1. Hank Fien, Carrie Thomas Beck, Nicole Sherman-Brewer Oregon Reading First Center Oregon Reading First Leadership Session: Fidelity of Implementation Observation System Fidelity of Implementation Observation System

2. Thomas-Beck, Sherman-Brewer, & Fien © 2004 2 Objectives 1.Rationale for Observation System 2.Features of Program Fidelity Checklist, General Features of Instruction and Observation Feedback Forms 3.Procedures for Conducting an Observation 4.Next Steps and Expectations

3. Thomas-Beck, Sherman-Brewer, & Fien © 2004 3 Rationale for Observation  Oregon’s Reading First Application states:  “The mentor coaches primary responsibility will be to support and guide classroom teachers in their effective implementation of high-quality instruction in beginning reading.”  Therefore...“ the school mentor coach will observe each teacher on a regular basis, providing support and feedback, and model instruction as needed or requested by the teacher.”

4. Thomas-Beck, Sherman-Brewer, & Fien © 2004 4 Focus of Observations  Mentor Coaches will focus on two instructional areas during observations:  Program Fidelity  Implementation quality of more general features of instruction  Observation Feedback Form

5. Thomas-Beck, Sherman-Brewer, & Fien © 2004 5 Program Fidelity Checklist  USDOE states:  The State Educational Agency must report Implementation Evidence to the U.S. Department Of Education “ demonstrating that it has met all program requirements related to the implementation and administration of the Reading First Program..”

6. Thomas-Beck, Sherman-Brewer, & Fien © 2004 6 Program Fidelity Checklist  Features:  Instructional Heading  Activity  Instructional Target (PA, PH, FL, V, C, Other)  Grouping (whole group, small group, Independent)  Time (actual time of activity, e.g. 8:15-8:25)  Level of Implementation (None, Partial, Partial+, Full)  Comments

7. Thomas-Beck, Sherman-Brewer, & Fien © 2004 7 General Features of Instruction Form Oregon Reading First Grant states:  “Another aspect of the observation will be to determine how well aspects of the curriculum are implemented, as well as the implementation quality of more general features of instruction. Identifying which curriculum components are implemented as well as the quality of instructional delivery provides a more comprehensive assessment of classroom implementation than either aspect on it’s own.”

8. Thomas-Beck, Sherman-Brewer, & Fien © 2004 8 General Features of Instruction Form  Components  Grouping structure (whole group, small group)  9 items focusing on effective teaching practices ( 5 point scale)  Comments  Response Format: Teacher Led/ Student Led  Daily Oral Reading Check

9. Thomas-Beck, Sherman-Brewer, & Fien © 2004 9 Observation Feedback Form  Areas Implemented Well  Indentified Need(s) for Support  Support Plans  Evaluation Plan

10. Thomas-Beck, Sherman-Brewer, & Fien © 2004 10 Procedures for Conducting Observations 1.Set a date with the teacher to conduct observation. 2.Determine the instructional lesson being taught that day and make a copy of the lesson. 3.Fill out Heading and Activity section of the Program Fidelity Checklist prior to observation. 4.Conduct Observation  Program Fidelity Checklist: Assess Level of Implementation for each Instructional Activity  General Features of Instruction Form: Complete a form for each group observed 5.Set up time and date to debrief information with the teacher using Observation Feedback Form. 6.Arrange for follow-up

11. Thomas-Beck, Sherman-Brewer, & Fien © 2004 11 Next Steps and Expectations  Mentor coaches will begin scheduling Observations.  As soon as possible, Mentor Coaches will pair up with their respective Regional Coordinator to conduct an observation.  The expectation will be to observe each k- 3 teacher in the school one time by IBR 4 (May 26-27).

12. Thomas-Beck, Sherman-Brewer, & Fien © 2004 12 Appropriate Use of Observation Forms  To inform instruction  To target areas of assistance for individual teachers  To establish trends that may inform professional development  To link fidelity and general features of instruction with student achievement data: internal/external evaluation

13. Thomas-Beck, Sherman-Brewer, & Fien © 2004 13 Inappropriate Use of Observation Forms  Teacher evaluations  Including observation forms in teacher file(s)  Public sharing of information