A Clinical Approach to Coaching and Teaching The Targeted Reading Intervention (TRI) Marnie C. Ginsberg Amy Hedrick Lynne Vernon-Feagans AERA May, 2010

Technology Transfer: From Factory Model to Clinical Model From factory model of uniform, whole group instruction Toward clinical model of individualized diagnosis and therapy Develop high-level, specialist knowledge and skills for the classroom teacher

Current factory model of education Whole group Move everyone along at same pace More product than service

Reading Coaches appear to be vulnerable to the same pattern Coaches usually don’t spend time with teachers (Reading First study; Kavanagh et al, 2003, pg 46 Implementation –Avg of 28 % of time w teachers (despite guidelines in 3 of 5 states to spend 60-80% of time w teachers) –Roller (2006) 15% of time w teachers –5200 RF coaches (Moss, Jacob, Boulay, Horst, & Poulos, 2006)

What is the Targeted Reading Intervention? Collaborative consultation for K-1 teachers’ professional learning Serving struggling K-1 students Intensive, diagnostic reading instruction Daily Given by the classroom teacher One-on-one  small groups Rapid reading growth

Clinical Coaching & Teaching Instructional Relationship

Demonstrated improvements

The Research: A Series of K-1 Randomized Control Trials in Rural School Districts Study 1 –Face-to-Face coaching –N=186 students and 20 teachers Study 2 –Webcam coaching –N=364 students and 43 teachers Study 3 –Webcam coaching –Largest study N=648 and 75 teachers

9 Research Design Pair matched schools –free and reduced lunch, –% minority, –school size, and –Reading First status Random assignment of schools Within each classroom: 5 focal children –randomly selected –identified by the teacher as struggling learners 5 non-focal children –randomly selected –identified by the teacher as progressing typically

The Research: A Series of K-1 Randomized Control Trials in Rural School Districts Study 1 –Face-to-Face coaching –N=186 students and 20 teachers Study 2 –Webcam coaching –N=364 students and 43 teachers Study 3 –Webcam coaching –Largest study N=648 and 75 teachers

RaceN% African American Native American European American Other Gender Female Male Grade Kindergarten st Grade Study 1: Child Demographics (N = 186)

Mother’s EducationN% 8 th Grade or less Some high school Diploma or GED Some college or Associates Degree Bachelors degree Graduate school Study 1: Child Demographics (N = 186) Note: Counts or percents may not add to 100 due to missing data.

VariableN Race African American6 European American13 Other1 Gender Female20 Age Certification Level Elementary Ed. Certified18 Master’s Degree or Higher5 Study 1: Teacher Demographics (N = 20)

Vernon-Feagans et al., 2009

The Research: A Series of K-1 Randomized Control Trials in Rural School Districts Study 1 –Face-to-Face coaching –N=186 students and 20 teachers Study 2 –Webcam coaching –N=364 students and 43 teachers Study 3 –Webcam coaching –Largest study N=648 and 75 teachers

16 Amendum et al., 2009

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The Research: A Series of K-1 Randomized Control Trials in Rural School Districts Study 1 –Face-to-Face coaching –N=186 students and 20 teachers Study 2 –Webcam coaching –N=364 students and 43 teachers Study 3 –Webcam coaching –Largest study N=648 and 75 teachers

Growth in PPVT 21 PPVT Standard Score Time Point

Growth in Word Attack 22 Word Attack W-Score Time Point

Growth in Letter Word ID 23 Letter Word ID W-Score Time Point

Growth in Passage Comprehension 24 Passage Comprehension W-Score Time Point

Growth in Spelling of Sounds 25 Spelling of Sounds W-Score Time Point

Instructional Relationship Demonstrated improvements Ginsberg, M. C. & Fitzgerald, J. (2009, April). Toward a transactional model of early reading development. In K. C. Gallagher (Chair), Supporting young struggling readers using the Targeted Reading Intervention (TRI): Multiple perspectives on a longitudinal intervention. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Current Study’s Questions ? ? 1.What instructional and emotional supports do coaches provide to classroom teachers? 2.How do these instructional relationships relate to teacher change?

Technologically-Mediated Web cam video conferencing Text chat Video conference Phone Websites

Web-cam for TRI Sessions

Web-cam for Team Meetings

TRI resulted in student growth Coaches usually don’t spend time with teachers (Reading First study; Kavanagh et al, 2003, pg 46 Implementation –Avg of 28 % of time w teachers (despite guidelines in 3 of 5 states to spend 60-80% of time w teachers) –Roller (2006) 15% of time w teachers –5200 RF coaches (Moss, Jacob, Boulay, Horst, & Poulos, 2006) “Training (no matter how well done) by itself is an ineffective implementation method” (Fixsen et al., 2005, p. 70). Student-focused coaching

Since the first edition of this book was printed, peer coaching appears to have turned sharply to peer supervision in many applications, which does pull those forms of coaching toward an evaluative stance. Peer supervision and evaluation, as well as principal and supervisor evaluation seem to be normative in the literature (see, for example, Garmston, 1987). –Joyce, Bruce. Student Achievement Through Staff Development. –Alexandria, VA, USA: Association for Supervision & Curriculum Development, p 90. – –Copyright ? Association for Supervision & Curriculum Development. All rights reserved. Gladwell practice effects Guskey practice->student outcomes-> teacher change Joyce and Showers: Effective training includes: knowledge theory and rationale, modeling, practice, and peer coaching

How much practice is needed depends, of course, on the complexity of the skill. To bring a teaching model of medium complexity under control requires 20 or 25 trials in the classroom over a period of about 8– 10 weeks. Simpler skills, or those more similar to previously developed ones, will require less practice to develop and consolidate than those that are more complex or different from the teacher’s current repertoire. Joyce, Bruce. Student Achievement Through Staff Development. Alexandria, VA, USA: Association for Supervision & Curriculum Development, p Copyright ? Association for Supervision & Curriculum Development. All rights reserved.

Guided Participation (Rogoff, 1990) The novice guides the expert into full participation Providing bridges to solve new problems –Social referencing –Supplying Words Structuring Situations Transferring responsibility –Scaffolding involves (Wood, Bruner, and Ross, 1976) Recruitment to the task Reduction in possible errors by simplifying the task Maintenance of attention to the task Accentuation of critical features Control of frustration Demonstration –Sensitive adjustment of support –“Upping the ante”

In the context of the TRI, how do coaches guide classroom teachers in the process of change?

TRI Coaches… Affirm Elaborate Tie to common models and terms Monitor implementation Do not evaluate

Data Collected SummerSept.Oct.Nov.Dec :1 session :1 session 9-8 Team Meeting 10-2 Team Meeting 12-4 Team Meeting Team Meeting Team Meeting Jan.Feb.MarchAprilMay 1-6 1:1 session :1 session 3-3 1:1 session 4-1 1:1 session :1 session 4-7 1:1 session 1-15 Team Meeting 2-19 Team Meeting 3-26 Team Meeting 4-23 Team Meeting 1-29 Team Meeting (2) – Kathy’s Available Data

Data Collected SummerSept.Oct.Nov.Dec :1 session :1 session :1 session :1 session :1 session 9-17 Team Meeting 10-1 Team Meeting Team Meeting Team Meeting 10-8 Team Meeting Team Meeting Brenda’s Available Data

Data Collected Jan.Feb.MarchAprilMay 1-8 1:1 session 2-5 1:1 session 4-6 1:1 session :1 session :1 session :1 session 1-21 Team Meeting 3-25 Team Meeting 4-15 Team Meeting Brenda’s Available Data

Technology- Mediated Classroom teacher as specialist Ongoing Professional Learning One-on-one instruction Diagnostic Thinking Collaborative Consultation The Clinical Model of the Targeted Reading Intervention

Targeted Reading Intervention Benefits Struggling Readers Academic achievement Motivational improvements Behavioral improvements Classroom Teachers More specialized knowledge about literacy instruction Increased self-efficacy with struggling readers Spreading effect to rest of class