oregon reading first cohort b statewide coaches’ session september 14, 2006

Oregon Reading First

Cohort B

Statewide Coaches’ Session

September 14, 2006

Oregon Reading FirstCohort B: Statewide Coaches’ Session

9/14/06

Agenda

Time Topic Presenter9:00-9:15 Welcome / Logistics/ 06-07 Master Calendar Carrie Thomas Beck9:15-9:45 Observation Cycle for 06-07 Jeanie Mercier Smith9:45-10:15 Five-Minute Observation Form - Phase 2 Carrie Thomas Beck10:15-10:45 Review Non-Observation Process Wayne Callendar10:45-11:00 BREAK11:00-12:00 New CSI Maps Carrie Thomas Beck12:00-12:30 LUNCH12:30-12:45 GLT Maps Carrie Thomas Beck12:45-1:30 Introduction to Lesson Progress Reports (LPRs) Carrie Thomas Beck1:30-1:45 School Action Plan Notebooks/Documentation Jeanie Mercier Smith1:45-2:00 Deliverables for 06-07 Jeanie Mercier Smith2:00-2:10 BREAK2:10-2:30 Update Coaches’ Binders Carrie Thomas Beck2:30-3:00 Questions/Discussion Carrie Thomas Beck

Cohort B

06-07 Master Calendar

Cohort B Statewide Coaches’ Meeting

Cohort B

Observation Cycle for 06-07

Coaching to Support Student Success

“Coaching is a cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students.”

(Hasbrouck and Denton, 2005, pg. 2)

Along with assessment results and interviews, student-focused observations are the reading coach’s tools for gathering important information.

(Hasbrouck and Denton, 2005, Chapter 6 Gathering Information)

Cohort B Observation Cycle 2006-2007

• Fall to Winter– Non-Observations– Summary due December 15th

• Winter to Spring– Targeted Observations– Summary due May 25th

Non-Observations: Fall to Winter 2006

End of September to Mid October- All coaches begin with a round of 5-minute observations focusing on the Nine General Features of Instruction (posted on website). The goal of the observations is to prioritize areas of focus for “non-observations.”

Mid October through December- All coaches conduct one “non-observation” for each K-3 classroom teacher. Coaches will use the same form as last year to document non-observations. (Due on December 15th.)

Enhancement Coaches:– Conduct a “Core Enhancement Internship”– First, focus non-observations on teachers using the core enhancements (or discuss

possibility of using the enhancement observation tool.) Next, conduct non-observations with teachers not using the core enhancements.

Targeted Observations:Winter to Spring 2007

In preparation for the targeted observations, coaches will receive training on the LPR system and strategies for observing student response to instruction.

Step 1. After each LPR data collection, the coach will target 4 instructional groups that are not making adequate progress.

Step 2. Coach will observe each of the 4 groups, recording segments of the lesson, time involved, tasks, and students’ responses (i.e., student success rate).

Step 3. Coach and teacher will review the lesson data together to identify the problems students are having and collaboratively determine a remedy that focuses on one of the general features of instruction. Together, the coach and teacher will identify and carry out next steps.

.

Examples of “Next Step” Coaching Activities:

• Co-Teaching• Practice Sessions• Whisper Coaching• Peer Observations• Program Enhancement• Student Assessment• Regrouping• Other examples?___________________• _________________________________• _________________________________

Targeted Observation Documentation

Group LessonObserved(Includeprogram,lesson number,date)

StudentProblem(Where didstudentsstruggle in thelesson?)

Remedy(What did youdo?)

Outcome What will youdo next? orWhat wouldyou dodifferently nexttime?

• Coaches will complete targeted observation cycle 3 times-- once following each LPR data collection (e.g., February, March, April). • Coaches will turn in documentation of targeted observations after each cycle. By May 25th, all three documentation cycles should be submitted to the ORFC. •The observation process will be documented on a form similar to the one below:

Cohort B

Five-Minute Observation Form -

Phase 2

Focus Areas for Five-Minute Observations - Phase 1

• Schedule

• Grouping

• Materials

• Physical Set Up

• Behavior

• Student Performance

Structural

Quality of Implementation

Focus Areas for Five-Minute Observations - Phase 2

• Models

• Explicit Instruction

• Meaningful Interactions with Language

• Multiple Opportunities to Respond

• Corrective Feedback

• Encourage Student Effort

• Engagement - Teacher-Led Instruction

• Engagement - Independent Work

• Student Success

Quality of Implementation

Nine General Features of Instruction

Five-Minute Observation Form

In the box next to each General Feature indicate +, -, or NA.Check the circle next to each observed area.

c Instructor models instructional taskswhen appropriate.o Demonstrates the task (e.g., uses think alouds)o Proceeds in step-by-step fashiono Limits language to demonstration of skillo Makes eye contact with students, speaks clearly while

modeling skil l

c Instructor provides explicit instruction.o Sets the purpose for the instructiono Identifies the important details of the concept being

taughto Provides instructions that have only one interpretationo Makes connection to previously-learned material

c Instructor engages students in meaningfulinteractions with language during lesson.o Provides and elicits background informationo Emphasizes distinctive features of new conceptso Uses visuals and manipulatives to teach content as

necessaryo Makes relationships among concepts overto Engages students in discourse around new conceptso Elaborates on student responses

c Instructor provides multiple opportunitiesfor students to practice instructional tasks.o Provides more than one opportunity to practice each new

skillo Provides opportunities for practice after each step in

instructiono Elicits group responses when feasibleo Provides extra practice based on accuracy of student

responses

Instructor: ____________________________

c Instructor provides corrective feedbackafter initial student responses.o Provides affirmations for correct responseso Promptly corrects errors with provision of correct modelo Limits corrective feedback language to the task at hando Ensures mastery of all students before moving on

c Instructor encourages student effort.o Provides feedback during and after task completiono Provides specific feedback about student’s accuracy

and/or efforto Majority of feedback is positiveo Celebrates or displays examples of student success in

reading

c Students are engaged in the lesson duringteacher-led instruction.o Gains student attention before initiating instructiono Paces lesson to maintain attentiono Maintains close proximity to studentso Transitions quickly between taskso Intervenes with off-task students to maintain their focus

c Students are engaged in the lesson duringindependent work.o Independent work routines and procedures previously

taughto Models task before allowing students to work

independentlyo Checks for student understanding of the task(s)o Students use previously-learned strategies or routines

when they come to a task they don’ t understando Independent work is completed with high level of

accuracy

c Students are successful completingactivities at a high criterion level of performance.o Elicits a high percentage of accurate responses from

groupo Elicits a high percentage of accurate responses from

individualso Holds same standard of accuracy for high performers and

low performers

School:Date:Time:Program and Level:Grouping Format:Number in Group:Group Performance Level:

Focus: Phonemic Awareness c Phonics c Fluency c Vocabulary c Comprehension c

Comments:

School ____________________________Grade__________________ Date________________________________

Summary of Five-Minute Observations

Enter the names of all teachers for one grade level. Highlight areas of needed support for each teacher.

Grade 1

Teacher Name:

Beck 0 0 + 0 0 + 0 NA 0

Callendar + + + + 0 + + NA +

Smith + + NA O 0 + + NA 0

Cohort B

Review of Non-Observation Process

Observe the Student(s) Instead of the Teacher

Select observation tools and approaches that focus on the behaviors of the student(s) and/or teacher-student interactions

Carolyn Denton, 2006

Non-Observations

1. Co-plan two lessons2. You teach first while teacher observes you looking for

one specific thing3. You observe the teacher using the same form and

looking for the same thing4. Afterwards discuss BOTH lessons together5. Model self-reflection - talk about what you did well in

your lesson and what you could have done better; lead the teacher to do the same thing

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Non-Observations - A Closer Look

• Purpose: To illustrate for the teacher the connection between successful implementation of important aspects of instruction and student behaviors; to reinforce positive teacher behaviors.

• Determine the focus of your observation. Choose only 1-2 things to focus on specifically during the observation. For example, you may focus on pacing, active student engagement, successful student responses, or other important aspects of instruction. These should be things that you and the teacher have been discussing or working on. She should know what you plan to focus on before the observation begins.

• Under “Teacher Behaviors” make notes each time you see the teacher successfully implement the focus of the lesson. ONLY record the “good things” the teacher does in regard to the observation focus. For example, you might record details of her instruction each time she delivers explicit instruction.

Denton

Non-Observations - A Closer Look (cont.)

• Right next to each of these “Teacher Behaviors,” record what the students are doing at the same point during the lesson. In other words, record the behavior of the students, or a particular student, when the teacher successfully implements the observation focus. In particular, record any connections between “good things” the teacher is doing and student success.

• After the observation, show the teacher the form and discuss the observation. Note the examples you recorded of successful implementation of the observation focus, and provide the teachers with details you noticed (i.e., “I noticed that you very clearly demonstrated for the students how to sound out the word truck when they had trouble, then gave them the opportunity to try it on their own. Later you came back to the students who had struggled with the word and had each one read it independently.”) Lead the teacher to discover the relationships between her teaching behaviors and the student behaviors.

Denton

Teacher ____________________ Grade or Class ________ Date _________

Coach _______________________ Start time _________End time _________

Observation Focus: _______________________________________________

_______________________________________________________________

Teacher Behaviors Student Behaviors

The Observation “Non-Form”

Denton, 2006: Purposeful Coaching: A Systematic Approach to Reading Improvement

Keep the Feedback Objective“Let the data speak”—be as collaborative as possible; lead the teacher to notice patterns and draw conclusions

“I noticed that when you…the students…”

NOT

“You didn’t…”

“You should…”


• Avoid “You should…” or “You need to …”

• Convey mutual respect

• Treat teachers as you would want to be treated: like a valued professional!


Non-Observations• Ground Rules

– Go through complete non-observation process with each classroom teacher in K-3.*

– Using the information collected from the five-minute observations, select one of the nine general features to focus on with each teacher. Could, as a grade level, select a common feature.

– Teachers will be trained on the nine general features of instruction at the October IBR.

– May also want to lay the groundwork for the feature in team meetings prior to the observations.

– Plan about 30-minute lessons.– Teacher should teach the same part of the lesson that coach did.– Track Non Observations using the form provided.– Turn in Non Observation Tracking Form to ORFC on December

15, 2006.

Non-Observation Tracking Form

School: Coach:

KindergartenTeacher Focus Area Co-Plan Date

of 1stLesson

Lesson # Dateof 2ndLesson

Lesson # Debrief

Non-Observation Tracking Form

A Look Back: Large Group Sharing

1. Describe one thing that has gone well with the non-observations.

2. Describe one thing that has been difficult with the non-observations.

3. Tell one thing you have learned about supporting your teachers from going through the process.

Cohort B

New CSI Maps

New and Improved!

Summary of CSI Map

School: Grade: TimeFrame/Year:InstructionalRecommend

Participation in Core

Curriculum:

Supplemental & Intervention Programs/Strategies: DeterminingInstructionalEffectiveness

Whole Small IW Curriculum 1: Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:

Out-of-ProgramTesting

Instructor: Instructor: Instructor: Instructor: Instructor: Instructor:

StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

Group Size: Group Size:

Group Size: Group Size: Group Size: Group Size:

StudentsServed:

Test #1:

Frequency:

Activities: Activities: Activities: Activities:Activities: Activities: Activities:

__ w/inreading block__in additionto readingblock

_w/inreadingblock__ inaddition toreadingblock

__w/inreadingblock__in additionto readingblock


Activities: Test #2:

Frequency:

Minutes: Minutes: Minutes: Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

BenchmarkSubgroup 1:

n=

In-Program Tests: In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Instructional Recommendations broken down into subgroups

InstructionalRecommend


Curriculum:


Whole Small IW Curriculum 1: Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

Group Size: Group Size:

Group Size: Group Size: Group Size: Group Size:

StudentsServed:

Test #1:

Frequency:


__ w/inreading block__in additionto readingblock





Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

BenchmarkSubgroup 2:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Further describe participation in the core: whole group, small group, and independent work



Curriculum:


Whole Small IW Curriculum1:

Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:


__ w/inreadingblock__inaddition toreadingblock


__w/inreadingblock__inaddition toreadingblock



Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

StrategicSubgroup 1:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

List types of in-program tests administered in core and in

supplemental and interventionprograms.



Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

StrategicSubgroup 2:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Each supplemental and intervention program now

listed in its own column



Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

IntensiveSubgroup 1:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Now a place to record independent work for students in supplemental and intervention programs



Curriculum:



Curriculum2:

Curriculum3:

Curriculum4:

IndependentWork:



StudentsServed:

StudentsServed:

StudentsServed:

StudentsServed:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

GroupSize:

StudentsServed:

Test #1:

Frequency:







Frequency:


Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

Minutes:

Days PerWeek:

IntensiveSubgroup 2:

n=


In-ProgramTests:

In-ProgramTests:

In-ProgramTests:

Minutes: Test #3:

Frequency:

Room to list up to three out-of-program tests for each subgroup

A First Grade ExampleInstructionalRecommend


Curriculum: Reading Mastery Plus



Read Naturally

Curriculum2: ERI

Curriculum3: ? coachneeds to

determine(SPED)

Curriculum4:

IndependentWork:


Instructor:classroomteachers

Instructor:classroomteachers,reading team

Instructor: IA+ parentvolunteer(classroomteachermonitors)

Instructor:Reading Team +other IAs

Instructor:SPED Teacherand IAs

Instructor:

StudentsServed:Intensivestudents whoscored at least 6or more on ORF

StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test

StudentsServed: SPEDstudents

StudentsServed:

Group Size:~23 students

Group Size:1-6 students

Group Size:homeroom class

Group Size:3-5

Group Size:coach needs todetermine

Group Size:

StudentsServed: Intensivestudents who score5 or less on ORF.

Test #1: DIBELS

Frequency:Every two weeks.

Activities:

Read Naturally.8 level

Activities:

ERI lessons

Activities: ? -coach needs todetermine

Activities:Activities:Language fromRM Plus, Level1

Activities:Reading fromRM Plus, Level1

Activities:Take-Homesfrom RM Plus,Level 1

__ w/inreading block_X_ inaddition toreading block

_w/inreadingblock_X_ inaddition toreadingblock

__w/inreadingblock_X_inaddition toreadingblock


Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork

Test #2:

Frequency:

Minutes:30

Minutes:45-50

Minutes:10-15

Minutes: 30

Days PerWeek: 4

Minutes: 40

Days PerWeek: 3

Minutes: 30

Days PerWeek: 5

Minutes:

Days PerWeek:

IntensiveSubgroup 1:Non ELLIntensive

n=

In-Program Tests:• MTs and Check-outs - reading• L70/L109 teacher developed assessments to matchprogram - language

In-ProgramTests: Studentsgraph cold/hotreads

In-ProgramTests: Part 1,2, 3, 4 tests

In-ProgramTests: ? -coach needs todetermine

In-ProgramTests:

Minutes: 30minutes,

Days PerWeek: 4

Test #3:

Frequency:

A First Grade Example (cont.)



Curriculum: Reading Mastery Plus



Read Naturally

Curriculum2: ERI

Curriculum3: Trofeos(SpanishLiteracy)

Curriculum4: Avenues

IndependentWork:


Instructor:classroomteachers

Instructor:classroomteachers,reading team

Instructor: IA+ parentvolunteer(classroomteachermonitors)

Instructor:Reading Team +other IAs

Instructor:ELL teacherand IA

Instructor:ELL teacher

StudentsServed:Intensivestudents whoscored at least 6or more on ORF(not includingthe 2 Russianstudents)

StudentsServed: Allintensivestudens untilthey score 50 onNWF and passERI end-of-program test

StudentsServed: 2intensive ELLstudents(Spanishspeaking) whoare notproficient inEnglish

StudentsServed: 2intensive ELLstudents(Russian)

Group Size:~23 students

Group Size:1-6 students

Group Size:homeroom class

Group Size:3-5

Group Size:2-7

Group Size:2

StudentsServed: Intensivestudents who score5 or less on ORF(not including 2Russian students).

Test #1: DIBELS

Frequency:Every two weeks.

Activities:

Read Naturally.8 level

Activities:

ERI lessons



Activities:Language fromRM Plus, Level1

Activities:Reading fromRM Plus, Level1

Activities:Take-Homesfrom RM Plus,Level 1

__ w/inreading block_X_ inaddition toreading block

_w/inreadingblock_X_ inaddition toreadingblock



Activities:Finish Take-Homes fromLanguage/Read-inglesson or teacher-made seatwork

Test #2:

Frequency:

Minutes:30

Minutes:45-50

Minutes:10-15

Minutes: 30

Days PerWeek: 4

Minutes: 40

Days PerWeek: 3

Minutes: 30

Days PerWeek: 5

Minutes: 30

Days PerWeek: 5

IntensiveSubgroup 2:ELLIntensive

n=

In-Program Tests:• MTs and Check-outs - reading• L70/L109 teacher developed assessments to matchprogram - language

In-ProgramTests: Studentsgraph cold/hotreads

In-ProgramTests: Part 1,2, 3, 4 tests



Minutes: 30minutes,

Days PerWeek: 4

Test #3:

Frequency:

Your Turn . . .

• Try transferring a Fall to Winter CSI Map from the old format to the new format for one grade level.

Cohort B

Grade Level Team Maps(GTL Maps)

GLT MapSchool: Coach:

K 1 2 3September

October

November

December

January

February

March

April

May

June

GLT MapSchool: Adams Coach: Smith

K 1 2 3September • Review School

Action Plan• CSI Map

• Review SchoolAction Plan• CSI Map



October • Intro to LPRs• PD -Enhancements /CorrectiveFeedback

• Intro to LPRs• PD -Enhancements /CorrectiveFeedback

• Intro to LPRs• PD -Enhancements /Modeling

• Intro to LPRs• PD -Enhancements /Opportunities toRespond

November

December

January

February

March

April

May

June End-of-year IBR

GLT Maps: An Activity

• Using the blank GLT Map, document topics already covered at September meetings or topics that you plan to address at September meetings.

• If time permits, plan for October GLT meeting topics by grade.

• Share your plans with coaches sitting near you.

Cohort B

Introduction to Lesson Progress Reports (LPRs)

What is a LPR?!

Lesson Progress Report - Teacher’s Copy

Lesson Progress Organizer - Coaches’ Copy

Why Use LPRs?

Regional Coordinators, Principals, Coaches:• To analyze the overall status of the implementation.• To continuously monitor mastery and lesson progress.• To determine areas that require change, and to identify solutions.

Teachers, Specialists, Assistants:• To summarize and report lesson gains, in-program tests, and DIBELS

results.• To communicate questions, comments, or concerns to the coach.

(NIFDI LPC Procedures, 2000)

Questions to Consider:

1. Is instruction differentiated?2. Is lesson progress adequate?3. Are students at a high level of mastery as

measured by in-program tests?4. Are students making progress as measured by

DIBELS probes?5. What information or concerns has the teacher

communicated?

1. Is Instruction Differentiated?

• Are the group sizes appropriate?• Are programs matched to student performance level?• Are all of the groups on the same lesson? (Is teacher

treating all groups the same?) • Are high, medium, and low groups completing lessons at

optimum rates? • Does the data indicate the need for acceleration for some

students?(NIFDI Coaching Manual: Level I, 1999)

2. Is Lesson Progress Adequate?

• Does the data reveal potential problems with use of time? (Slow progress may indicate that teacher is (a) not following the schedule, (b) not teaching the program as specified, or (c) struggling with presentation skills or behavior management issues.) Is enough time scheduled?

• Are some lessons being repeated too many times?• Will projections be met if current rate of lesson progress is

continued?• If projections will not be met, do justifiable reasons exist for

not meeting them? Do the projections need to be changed?

(NIFDI Coaching Manual: Level I, 1999)

3. Are students at a high level of mastery as measured by in-program tests?

• Did teacher indicate the number of students who passed the in-program test(s)?

• Did teacher miss an opportunity to give an in-program test?

• Did teacher remediate and retest students who failed the test on the first try?

• Consider group performance: How many students overall passed the in-program test?

• Consider individual student performance: Who are the students who failed one test, two consecutive tests? Which tests? Are the same students failing from time to time? Does data indicate a possible need for change in placement?

• Is lesson gain being achieved at the expense of mastery?


4. Are students making progress as measured by DIBELS probes?

• Are strategic and intensive students progress monitored regularly?

• Are students being monitored on the appropriate measures?

• Are there individual students who are not making progress comparable to the group?

• Is the group overall showing progress on the DIBELS measures?

• Do the supplemental and intervention programs appear to be addressing skill deficits in students?

5. What additional information or concerns has the teacher communicated?

• Did the teacher list types of items missed on in-program tests?

• Did the teacher include information on remediation and retesting?

• Did the teacher indicate a concern about an individual student?


LPRs and LPR Organizers

• Guided Practice: Let’s look at a few together.

Cohort B

School Action Plan Notebooks/

Documentation

Deliverables for 2006-2007

Deliverable Due DateLetter of Commitment from new staff members September 22nd

School Profile for 2006-2007 September 22nd

Fall CSI Maps (new format) October 13th

Non-Observation Summary December 15th

Winter CSI Maps February 16th

Principal Winter “How are we doing?” report February 28th

District Winter “How are we doing?” report March 14th

Targeted Observation Summary (all 3 cycles) May 25thSchool Action Plan and School Budget Draft June 29th

Principal Spring “How are we doing?” report June 29th

District Spring “How are we doing?” report July 13th

Cohort B

Update Coaches’ Binders

for 2006-2007

TAB 2005-2006 2006=20071 Master Calendar Insert 2006-2007 Calendar2 Year 01 Implementation Checklists -3 Contact Lists Insert Updated Contact Lists4 Mentor Coach Job Description -5 PET; RAP; School Profile -6 Curriculum Maps -7 CSI Map Insert Revised CSI Format + Sample8 Alterable Variables Chart -9 DIBELS Benchmarks -10 Approaches and Considerations for

Collecting DIBELS Data-

11 DIBELS Data System Manual -12 PD / S&I Applications -13 S&I Programs Approved for Use in

OregonAdd Read Well Plus to the list as anintervention program

14 Outcomes Driven Model -15 Grade Level Team Meetings Add GLT Map16 October 2005 Leadership Session -17 March 2006 Leadership Session -18 Student-Focused Coaching -19 Observation Tools Add Non-Observation Form and

Tracking Form, Five-MinuteObservation Form - Phase 2 andSummary for Phase 2

20 Healthy Schools Checklist and PAPT-R21 LPRs22232425262728293031

oregon reading first cohort b statewide coaches’ session september 14, 2006

Documents

gathering information

master calendar slide

non observation

studentfocused observations

enhancement coaches

cohort b observation

targeted observation

observation process