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Non-Observations /Tracking Student Success Rates
Cohort BRegional Coaches’ Meeting
Carrie Thomas Beck, Ph. D.
Oregon Reading First Center
March 22, 2006
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Coaching (Observation) Summary 2005-2006
Fall 2005 Winter 2005 Spring 2005
Cohort B Coaches
• DIBELS benchmarking, grouping, internship
• 5-minute observations (collect one set per month - December, January, February) + follow up
• Observe K-3 classroom teachers using Observation “Non Form” and focusing on the nine general features of instruction + follow up
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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
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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
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When Debriefing . . .
• When debriefing, note the examples you recorded of successful implementation of the observation focus, and provide the teachers with details you noticed.
I noticed that you very clearly demonstrated forthe students how to sound out the word truckwhen they had trouble, then gave them the opportunity to try it on their own. Later, you cameback to the students who had struggled with the word and had each one read it independently.
Carolyn Denton: Reading Class Observation Form
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Non-Observations• Ground Rules
Go through complete non-observation process with each classroom teacher in K-3*
Select one of the nine general features to focus on. Could, as a grade level, select a common feature.
Lay the groundwork for the feature in team meetings prior to the observations (then observations will tie in to something teachers have heard before)
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
April 28, 2006*
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Non-Observation Tracking Form
School: Coach:
KindergartenTeacher Focus Area Co-Plan Date
of 1stLesson
Lesson # Dateof 2ndLesson
Lesson # Debrief
Non-Observation Tracking Form
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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.
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Tracking Student Success Rates
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9. Students are successful completing activities at a high criterion level of performance.
• Elicits a high percentage of accurate responses from group
• Elicits a high percentage of accurate responses from individuals
• Holds same standard of accuracy for high performers and low performers
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Students Are Successful
Methods to Determine Student Success:
1. Written RecordsTheme Skills/Unit Tests
In-Program Mastery Tests and Check Outs
Independent Work Scores
DIBELS Progress Monitoring
Lesson Progress Reports
2. Student Observations
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Students Are Successful
• Levels of Mastery:
70% First time correct on new material 90% Correct Overall (new and familiar)
First Time Correct = How many errors are students making the first time they answer the new tasks?
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Students Are Successful
• Coding Student Responses:
+ = correct response
0 = incorrect response
M = teacher model
T = teacher test
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Students Are Successful
• Coding Student Responses:
+ + + + + + o MT+ + + + + o MT+ + + +
snowroadgoattoadcrowboat
Word Bank
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Students Are Successful
• First Time Correct =
# of correct first responses
total first responses
4
6 = 66%
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Students Are Successful
• First Time Correct:
+ + +
+ + + o MT+ + + + + o MT+ + +
snowroadgoattoadcrowboat
Word Bank
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Students Are Successful
• Overall Correct =
# of correct responses
total responses
14
16 = 88%
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Students Are Successful
• Overall Correct + + + + + + o MT+ + + + + o MT+ + +
snowroadgoattoadcrowboat
Word Bank
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Students Are Successful• Double Partner Practice: A Foursome!
Using the word bank from the Houghton Mifflin lesson, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate first time and overall correct rates. Then, the pairs switch roles.
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Students Are Successful
• Some tips for collecting data: Collect success rate for each major section of the
lesson (e.g., PA segmenting, PA blending, word reading, story reading, comprehension questions, etc.)
If you code start and stop times for each section, this will allow you to calculate pace.
For story reading, count total number of words in passage and record number of group errors to determine group accuracy rate.
Code individual turns separately.
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Students Are Successful
Calculating Success Rate: Phonemic Awareness
Isolate initial /b/:bag + +bed o M PC T+ +bowl +fork +
6/7 = 86% overall success on this task
ERI, Lesson 43, Activity 2: Isolate Initial Sound
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Students Are Successful
1. watched2. happened3. blamed4. goes5. dirty6. stays
1. steep2. slip3. kept4. sneeze5. slide6. line
1. making2. joking3. walking4. talking5. telling6. cleaning
Horizons Level B, Lesson 57
Calculating Success Rate: Word Reading
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Students Are Successful
• Code individual turns separately:
Word Reading ExampleSarah +, +, +, o (goes), +, +
Michelle o (steep), o (slip), o (kept), o (sneeze), +, +
Josh +, +, +, +, +, o (cleaning)
Cody o (watched), +, +, +, +, +
Manual +, +, +, +, +, +
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Students Are Successful
Calculating Success Rate: Story Reading Nine goats made plans to go on a hike. They were going to follow a trail over five hills. Joan was one of the goats who planned to go on this hike. Gorman also planned to go. But Joan’s mom did not like that part of the plan. She did not want Joan to get wet or to get dirty. She blamed Gorman for what happened the last time Joan went with him. So she told the other goats, “If Gorman goes, Joan stays home. If Gorman goes, Joan stays home.” Joan did not want to stay home. She kept telling her mom that she would not walk near Gorman. She said that no goats would go near the pond. She told her mom, “We will be in the hills. We will be in the hills.” But her mom kept telling Joan, “No, you can’t go. No, you can’t go.” For days, Joan and her mother talked and talked. The more they talked, the more the other goats made jokes about Gorman and the toads.
More to come.(Horizons B, Lesson 57)
was kept 8 errors planned jokes 178 words in passageblamed toadswent 170/178 = 96%kept
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Students Are Successful
• Code individual turns separately:
Story Reading ExampleSarah was
Michelle planned, blamed, went, kept
Josh jokes
Cody toads
Manual :)
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Students Are Successful
Calculating Success Rate: Comprehension How many goats? + Picture:Where? + Where are goats? +Name two goats? + What’s first goat saying? +Which part? + What’s the next goat saying? +Who does Joan’s mom ...? + Why does goat think funny? +What happened? + Why doesn’t Gorman think funny? 0 CodyWho did Joan’s mother blame? +What did Joan’s mother say? +
Picture: 3 errorsWhere are the goats? + 20 Comprehension QuestionsWhat’s Gorman saying? +What’s Joan’s mom saying? + 17/20 = 85%Why does Joan look unhappy? 0 Sarah
Why did Joan ... safe on hike? 0 Josh
PictureWhat’s going on? (Joan) +What’s going on? (Joan’s mom) +
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Students Are Successful• Double Partner Practice #2 : A Foursome!
Using an activity from your teacher’s edition, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate overall correct rate. Then, the pairs switch roles.
