Oregon Reading First: Statewide Mentor Coach Training by 4JpM8h4V

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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

                                      1
                                 Oregon Reading First
                                      Cohort B
                           Statewide Mentor Coach Training

                                    August 15, 2005

TIME          TOPIC                                                 PRESENTER

9:00-9:30     Welcome / Introductions/Logistics                     Carrie Thomas Beck


9:30-10:00    Overview of Coaching Model                            Carrie Thomas Beck


10:00-10:30   Support for Coaches                                   Carrie Thomas Beck


10:30-10:45   BREAK


10:45-12:00   Implementing the Schoolwide Beginning Reading         Carrie Thomas Beck
              Model

12:00-12:45   LUNCH


12:45-1:00    Transition to the College of Education Computer Lab


1:00-3:00     DIBELS Database Training                              Hank Fien
                                                                    Josh Wallin
                                                                                         2
Overview of Coaching Model




                             3
         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




                                                              4
              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




                                                                     5
                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




                                                                   6
            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




                                                         7
                           Mentor Coach Job Description
Mentor Coach Qualifi cations:                                        Serve as expert in the DIBELS data system and
 Must have experience in teaching a comprehensive,                   assessment teams, provide refresher trainings, and work
  supplemental, and intervention reading program.                     with teachers on data interpretation and making
                                                                      appropriate instructional decisions based on data.
 Must be highly knowledgeable about Scientifically Based
                                                                     Attend and assist in the presentation of all Institutes on
  Reading Research (SBRR) programs, principals of
                                                                      Beginning Reading (school-based and leadership).
  effective reading instruction, instructional strategies, and
  use of DIBELS to assess reading performance.                       Participate in professional development in preparation to
                                                                      fulfill all Reading First duties and responsibilities.
 Must have effective communication and classroom
  management skills.                                                 Allocate work time exclusively to goals and objectives of
                                                                      Oregon Reading First.
Mentor Coach Duties and Responsibilities:                            Perform other duties as assigned by the Oregon
   Serve as instructional leader to provide staff development,       Department of Education and Oregon Reading First
    support, and direct and explicit feedback to teachers             Center.
    about the implementation of scientifically-based reading
    programs, instructional strategies, and reading               Mentor Coaches will NOT:
    assessments.                                                     be assigned to directly provide instruction to children on
   Model new teaching strategies and observe program                 an ongoing or substitute basis;
    implementation.                                                  be designated to clerical tasks;
   Meet regularly wi th classroom teachers, regional                have other responsibilities that take time from their
    coordinators, and other coaches to collaborate, talk about        instructional leadership roles.
    student instructional needs, and plan for instruction based
    on progress monitoring outcomes.                              Note: Adherence to the Mentor Coach duties and
   Collaborate with building staff to establish a master         responsibilities is a condition of continuing to receive Reading
    reading schedule that allocates a minimum of 90 minutes       First funding.
    of reading instruction per day. This schedule will also
    delineate instruction for children receiving core,
    supplemental or intervention instruction.                     For Information or clarification, call or e-mail: Russ Sweet at
   Facilitate the selection and oversee the implementation of    503-378-3600 Ext. 4448 or russ.sweet@state.or.us.
    the comprehensive, supplemental and intervention
    programs.
   Ensure school implementation of approved Reading First
    application and schoolwide beginning reading plan with
    fidelity.                                                                                                                        8
              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




                                                                     9
         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




                                                     10
         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




                                                          11
             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




                                                                  12
           School-Level Coaching
          Follow-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




                                                            13
             Reading First Coaching:
               Overarching Goals
1.   Work collaboratively with teachers and other professionals to
     identify areas for classroom support and to implement support
     plans
2.   Establish expertise in core, supplemental, and intervention
     programs
3.   Conduct classroom observations to determine program fidelity
4.   Model effective instruction in the classroom
5.   Collect, analyze, and interpret student reading data
6.   Provide ongoing inservices and other professional
     development at the school level




                                                                     14
Support for Coaches




                      15
                   State-Level Reading First
                              Oregon Department of Education
                                   Joni Gilles, Director
                                 Russ Sweet, Team Leader


                                Oregon Reading First Center
                                   University of Oregon



              Scott Baker (B-ELL)                       Carrie Thomas Beck (Cohort B)
                  Co-Director                                    Co-Director


                   Hank Fien                                      Trish Travers
            Coordinator of Evaluation                          Coordinator, Cohort A


                                    B-ELL Support Team
                                           Doris Baker
                                    Judith Plasencia-Peinado
                                           Lupina Vela




 Wayne       Jeanie Smith       Jennifer Walt       Rachell Katz         Carol Dissen   Pat Nash
Callender                                             B-ELL
                                                                                                   16
                             Cohort B
                 Regional Coordinator Assignments


Rachell Katz   Wayne Callender   Jennifer Walt    Jeanie Smith       Doris Baker




 Hillsboro        Portland       David Douglas   Lincoln County     Forest Grove

 Tillamook        Reynolds                       Jefferson County

   Salem           Umatilla                      Douglas County

                                                    Sheridan




                                                                                   17
                   RC Contact Information
Doris Baker
                  dbaker@uoregon.edu     541-747-2925


Wayne Callender
                  TBA


Rachell Katz
                  rkatz@uoregon.edu      503-274-4828


Jeanie Smith
                  jmercier@uoregon.edu   541-346-2875


Jennifer Walt
                  jjwalt@uoregon.edu     208-938-5635



                                                        18
               B-ELL Support Team

Doris Baker        dbaker@uoregon.edu




Judith Plasencia   judithandricardo@sbcglobal.net
Peinado



Lupina Vela        lupinavela@aol.com




                                                    19
                          Cohort B Schools
DISTRICT               SCHOOL        PRINCIPAL              COACH
David Douglas (1)      Earl Boyles   Candy Wallace          Abby Roth


Douglas County (2)     Green         Kristen Garcia         Nicki Walsh


                       Winchester    Jeanne Grazioli        Yvonne O’Neil


Forest Grove (1)       Fern Hill     Dave Dorman            Melissa Carter
                                                            Maroha Sauvageau

Hillsboro (1)          Witch Hazel   Nancy Kingston-Beall   Laurie Dilbeck


Jefferson County (2)   Buff          Marlys Alger           Craig Morgan


                       Madras        Darryl Smith           Billie White


Lincoln County (1)     Arcadia       Rosemary O’Neil        Sue McVeigh




                                                                               20
DISTRICT           SCHOOL              PRINCIPAL          COACH

Portland (4)       Jason Lee           Chris Bogdanow     Cathy Cowherd


                   MLK Jr.             Ronda Craemer      Kathleen Griffin


                   Marysville          Jacque Shayne      Julie Goodman


                   Rigler              Kathleen Kaczke    Tai Said-Hall


Reynolds (1)       Margaret Scott      Nancy Dombrowski   Lisa Calcagno


Salem-Keizer (1)   Hallman             Sara Irish         Heidi Blakley


Sheridan (1)       Faulconer-Chapman   Scott Bennighof    Karen Aquinas


Tillamook (1)      South Prairie /     Donna Minard       Cathie Fetzer
                   Liberty

Umatilla (1)       McNary Heights      Bob Lorence        Scott Smith



                                                                             21
           Coaching Model:
Providing Support and Being Supported
                     Student

                     Teacher


            Coach             District
                             RF Team

                     Regional
                    Coordinator

      Oregon                        Oregon
    Reading First                 Department of
      Center                       Education

                                                  22
      Year 01 Coaches’ Training
         AUGUST 15, 2005                     NOVEMBER 3, 2005
¥ Overview of Coaching Model        ¥ Carolyn DentonÕs
                                                     Introductory
                                    Session:
¥ Implementation Checklist          Ã Establishing your new role in the school
                                    Ã Overview of steps to take to get started in the
                                    role.
¥ Getting Started with the DIBELS
Database
                                    ¥ Five-Minute Observations




       FEBRUARY 16, 2006                         APRIL 27, 2006
¥ Formal Fidelity Observations      ¥ Preparation for Spring IBR




                                                                                        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
Douglas County     Green               B     J. Smith

                   Winchester          B     J. Smith

Hillsboro          David Hill          A     C. Dissen

                   Mooberry            A     C. Dissen

                   W.L. Henry          A     C. Dissen

Jefferson County   Buff                B     J. Smith

                   Madras              B     J. Smith

                   Warm Springs        A     J. Smith

                   Westside            A     J. Smith

Lincoln County     Arcadia             B     J. Smith

N. Clackamas       Lot Whitcomb        A     C. Dissen

PPS                Beach               A     C. Dissen

                   Boise Eliot         A     C. Dissen

                   Lent                A     C. Dissen

                   Scott               A     C. Dissen

                   Woodlawn            A     C. Dissen

Sheridan           Faulconer-Chapman   B     J. Smith



                                                         25
                                Region 2


Beaverton      Aloha Park           A       T. Travers

               William Walker       A       T. Travers

Forest Grove   Fern Hill            B-ELL   D. Baker

Hillsboro      Witch Hazel          B-ELL   R. Katz

Salem          Hallman              B       R. Katz

               Hayesville           A       R. Katz

               Washington           A       R. Katz

Tillamook      Liberty              B-ELL   R/ Katz




                                                         26
                                    Region 3
David Douglas      Cherry Park          A       J. Walt

                   Lincoln Park         A       J. Walt

                   Mill Park            A       J. Walt

                   Ventura Park         A       J. Walt

                   West Powellhurst     A       J. Walt

                   Earl Boyles          B       J. Walt

Milton Freewater   Grove/Freewater      A       J. Walt

Ontario            Alameda              A       J. Walt

                   May Roberts          A       J. Walt

PPS                Humboldt             A       W. Callender

                   Whitman              A       W. Callender

                   Jason Lee            B       W. Callender

                   MLK Jr.              B       W. Callender

                   Marysville           B       W. Callender

                   Rigler               B-ELL   W. Callender

Reynolds           Margaret Scott       B       W. Callender

Umatilla           McNary Heights       B-ELL   W. Callender


                                                               27
                              Region 4

Albany         Sunrise            A      P. Nash
Coquille       Lincoln            A      P. Nash
Klamath        Chiloquin          A      P. Nash
Medford        Howard             A      P. Nash
               Jackson            A      P. Nash
               Jefferson          A      P. Nash
               Oak Grove          A      P. Nash
South Umpqua   Myrtle Creek       A      P. Nash
               Tri City           A      P. Nash




                                                   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 Model
  by 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
                          YEAR 01
Schoolwide Beginning Reading Model
           Implementation Checklist
                          Cohort B

                            Developed by:

                       Deborah C. Simmons
                       Edward J. KameÕ   enui
                                  Hank Fien
                                  Beth Harn
                        Carrie Thomas Beck
                                Rachell Katz
                     Nicole Sherman Brewer
                               Trish T ravers
                               Jennifer Walt




            Oregon Reading First Center
                   University of Oregon

                              August 2005



                                                33
                             IMMED IATELY
            Year 01 Implementation Checklist: Cohort B
               Schoolwide Beginning Reading Model
                       Immediate Priorities                                When

1. Establish m aster school schedule which in clud es 90 minut es of
reading instruction per day with a minimum of 30 minut es of small
group instruction for each student.

2. Identify “assessment team” of ind ividua ls who will collect DIBELS
benchmark and progress monitoring data.

3. Enter students/ set up classrooms on DIBELS database.

4. Establish DIBELS data collection schedule for the year
(benchmarking and progress monito ring).

5. As a school, compl ete the PET-R, identify RAP goals and prioriti es,
and fill out the 05-06 School Profile. Turn in all documents to Deni
Basaraba at the Oregon Reading First Center by Sept. 16th.

6. Schedul e and protect professional developm ent d ays for the school
year.

7. Determine membership and establish r egular meeting times for Grade
Level Teams, Early Reading Team, and District RF Team for 05-06
school year.


                                                                                  34
                             IMMED IATELY
            Year 01 Implementation Checklist: Cohort B
               Schoolwide Beginning Reading Model
                       Immediate Priorities                                 When

1. Establish m aster school schedule which in clud es 90 minut es of
reading instruction per day with a minimum of 30 minut es of small
group instruction for each student.

2. Identify “assessment team” of ind ividua ls who will collect DIBELS
benchmark and p rogress monitoring data.

3. Enter students/ set up classrooms on DIBELS database.

4. Establish DIBELS data collection schedule for the year
(benchmarking and progr ess monito ring).

5. As a school , compl ete the PET-R, identify RAP goals and prioriti es,
and fill out the 05-06 School Profile. Turn in all documents to Deni
Basaraba at the Oregon Reading First Center by Sept. 16th.

6. Schedul e and protect professional developm ent d ays for the school
year.

7. Determine m embership and establish r egul ar meeting tim es for Grade
Level Teams, Early Reading Team, and District RF Team for 05-06
school year.




                                                                                   35
Approaches and Considerations of Collecting Schoolwide
      Early Literacy & Reading Performance Data
                                Developed by Beth Harn
                                  University of Oregon
           Institute on the Development of Educational Achievement (IDEA)




                                                                            36
Approaches for Collecting DIBELS Data

   1.   In-Class Approach
   2.   One Day Schoolwide Approach
   3.   Multiple Day Schoolwide Approach
   4.   Within-Grade Approach




                                           37
                                     September


Sun        Mon               Tue               Wed                   Thu              Fri        Sat
                                                                      1                2          3
                                                              Fall DIBELS
                                                              Data Collection
 4           5                 6                 7                    8                9         10
         Labor Day
                                                                                Cohort B-ELL
      Fall DIBELS                                                               IDEL Training
      Data Collection                                                           (Witch Hazel
                                                                                and Fern Hill)
11           12               13                14                  15                 16        17
      Fall DIBELS
      Data Collection                                                           Cohort B:
                                                                                PET-R, RAP,
                                                                                School Profile
                                                                                due
18           19               20                21                  22                23         24
      Fall DIBELS
      Data Collection
25           26                27                 28                  29               30
                        Cohort B:        Cohort B:            Cohort B:
                        S & I Programs   IBR II ( Portland)    IBR II
                        Overview                              (Portland)
                        (Portland)


                                                                                                       38
                             IMMED IATELY
            Year 01 Implementation Checklist: Cohort B
               Schoolwide Beginning Reading Model
                       Immediate Priorities                                When

1. Establish m aster school schedule which in clud es 90 minut es of
reading instruction per day with a minimum of 30 minut es of small
group instruction for each student.

2. Identify “assessment team” of ind ividua ls who will collect DIBELS
benchmark and progress monitoring data.

3. Enter students/ set up classrooms on DIBELS database.

4. Establish DIBELS data collection schedule for the year
(benchmarking and progress monito ring).

5. As a school, compl ete the PET-R, identify RAP goals and prioriti es,
and fill out the 05-06 School Profile. Turn in all documents to Deni
Basaraba at the Oregon Reading First Center by Sept. 16th.

6. Schedul e and protect professional developm ent d ays for the school
year.

7. Determine membership and establish r egular meeting times for Grade
Level Teams, Early Reading Team, and District RF Team for 05-06
school year.


                                                                                  39
Planning and Evaluation Tool - Revised
               (PET-R)




                                         40
    Planning and Evaluation Tool for
Effective Schoolwide Reading Programs -
                Revised
                (PET-R)

       Edward J. Kame’enui, Ph.D.
       Deborah C. Simmons, Ph.D.



Institute for the Development of Educational
                  Achievement
             College of Education
              University of Oregon




            Revised May, 2003


                                               41
       Elements in an Effective Schoolwide
                 Reading Model:

I.      Goals, Objectives, Priorities
II.     Assessment
III.    Instructional Programs and Materials
IV.     Instructional Time
V.      Differentiated Instruction/ Grouping/Scheduling
VI.     Administration/Organization/Communication
VII.    Professional Development




                                                          42
                         0                     1                  2
                   Not in place       Partially in place   Fully in place

         EVALUATION CRITERIA                        DOCUMENTATION OF EVIDENCE
IV. Instructional Time - A sufficient amount of time is allocated for instruction and the
    time allocated is used effectively.

        1. A schoolwide plan is established
to allocate sufficient reading time and
coordinate resources to ensure optimal use
of time.

       2. Reading time is prioritized and
protected from interruption (x 2).

        3. Instructional time is allocated to
skills and practices most highly correlated
with reading success (i.e., essential
elements of reading including phonemic
awareness, phonics, fluency, vocabulary,
and comprehension).

       4. Students in grades K-3 receive a
minimum of 30 minutes of small-group
teacher-directed reading instruction daily
(x 2).

       5. Additional instructional time is
allocated to students who fail to make
adequate reading progress.

                                 /14 Total Points          %
                             Pe rce nt of Impleme ntation:
                     7 = 50%            11 = 80%         14 = 100%


                                                                                            43
           Reading Action Plan
                                                                            1

                               Institute on Beginning (IBR)
                                Reading Action Plan
                                         (RAP)

        Name of School, District                              City, State

                               Reading Goals and Priorities

1. What:



Who:

When:


2. What:


Who:

When:


3. What:



Who:

When:

   Committee M embers




Adopte d by School Staff on:
                                           Date
                                                                                44
Reading Teams




                45
          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)




                                                46
      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



                                                                 47
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)




                                                48
                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


                                                            49
              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



                                                             50
                                                                  September
                                   September: Year 01 Implementation Checklist: Schoolwide Beginning Reading Model
Element I: Goals , O bjectives,    Element II: Assessment                   Element III: Instructional       Element IV: Instructional Time        Element V: Differentiated
Priorities                                                                  Programs and Materials                                                 Instruction/ Grouping/
                                                                                                                                                   Scheduling
1. Review Planning and             1. Schedule and conduct Fall             1. Implement core reading        1. Protect reading instruction time   1. Analyze Fall DIBELS re ports
Evaluation T ool from IBR #1.      schoolwide data collection.              program.                         and ensure that time is allocated     in grade-level team meetings
                                                                                                             to skills and practices associated    and complete items 2-4.
   Who:      When:                    Who:       When:                                                       with reading success.
                                                                               Who:      When:
                                   2. Organize materials for testing and                                                                            Who:      /When:
2. Review Reading Action Plan      schedule a place for testing to occur.   2. Schedule ongoing                 Who:      When:
from IBR #1 and communicate                                                 professional development for
                                      Who:      When:                                                                                              2. Identify students that will
plan to faculty schoolwide.                                                 core program.                    2. Establish pacing timelines for
                                                                                                                                                   benefit from the core curriculum.
                                   3. Conduct any necessary DIBELS                                           core program across 05-06 school
   Who:      When:                 training or “retooling”.                    Who:      When:               year.
                                                                                                                                                     Who:     /When:
                                      Who:       When:                                                          Who:      When:
3. Designate wh o is responsible                                            3. Schedule and conduct
                                                                                                                                                   3. Identify students for whom
for implementing action plan and   4. Designate individual(s) to enter      coach’s 4-week internship in
                                                                                                                                                   strategic intervention is
establish dates to evaluate        data into web-based system.              kindergarten.
                                                                                                                                                   recommended.
progress.
                                      Who:      When:                          Who:      When:                                                       Who:     /When:
   Who:      When:
                                   5. Input DIBELS demographics             4. Begin researching potential                                         4. Identify students for whom
4. Review grade-level DIBELS       information on each student.             supplemental and intervention                                          intensive intervention is
benchmarks.                                                                 programs.                                                              recommended.
  Who:      When:                     Who:       When:                         Who:      When:
                                                                                                                                                     Who:     /When:

5. Review grade level curriculum   6. Administer in-program
maps to identify high priority     assessments from core program.                                                                                  5. Determine process for grouping
instructional items and timeline                                                                                                                   (e.g. within class, between class,
for those items.                                                                                                                                   within grade, between grade).
                                      Who:       When:

   Who:      When:                                                                                                                                   Who:     /When:
                                   7. Set date for Early Reading Team
                                   to review assessment results, identify
6. All K-3 staff and specialists   students who may need additional                                                                                6. Determine instructional groups
participate in Fall IBR.           support, and coordinate instructional                                                                           based on student performance on
  Who:      When:                  planning across gr ade levels and                                                                               DIBELS.
                                   specialists.
7. Meet as a District RF T eam.                                                                                                                      Who:      /When:
                                      Who:      When:
  Who:      When:



                                                                                                                                                                                        51
Coach’s Internship




                     52
                  Procedures for
                 Coach’s Internship
   4-week internship at each grade level

   Teach core program

   Start with K, then 1st, 2nd, 3rd grade

   Teach one group (large or small)

   Minimum of 30 minutes/maximum of 45 minutes daily

   Grade level teachers will determine whose group will be taught by
    coach and tasks for that teacher to do in place of group.

   Grade level should turn in plan to regional coordinator.




                                                                        53
                                                                            October
                                     October: Year 01 Implementation Checklist: Schoolwide Beginning Reading Model
Element I: Goals , O bjectives,     Element II: Assessment                  Element III: Instructional           Element IV: Instructional     Element V: Differentiated
Priorities                                                                  Programs and Materials               Time                          Instruction/ Grouping/ Scheduling
1. Review grade-level DIBELS        1. Conduct progress monitoring          1. Implement core reading            1. Review pacing              1. In grade level team meetings,
benchmarks and compare to Fall      with students for whom strategic        program.                             timelines for core program.   evaluate current instructional
results.                            and intensive intervention is                                                                              groupings based on student
                                    recommended.                              Who:      When:                      Who:     /When:             performance on DIBELS data and
   Who:      When:
                                                                                                                                               in-program assessments.
                                       Who:      When:                      2. Continue researching potential    2. Establish pacing
2. Review Reading Action Plan                                               supplemental and intervention        timelines for S & I
and evaluate progress based on                                              programs.                            programs if already             Who:     When:
Fall DIBELS report.                 2. Designate individual(s) to enter                                          implemented.
   Who:      When:
                                    progress-monitoring data into web-        Who:      When:                                                  2. Review DIBELS progress
                                    based system.                                                                  Who:     /When:             monitoring data and in-program
                                                                            3. Begin selection of supplemental                                 assessment data for students
3. District T eam, Principal, and      Who:      When:                      and intervention (S & I) reading     3. Schedule additional        receiving supplemental and
Mentor Coach attend October                                                 programs.                            instructional time for        intervention programs. Using the
20th Leadership training.           3. Administer in-program                                                     students who need             alterable variables chart, make
                                                                              Who:      When:
  Who:      When:                   assessments from core program.                                               additional support.           adjustments in instruction if
                                                                                                                                               progress is less than adequate
                                       Who:      When:                      4. Schedule PD for new S & I           Who:     /When:             (based on 3 point rule).
4. Develop CSI maps for core                                                programs. Provide ongoing PD for
and any existing , approved         4. Convene Early Reading T eam to       core reading program.                                                Who:     When:
supplemental, and intervention      review assessment results, identify
curricula. Turn in to Deni          students who may need additional          Who:      When:
Basaraba at the Oregon Reading      support, and coordinate instructional
First Center by October 14th.       planning across grade levels and        5. Schedule and conduct coach’s 4-
                                    specialists.                            week internship in first grade.
  Who:      When:
                                       Who:      When:
                                                                              Who:      When:
5. Mentor Coach attends regional
coaches’ meeting.
  Who:      When:
                                                                       November
                                  November: Year 01 Implementation Checklist: Schoolwide Beginning Reading Model
Element I: Goals , O bjectives,   Element II: Assessment               Element III: Instructional        Element IV: Instructional Time      Element V: Differentiated
Priorities                                                             Programs and Materials                                                Instruction/ Grouping/
                                                                                                                                             Scheduling
1. Mentor Coach attends           1. Conduct progress monitoring       1. Implement core reading         1. Review pacing timelines for      1. In grade level team meetings,
Statewide Coaches’ T raining on   with students for whom strategic     program.                          core program.                       evaluate current instructional
November 3rd.                     and intensive intervention is                                                                              groupings based on student
                                  recommended.                           Who:      When:                    Who:      /When:                 performance on DIBELS data
  Who:      When:
                                                                                                                                             and in-program assessments.
                                     Who:      When:                   2. Using CSI Summary Map as a     2. Establish pacing timelines for
2. Refine CSI maps if new S& I                                         planning tool, begin              new S & I programs.
curricula being implemented.      2. Administer in-program             implementing new S & I                                                  Who:      When:
                                  placement tests for new              programs.                            Who:      /When:
  Who:      When:                 supplemental and intervention                                                                              2. Review DIBELS progress
                                  reading programs.                      Who:     When:                                                      monitoring data and in-program
3. Meet as a District RF T eam.                                                                                                              assessment data for students
                                     Who:      When:                   3. Provide ongoing PD for core,                                       receiving supplemental and
  Who:      When:                                                      supplemental, and intervention                                        intervention programs. Using
                                  3. Administer in-program             programs.                                                             the alterable variables chart,
                                  assessments from core programs.                                                                            make adjustments in instruction
                                                                         Who:     When:                                                      if progress is less than adequate
                                     Who:      When:                                                                                         (based on 3 point rule).
                                                                       4. Schedule and conduct coach’s
                                  4. Convene Early Reading T eam       4-week internship in second
                                  to review assessment results,        grade.                                                                  Who:      When:
                                  identify students who may need
                                  additional support, and coordinate     Who:     When:
                                  instructional planning across
                                  grade levels and specialists.

                                     Who:      When:

								
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