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Slide 1
FRA Conference September 11, 2010 Cari Miller, Deputy Director
1 Reading Coach Guidance
Slide 2
District Reading Coach Guidance/Workshops Role of the Coach
District Workshops to: Provide the history/research/data on Coaches
in Florida District and School Systems to Support the Role of the
Coach Role of the Reading Coach
Slide 3
History of Reading Coaches in Florida 3 2002- 03 2003- 04 2004-
05 2005- 06 2006- 07 2007- 08 2008- 09 2009- 10
31840077020562314256023822441 Floridas reading coach initiative
began in 2002- 2003 and increased dramatically in the 2005- 2006
school year with the implementation of the FEFP Reading
Allocation.
Slide 4
Floridas Investment in the Reading Coach Model: 4 The state of
Florida has invested heavily in the reading coach model believing
that coaches providing embedded professional development can
positively impact student achievement in reading.
Rand Study Key Findings 7 Coaches quality, particularly their
ability to support adult learners, is positively related to several
outcomes and viewed by some as an area of potential weakness. The
day-to-day work of coaches took many forms. District and school
administrators, coaches and teachers identified several barriers
constraining coaches ability and opportunity to provide
instructional support to many teachers. The most frequently
mentioned characteristic of successful coaches was people skills
interpersonal skills.
Slide 8
Key Findings (continued) 8 Most coaches viewed school and
district administrators as key supporters for their work. Many
teachers and principals reported that the coach had positive
effects on them and their schools. The frequency with which coaches
reviewed assessment data with teachers was associated with positive
outcomes. The number of years a school had a coach was
significantly related to higher reading test scores.
Slide 9
The Rand Study Recommendations 9 Provide guidance to school
administrators in how to identify high-quality coach candidates.
Develop a pipeline of qualified candidates. Consider offering
incentives and support to attract high- quality coaches and retain
them over time. If the intent is for coaches to work with all
teachers, address barriers to working across the content areas.
Continue to nurture school administrator support.
Slide 10
Recommendations (continued) 10 Continue research on coaching.
Continue professional development for coaches with some
adjustments. (More support is needed in how to support adult
learners). Encourage coaches to review assessment data with
teachers (data discussions, data conferencing) Address barriers to
enable coaches to work more with teachers including one-on-one
work.
Slide 11
Making every moment count! 11 A Coachs Time
Slide 12
Reading Coach Log Breakdown by Recommended Categories 12
Recommended Categories Include: Small Group PD Modeling Lessons
Coach-Teacher Conferences Coaching Data Analysis Recommended
categories 75% or more of the Reading Coachs schedule
Slide 13
Region 1 Reading Coach Log Report 2009-10 School Year 13
Recommended categories Should equal 75% or more of Reading Coach
schedule.
Slide 14
Region 2 Reading Coach Log Report 2009-10 School Year 14
Recommended categories Should equal 75% or more of Reading Coach
schedule.
Slide 15
Region 3 Reading Coach Log Report 2009-10 School Year 15
Recommended categories Should equal 75% or more of Reading Coach
schedule.
Slide 16
Region 4 Reading Coach Log Report 2009-10 School Year 16
Recommended categories Should equal 75% or more of Reading Coach
schedule.
Slide 17
Region 5 Reading Coach Log Report 2009-10 School Year 17
Recommended categories Should equal 75% or more of Reading Coach
schedule.
Slide 18
Reading Coach Log Breakdown by Recommended Categories 18
Recommended: 75% of Reading Coach Time Region 1 41% Region 2 34%
Region 3 37% Region 4 40% Region 5 45% State Average 39% *All
Schools Within Region
Slide 19
Use of a Coachs time 19 Based on the data shared: What do you
believe to be the barriers to coaches using their time most
effectively? How do we remove these barriers to ensure the coachs
time is used for maximum benefit?
Slide 20
District and School Systems to Support the Role of the
Coach
Slide 21
The Principal/Coach Relationship Recruiting and Hiring
Practices Reading Coach Training Monitoring/Evaluation Procedures
21 District and School Systems to Support the Role of the Reading
Coach
Slide 22
The Principal/Coach Relationship The principal/coach
relationship is critical to the development and implementation of
specific duties of the coach. Principals and coaches should work
together to build a shared literacy vision and collaborative
relationship to improve instruction and student achievement (Casey,
2006; Puig and Froelich, 2007). 22
Slide 23
23 Killion and Harrison Partnership agreements are a form of
contract or mutual agreement between a coach and his or her
principal. The agreements typically are about the scope of the
work, expected results, and other details associated with the
coachs work with individuals or teams.
Slide 24
24
Slide 25
25 Reading Clarify the Coachs Role Please read p. 4-5 of the
Clarify the Coachs Role, Handout 1. Once completed, rank order
(from most important to least important) each partnership agreement
category with your table group. Share Out!
Slide 26
26 Reflect What partnership agreements do you and your
principal have in place? Based on your reading and the examples
provided, how could these agreements be improved?
Slide 27
27
Slide 28
State Board Rule from 6A-6.053 K-12 Comprehensive
Research-Based Reading Plan. 28 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. Coaches will support and
provide initial and ongoing professional development to teachers
in: Each of the major reading components, as needed, based on an
analysis of student performance data; Administration and analysis
of instructional assessments; and Differentiated instruction and
intensive intervention.
Slide 29
State Board Rule from 6A-6.053 K-12 Comprehensive
Research-Based Reading Plan. 29 Coaches will: (continued) Work with
all teachers (including ESE, content area, and elective areas) in
the school they serve, prioritizing their time to those teachers,
activities, and roles that will have the greatest impact on student
achievement, namely coaching and mentoring in classrooms; Work
frequently with students in whole and small group instruction in
the context of modeling and coaching in other teachers classrooms;
Not be asked to perform administrative functions that will confuse
their role for teachers; and Spend limited time administering or
coordinating assessments.
Slide 30
Reading Coach Role Four Components Establish an unyielding
belief and sense of urgency for literacy learning school wide
Building capacity for literacy across the curriculum Enhancing and
refining reading instruction and intervention Targeting
instructional coaching using data and the gradual release model
30
Slide 31
Establish an unyielding belief and sense of urgency for
literacy learning school wide Serving on an active Reading
Leadership Team (RLT) The RLT meets at least once a month to
determine areas of concern in reading at the school through reviews
of data and create and implement a plan of action to address needs
Develops a plan to establish literacy practices school-wide Works
to analyze data to determine overall professional development needs
of the school Analyzes and shares school-wide data to provide
training in strategies and targeted coaching support 31
Slide 32
READ Posters The area of concern for this school was that
students were not reading above and beyond assigned texts. These
activities were part of the plan of action to motivate students to
read and put books in the hands of students.
Slide 33
Reading Wall of Fame
Slide 34
Literacy Plan of Action Handout 5 How can this document support
RLT Action Planning for the school year? 34
Slide 35
Reading Coach Role Four Components Establish an unyielding
belief and sense of urgency for literacy learning school wide
Building capacity for literacy across the curriculum Enhancing and
refining reading instruction and intervention Targeting
instructional coaching using data and the gradual release model
35
Slide 36
Enhancing and refining reading instruction and intervention
Reading coaches enhance and refine reading instruction and
intervention by: Ensuring effective student placement and support.
Assisting in the interpretation of progress monitoring and other
data. Assisting teachers in implementing explicit, systematic and
rigorous reading instruction 36
Slide 37
A Dilemma: Percent of Previous Level 3 Students Regressing in
2008-2009 in DA Schools
Slide 38
For Discussion Purposes: A Possible Reading Intervention
Decision Process Handout 7
Slide 39
Is Instruction Rigorous Enough? All students read one book
every two weeks while receiving feedback from adults All students
respond to complex questions in writing and receive feedback from
teachers All teachers have a deep knowledge and understanding of
the new FCAT Item Specifications as they relate to developing
complex thinking questions aligned with the rigor of the FCAT Item
Specifications
Enhancing and refining reading instruction and intervention
Reading Comprehension Resolution As a reading teacher, I will do
the following when working with students reading text in my
classroom: 1) I will read text selections before the students so
that I can encourage them to find the explicit and implied meanings
and authors purpose, particularly of difficult texts. LA.910.1.7.2,
LA.910.1.7.3 2) I will be purposeful in building background
knowledge, so that my focus is connecting my students to the most
important and relevant aspects of the text. LA.910.1.7.3 3) I will
not distract students during reading by focusing attention on
obscure words or unimportant details, but I will keep a spotlight
on the essential ideas in the text. LA.910.1.7.3 41
Slide 42
Reading Comprehension Resolutions continued. 4) I will make my
students do the work by not spoon feeding them what a text says,
but making them find the meaning on their own through summarizing
and paraphrasing in their own words and pushing them to think
deeper about the meaning and structure of the text. LA.910.1.7.3,
LA.910.1.7.4, LA.910.1.7.5 5) I will work with students to revisit
texts by going back to earlier ideas as we read new texts and
discussing similar and contrasting themes and characters.
LA.910.1.7.7 42
Oral Reading: Think Alouds Teachers verbalizes their thoughts
while reading aloud Modeling and demonstrating what good readers do
questioning the text self monitoring through rereading Linking what
is being read to prior knowledge Source: adapted from: Good-bye
Round Robin by Opitz & Rasinski
Slide 45
Think Alouds Once the teacher has completed reading orally, and
thinking aloud, invite students to add their thoughts. Pair up
students and have them practice the procedure with one another.
Students take turns reading and responding to the other. Ask
students to use the procedure when they are reading silently.
Students can use a form or a bookmark to remind themselves of what
they need to be doing to ensure comprehension and to evaluate
themselves. Source: Good-bye Round Robin by Opitz &
Rasinski
Slide 46
Think Aloud form or bookmark How Did I Do When Reading?
NEVERSOMETIMESA LOT 1.I made predictions. 2. I was able to form a
picture in my mind. 3. I made connections. 4. I knew when I was
having problems 5. I did something to fix my problems.
Slide 47
Strategies for Oral Reading And Fluency Read Handout 9 What
potential do you see for these strategies to improve reading
instruction in your school? What would a coach have to do to make
these practices work for their school?
Slide 48
Enhancing and refining reading instruction and intervention
What are some strategies that need to be employed by coaches to
enhance and refine reading instruction and intervention? Consider:
Rigor of Instruction Comprehension Oral Reading Table group
discussion 48
Slide 49
To Review The following must occur for reading coaches to
substantially impact student achievement: The role of the coach
must be clearly delineated The principal/coach relationship must be
strong Coaches must be selected carefully Coaches must be supported
Coaches must MAKE the time to COACH 49
Slide 50
Find a Book, Florida
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Slide 54
Exit Slip Right down three ideas heard today that you will
implement in your role as a reading coach to ensure improved
teacher practice and student achievement 54