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ELEMENTARY READING COACH FOUNDATIONAL TRAINING
Day One
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The reading/literacy coach will serve as a stable resource for professional development throughout a school to generate improvement in reading and literacy instruction and student achievement.
Just Read, Florida! K-12 Comprehensive Research Based Reading Plan, Florida Reading/Literacy Coach Position Description
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For change to happen, for shifting our way of thinking we must, establish a purpose, create routines, explain in detail (I, We, You) and Give It Time.
Coaching ConversationsTime management Developing Relationships Role of the Coach
Coach’s Craft
Technology to support coaching Coach’s log Coach’s compact Coach’s schedule
Assessment/Intervention
Literacy Leadership
Instruction
FAIRFCAT Voyager
Purposes of AssessmentSmall Group Intervention Data Chats
Literacy Leadership Teams Lesson Study Response to Intervention Facilitative Leadership
Goal SettingCommon language Collaborative Structures
Instructional StrategiesInstructional Routines
K‐12 CRRPStandards Core Reading Program
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Coaching Conversations
Time management
Developing Relationships
Role of the Coach
Coach’s Craft
Technology to support coaching
Coach’s log
Coach’s compact
Coach’s schedule
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In an effort to make your job morefocused and more effective, youshould be moving from a “providerOf information” to a learning
partner with teachers…
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A Coaching Continuum
Coaching duties take many forms including:Facilitating workshops
Providing Demonstration Lessons; Co-teaching; Observing, conferencing, and debriefing
Facilitating “teacher self-discovery”
The constant in all of these activities is that they lead to better instructional practices and higher student achievement…
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A Coaching Continuum
The activities listed on the next slide range from providing information in order to improve instruction, to giving teachers actual “coaching” to improve what they are doing, and finally, to helping teachers examine what they need and facilitating their development as master teachers…
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Facilitate aworkshopor sessionto improveinstruction
and studentachievement
Provide anobservation
lesson to improveinstruction and
studentachievement with
feedback andcollaborative
input.
Co-teach withcolleague to
improve instructionand student
achievement basedon mutually agreedupon learning goals
and successindicators.
Confer,observe, and
debrief toimprove
instructionand studentachievement.
Facilitate astudy group
to investigatecommon
interest topicsto improveinstruction
and studentachievement.
Facilitateaction
research to seekResources after
reflection to improve instruction and
studentachievement.
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Facilitate astudy group
to investigatecommon
interest topicsto improveinstruction
and studentachievement
Facilitateaction
research toseek
resourcesafter reflection
to improveinstruction and
studentachievement
Highly directive… Highly reflective…
Facilitate aworkshopor sessionto improveinstruction
and studentachievement
Provide anobservation
lesson to improve
instruction andstudent
achievement withfeedback andcollaborative
input
Co-teach withcolleague to
improve instructionand student
achievement basedon mutually agreed
upon learning goals
and successindicators
Confer,observe,
anddebrief toimprove
instructionand studentachievement
Coaching Continuum
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PMRN Reported Coaching Categories
Professional Development (Whole Faculty)Professional Development (Small Group)PlanningModeling LessonsCoachingCoach-Teacher ConferenceStudent Assessment
Data ReportingData AnalysisMeetingsKnowledge BuildingManaging Reading MaterialsOther
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Guiding Question:
How do each of these categories affect student achievement and lead to better instructional practices?
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Coach’s Log
The following categories from the Coach’s Log encompass the heart of the coaching process:Professional Development (Whole Faculty)Professional Development (Small Group)PlanningModeling LessonsCoachingCoach-Teacher Conferences
What percentages do you think are reported for each category district wide?
1%
11%11%
11%13%
3%
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Coach’s Log continued
The following categories from the Coach’s Log encompass other duties performed by the coach:
Student AssessmentData ReportingData AnalysisMeetingsKnowledge BuildingManaging MaterialsOther
What percentages do you think are reported for each category district wide?
16%3%
7%8%
6%
5%5%
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Guiding Question -
Does the data in your school justify how you spend your time?
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Reading Coach Compact
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Reading Coach Schedule
According to the 2010-2011 K-12 Comprehensive Research-based Reading Plan, all coaches are to maintain a daily/weekly schedule to record
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Purpose of Assessment
Small Group Intervention
Data Chats
Assessment/Intervention
FAIR
FCAT
Voyager
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© 2009 Florida Department of Education
The K-2 “Big Picture” Map
Broad Screen/Progress Monitoring Tool(BS/PMT) “All” students
• Letter Naming & Sounds• Phonemic Awareness • Word Reading
Broad Diagnostic Inventory(BDI) “All” students“Some” students for vocabulary
• Listening Comprehension• Reading Comprehension• Vocabulary • Spelling (2nd grade only)• Letter Sound Knowledge (K only, optional)
Targeted Diagnostic Inventory(TDI) “Some” students
• K = 9 tasks• 1st = 8 tasks• 2nd = 6 tasks
Ongoing Progress Monitoring(OPM)“Some” students
•K – 2 = TDI tasks•1 – 2 = ORF
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K-2 Targeted Diagnostic Inventory (TDI) MapKindergarten • Print Awareness
• Letter name and sound knowledge• Phoneme Blending• Phoneme Deletion Word Parts/Initial• Letter Sound Connection Initial• Letter Sound Connection Final• Word Building –Initial Consonants• Word Building –Final Consonants• Word Building –Medial Vowels
First Grade • Letter Sound Knowledge • Phoneme Blending• Phoneme Deletion Initial• Phoneme Deletion Final• Word Building –Consonants• Word Building –Vowels• Word Building –CVC /CVCe• Word Building –Blends
Second Grade • Phoneme Deletion Initial• Phoneme Deletion Final• Word Building –Consonants• Word Building –CVC /CVCe •Word Building –Blends & Vowels• Multisyllabic Word Reading
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School Status Report (K-2)- Handout 1
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Class Status Report (K-2)-
©2009 Florida Center for Reading Research
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Student Score Detail Box (K-2)-
©2009 Florida Center for Reading Research
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© 2009 Florida Department of Education 23
K-2 Class Status Report Worksheet –data analysis questions
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© 2009 Florida Department of Education
24
How is comprehension impacted?
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© 2009 Florida Department of Education 25 25
The 3-12 “Big Picture” Map
Type of Assessment Name of Assessment
Broad Screen/Progress Monitoring Tool (BS/PMT) –Appropriate for ‘All’ students
• Reading Comprehension (RC)
Targeted Diagnostic Inventory(TDI) – “Some” students
• Maze• Word Analysis (WA)
Ongoing Progress Monitoring (OPM) – “Some” students
• Maze• ORF• RC (Fall 2009)
Informal Diagnostic Toolkit(Toolkit) – “Some” students
• Lexile Passages• Scaffolded Discussion Templates• Phonics Inventory• Academic Word Inventory
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© 2009 Florida Department of Education 26
How is the student placed into passages/items?
Task Placement Rules
Reading Comprehension -Adaptive
•For AP 1, the first passage the student receives is based on one of the following general estimates of the student’s ability.
• Grade level and prior year FCAT (if available) • All 3rd grade students are placed into the same passage•For students in grades 4-5 without an FCAT score are placed in the same on-grade level passage.
•For AP 2 and 3 passage one is based on students FSP.
Maze – Not adaptive
Two predetermined passages based on grade level and assessment period
WA - Adaptive AP 1-3 starts with predetermined set of 5 words based on grade level. Performance on the set of 5 determines next set of words.5-30 words given at each assessment period based on ability.
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School Status Report (3-12)- Handout 2
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Class Status Report-(3-12)
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Student Score Detail Box-
(3-12)
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© 2009 Florida Department of Education 30
Assessment/Curriculum Decision Tree for Reading Improvement for the Florida Assessments for Instruction in Reading
Handout 11
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© 2009 Florida Department of Education 31 31
Common Profiles/Patterns of Performance
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In order to In order to effectivelyeffectively group group studentsstudents……Examine data to determine:• Who has not shown mastery of specific skills on the FAIR (BS, BDI, TDI)?• What are those specific skills?• How am I going to meet individual students’ needs?
Analyze group size Work with each small group differently based on instructional need as determined by the results of the various reading assessments. Monitor progress of the most at-risk students more frequently.Make instructional changes to accelerate learning:• Size of the small group• Group members• Level of explicitness• Amount of scaffolding• Length of time for targeted instruction
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Grade: Assessment period: Teacher: Date: Group 1 _________________ Level:
Group 2 ________________ Level:
Group 3 _________________ Level:
Group 4 ________________ Level:
Student Data Results Student Data
Results Student Data Results Student Data
Results FOCUS:
FOCUS: FOCUS: FOCUS:
Instructional Resources:
Instructional Resources: Instructional Resources: Instructional Resources:
Sample Group RosterSample Group Roster
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© 2009 Florida Department of Education 34 34
Linking to Resources through PMRN
Teachers will have the option of clicking on column headers for:K-2
RC, LC, Vocabulary, Spelling, and TDI Tasks3-12
RC, Maze, WAThese links will take them to a search page which will in turn bring them to a list of resources designed to assist instruction in the chosen area. Resources include
K-2: Empowering Teacher Routines and Student Center Activities3-5: Empowering Teacher Routines and Student Center ActivitiesK-12: LEaRN videos and other LEaRN resources
You can also get to some of these same resources through a search tool located on FCRR home page (www.fcrr.org)
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© 2009 Florida Department of Education 35
Linking to Resources through PMRN: Grades K-2
Active Links to click on for resources in the PMRN Reports Reading ComprehensionListening ComprehensionSpelling VocabularyTDI Tasks
The Class Status Report, the Class TDI Report and the Class Detail TDI Report all have these ‘resource’ links
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© 2009 Florida Department of Education 36 36
Linking to Resources through PMRN: Grades 3-5
Teachers will have the option of clicking on column headers for:RC MazeWA
These links will take them to a search page which will in turn bring them to a list of resources designed to assist instruction in the chosen area. Resources include
3 – 5: Empowering Teacher Routines and Student Center Activities3 – 12: LEaRN videos and other LEaRN resources
You can also get to some of these same resources through a search tool located on FCRR home page (www.fcrr.org)
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© 2009 Florida Department of Education 37www.justreadflorida.com/LEaRN
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© 2009 Florida Department of Education 38©2009 Florida Center for Reading Research
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Goal Setting
Common Language
Collaborative Structures
LiteracyLeadership
Literacy Leadership Teams
Lesson Study
Response to Intervention
Facilitative Leadership
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Collaborative Structures
Principal/Coach Relationship
Partnership agreements are a form of contract or mutual agreement between a coach and his/her principal.
The agreements typically are about the scope of the work, expected results, and other details associated with the
coach’s work with individuals or teams.
-Killion and Harrison
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4141
Reading Clarify the Coach’s Role
Read p. 4-5 of the “Clarify the Coach’s Role” Handout 1.
Once completed, rank order (from most important to least important) your top four partnership agreements.
After you have done this individually, share with your table and come to consensus….be prepared to share with the entire group.
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Collaborative Structures
Who are your clients? Coaching based on Invitation?
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K‐12 CRRP
NGSS
Core Reading Program
Instruction
Instructional Strategies
Instructional Routines
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Reading PrioritiesReading Priorities
6 3 ii iii
6 Major Components
3 Types of Classroom Assessment
Initial Instruction
Immediate Intensive Intervention
+ ++
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Oral Language
Screening
Diagnosis
Progress Monitoring
Explicit
Systematic
Scaffolded
Differentiated
Print-rich
Flexible grouping
Accommodations
Universal Design
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Characteristics of Instructional Density
ExplicitExplicit -- how instruction is deliverednew skills/concepts introduced in direct mannerteacher modeling: “I do, we do, you do”
During “ we do” instruction is scaffolded to ascertainappropriate level of support
corrective feedback procedures
SystematicSystematic - a feature of timeconnected series of lesson plans over timemoves from explicit to implicit over timeset of instructional routines from simple to complexcumulative review
DifferentiatedDifferentiated - level of support as neededstudents are provided varying levels of support based on need
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Scaffolding:Gradual Release of Responsibility
Explicit & Systematic Instruction
Modeling/Think Alouds
Guided Practice
IndependentPractice
StudentStudentMasteryMastery
High Student Engagement
Guided Practice with Corrective Feedback
Concept Knowledge, Skills & Strategies
Transfer and Application of new skills and strategies
Continues to Monitor Progress
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K-12 Comprehensive Research-Based Reading Plan
Teacher Directed InstructionGrade-Level TextCORE Instruction (CCRP-Houghton Mifflin)
Process Writing Instruction 30 minutes(Should occur outside the 90 minute block)
Differentiated Instruction RotationGuided Reading/Skills and/or Strategy Groups
Instructional Level Text
Rotation 1 Rotation 2
Possibility for a third rotation, if necessary
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What materials are available in your school?
Grades K-5On My Way Practice ReadersLittle ReadersHoughton Mifflin theme paperbacksHoughton Mifflin Phonics Library (if not previously used with instruction in the CORE block)A.L.L. Library BooksPrevious series leveled books ANY LEVELED BOOKS
Multiple opportunities to re-read at the TLC and/or at a fluency center
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Establish Accountability
Observation of classroomClassroom organizationClassroom environment
Observation of lessonDeepExplicitScaffolded
Continued planningReleasing responsibilityAdapting to meet teacher/student needs
Institute Lesson StudyModel of Reflective teaching/coaching
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Where Do We Go from Here?For change to happen, for shifting our way of thinking we must, establish a purpose, create routines, explain in detail (I, We, You) and Give It Time.
Coaching ConversationsTime management Developing Relationships Role of the Coach
Coach’s Craft
Technology to support coaching Coach’s log Coach’s compact Coach’s schedule
Assessment/Intervention
Literacy Leadership
Instruction
FAIRFCAT Voyager
Purposes of AssessmentSmall Group Intervention Data Chats
Literacy Leadership Teams Lesson Study Response to Intervention Facilitative Leadership
Goal SettingCommon language Collaborative Structures
Instructional StrategiesInstructional Routines
K‐12 CRRPStandards Core Reading Program