Sharon Walpole University of Delaware Michael C. McKenna University of Virginia

Our goals were to: Compare achievement growth from 2008 to 2009; Compare achievement between cohorts; See if quality of coaching was related to implementation of last year’s instructional targets (interactive read-alouds and small- group differentiated instruction).

GARF Demographics Number of Schools Average Enrollment (sd) Average % White (sd) Average % African American (sd) Average % ELLs (sd) All (98.2) 20.4 (26.6) 64.2 (29.2) 6.3 (11.5) Cohort (99.8) 25.0 (29.6) 62.2 (32.0) 9.5 (3.5) Cohort (96.0) 11.1 (19.4) 68.2 (25.3) 7.2 (3.5)

Achievement

We used: ITBS Vocabulary, Comprehension and Reading Total at grades 1-3 DIBELS PSF, NWF, and ORF at grades K-3

KindergartenGrade 1Grade 2Grade 3 BMEBMEBMEBME PSF √√√√√ NWF √√√√√√ ORF √√√√√√√√

ITBS Comprehension Students at or above 50 th percentile rank

ITBS Vocabulary Students at or above 50 th percentile rank

There were no ITBS differences between the two cohorts

ITBS Total Reading Variance in Grade 1 Pass Rates between Schools

ITBS Total Reading Variance in Grade 2 Pass Rates between Schools

ITBS Total Reading Variance in Grade 3 Pass Rates between Schools

Implementation of read-alouds and differentiation did not differ between the two cohorts at grades K-2. There were differences at grade 3. Read-AloudsDifferentiation 12 21

Coaching

7 Key Assumptions in Reform- Oriented Coaching 1.The type and quality of basic classroom instruction was the most powerful influence on student achievement. 2.Teachers entered GARF with vastly different sets of background knowledge. 3.Teachers’ low expectations contributed to low levels of achievement, especially for poor and minority children.

7 Key Assumptions in Reform- Oriented Coaching 4.Meaningful instructional change proceeds from overt changes in teacher practices, to measurement of student achievement associated with those practices, and eventually to changes in beliefs about students. Altered Practice Increased Achievement Altered Beliefs about Students

7 Key Assumptions in Reform- Oriented Coaching 5.In GARF, site-based coaches were in the best position to provide differentiated professional support to teachers, support that was both consistent with research and adapted to the needs of the setting. 6.Coaching must involve cycles of theory, demonstration, practice, and feedback.

A professional support system TheoryDemonstrationPracticeFeedback Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD.

7 Key Assumptions in Reform- Oriented Coaching 7.In GARF schools, student and teacher needs were real, principals were committed to a new instructional model, and coaches were ready to begin their work

We used: Coaching Survey (completed by Regional Specialists) Read-Aloud Survey (completed by Regionals Specialists for grade-level teams) Differentiation Survey (completed by Regional Specialists for grade-level teams)

A chance for self assessment? Take the coaching survey to rate yourself Think about the grade-level teams. How would they score on the Differentiation Survey and the Read- Aloud Survey?

Coaching and Read-Alouds

How important are these findings? GradeEffect Size KSmall 1Moderate 2 3

Read-Alouds and Achievement

How important are these findings? Vocabulary GradeEffect Size 1Moderate 2Small 3Moderate

How important are these findings? Comprehension GradeEffect Size 1Moderate 2 3

DIBELS between Years

DIBELS between Cohorts

Fluency between Schools: Grade 1

Fluency between Schools: Grade 2

Fluency between Schools: Grade 3

Fluency Pass Rates by Grade GradePercent Passing at End of Year

Coaching and Differentiation

Differentiation and Achievement

From Coaching to Achievement: Lower-Order Skills Quality of Coaching Level of Implementation Student Achievement.507 to to.313

From Coaching to Achievement: Higher-Order Skills Quality of Coaching Level of Implementation Student Achievement.230 to to.379

Summary of Key Findings Achievement trends in all of the five key dimensions of Reading First instruction are generally positive. Differences favoring schools in the first cohort are slight, and the newer schools are producing comparable results. Achievement in all of the five key dimensions of Reading First instruction varies among schools.

Summary of Key Findings Achievement gains in comprehension and vocabulary are related to implementation of interactive read-alouds. Achievement gains in phonemic awareness, decoding, and oral reading fluency are related to implementation of differentiated instruction.

Summary of Key Findings Successful implementation of differentiated instruction and read-alouds is related to the quality of the coaching teachers receive. These findings support the Cognitive Model of Reading Assessment.

PSFNWFORFITBS Comp Support for the Cognitive Model