDE’s Online Web Conferencing site (VoIP) of choice is WebEx (webex.com): Known Benefits Known Barriers • No hardware installation • No software maintenance • Works with PC or Mac  • Upgrades are automatic • Sends email reminders for scheduled sessions with a link • Recording capabilities • On screen presentation capabilities (e.g., PowerPoint slides, smart board) • Instant messaging available • Tutorials are available a. Self-paced b. Instructor led (live) 1. Monthly or yearly fee involved 2. Some incompatibility with Bluetooth devices Special note: Rock et al. (2009) used Skype, a free Service.

30. So far, what has been learned?

31. Bridging it all together for ALP ALP

32. Next Steps: Bridging the Gap To Get to Stage 3 • National Implementation Research Network • Exploration Stage – Actively considering, but still undecided. • Installation Stage – Decided and in progress, but real world practitioners have not yet put the innovation into practice. • Initial Implementation Stage – First attempts at translating the innovation into practice have been made. • Full Implementation Stage – 50% of allocated practitioners implement with fidelity. ((SISEP, 2011)

33. Thank you for your interest in the Online Instructional Coaching and Consultation component of the Adolescent Literacy Project (ALP). .

34. References • Beals, V. L. (1983). The effects of large group instruction on the acquisition of specific learning strategies by learning disabled adolescents. Unpublished doctoral dissertation, University of Kansas, Lawrence. • Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-11. • Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp. 192-216). Thousand Oaks, CA: Corwin Press. • Darling-Hammond, L. & McLaughlin, M.W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604. • Deshler, D. D., Schumaker, J. B., Lenz, K. b., Bulgren, J. A., Hock, M. F., Knight, J., & Ehren, B. J. (2002). The Strategic Intervention Model. The University of Kansas Center for research on Learning: Lawrence, KS.

35. Reference cont. • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303-319. • Gallagher, H. A. (2002). Elm Street School: A case study of professional development expenditures. Education Policy Analysis Archives, 10(28). • Glaeser, B. J. C. (1998). The effects of an instructional model for improving reading comprehension achievement of students with learning disabilities, normally-achieving, at risk, and gifted students in a multi-age, inclusive general education classroom. Unpublished doctoral dissertation, University of Kansas, Lawrence. • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-680.

36. Reference cont. • Harris, M. L., Schumaker, J. B., & Deshler, D. D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities, Learning Disability Quarterly, 34(1), 17-33. • Howard, P. W. (2007). Factors that Support the Implementation and Sustainability of Graphic Organizer Instruction in Inclusive Classrooms with Students with and without Specific Learning Disabilities. Unpublished doctoral dissertation, The University of Alabama, Tuscaloosa. • Instructional Coaching Project (n.d.). Instructional coaching. Retrieved from http://www.instructionalcoach.org/ • Joyce, B., & Showers, B. (1996). Staff development as a comprehensive service organization. Journal of Staff Development,17(1), 2-6.

37. Reference cont. • Kansas University Center for research on Learning (n.d.). Instructional coaching: Kansas Coaching Project. Retrieved from http://www.instructionalcoach.org/ • Klingner, J. K., Vaughn, S., Hughes, M. T., & Arguelles, M. E. (1999). Sustaining research-based practices in reading: A three year follow-up. Remedial and Special Education, 20, 263-274. • Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press. • Lenz, B. K., & Hughes, C. A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149-158. • Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2004). Teaching content to all: Evidence –based inclusive practices in middle and secondary schools. Boston, MA: Allyn and Bacon.

38. Reference cont. • Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76, 8, 591-596. • Lyons, C. A., & Pinnell, G. S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann. • McLaughlin, M. W., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press. • Rock, M. L., Gregg, M., Gable, R. A., & Zigmond, N. (2009). Virtual coaching for novice teachers, Phi Delta Kappan, 91(2), 36-41. • Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., & Zigmond, N. (2009). See me, hear me, coach me. Journal of Staff Development, 30(3), 24-26.

39. References cont. • Rock, M. L., Gregg, M., Thead, B., Acker, S., Gable, R. A., & Zigmond, N. (2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers in training. Teacher Education and Special Education, 32, 64-82. • Schumaker, J. B., Deshler, D. D., & McKnight, P. C. (1991). Teaching routines for content areas at the secondary level. In G. Stover, M. R Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 473-494). Washington, DC: National Association of School Psychologists. • Seybert, L. (1998). The development and evaluation of a model of intensive reading strategies instruction for teachers in inclusive, secondary-level classrooms. Unpublished doctoral dissertation. University of Kansas, Lawrence.

40. References cont. • SESIP (2011). State implementation and scaling-up of evidenced-based practices. Retrieved from http://sisep.fpg.unc.edu/sites/sisep.fpg.unc.edu/files/resources/SISEP-StagesOfImplementationAnalysis-03-2012.pdf • Uberti, H., Mastropieri, M., & Scruggs, T. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39, 269-275. • Wei, R. C., Darling-Hammond, L., Richardson, N., Andree, A., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Council on Staff Development. • Woodruff, S., Schumaker, J. B., & Deshler, D. D. (2002). The effects of an intensive reading intervention on the decoding skills of high school students with reading deficits. (Research Report No. 15). Lawrence, KS: University of Kansas Center for research on Learning.