Response to Coaching (RtC) - American Speech-Language-Hearing ...

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(Author, Title, Illustrator, the direction the pages turn etc¼). 2. ... (prediction, retelling, text to life/connection
Response to Coaching (RtC): An Innovative RtI Model

Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model How did Response to Coaching model develop?

Jennifer B. Whitcomb, M.A. Nathan H. Curtis, M.A. Jessica L. Wilbur, M.A. Waldo County General Hospital www.mainespeechtherapy.org

What does RtC look like? Results: Teacher and Student Data What are future directions for this model? Waldo County General Hospital Speech Language Pathology Belfast, ME

Response to Coaching (RtC)

Searsport Head Start

• It all started with a conversation initiated by teachers. • Teachers felt left out of Early Reading First initiatives in other preschool programs in the area. • Teachers were interested in upgrading their skills. • We were interested in looking at our service delivery due to high number of children needing therapy.

• Two classrooms, 20 students per room consisting of three and four year olds. • Two teachers in each classroom. • Began coaching each team of teachers every other week, one hour, during their work day. • Near 100% attendance and commitment to the meetings.

The Teachers • Second year, coaching was expanded to Belfast Head Start. One classroom of three and four year olds with two teachers. Began weekly sessions with these teachers. • Maintained biweekly coaching sessions at Searsport Head Start.

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• Four teachers had high school equivalency with some college credits. • One teacher had an associate’s degree • One teacher had a master’s degree in elementary education. • Teaching experience: 8, 12, 13, 15, 17 & 18 years!

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Response to Coaching (RtC): An Innovative RtI Model

Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

The Students Initial Focus: • Family income was at or below the poverty level. • Nine homeless families. • Several other families in crisis.

Building Literacy Skills • Book Shares • Offered model lessons within their classrooms. • Completed teacher observations and offered feedback on their book shares.

‰ ‰ ‰

Create a process and environment where teachers feel safe to share and learn

Diagnostic Book Share Lesson Plans • Used to guide teachers in selecting books for a purpose • Helped teachers assess books • Helped teachers ID a focus/goal of the book they had chosen • Used as a guide in IDing areas of the book to focus on for language instruction

Name of Book/Author: Primary focus of book Sound Play Book (rhyming, alliteration, etc) … Pattern Book (repetitive patterns) Alphabetic/Letter Book … Storybook (narrative story line Concept Book (number, time, sequencing, size, colors, etc) with beginning, middle, end)

Book Share Lesson Plans

Teacher Plan

As you review this book in preparation for sharing it with children

Major Focus:

identify specific strategies you will use with the ideas below.

Secondary Focus: As you review this book in preparation for sharing it with children identify specific strategies you will use with the ideas below. Space is provided to make notes below each section. 1. Book Conventions/Concepts About Books (Author, Title, Illustrator, the direction the pages turn etc¼) 2. Print Conventions/Concepts About Print (left to right, top to bottom, difference between print/pictures, letters/words, etc.) 3. Phonological Awareness (blending, rhyme, alliteration, sequencing, segmenting etc.) 4. Vocabulary Expansion (Tier II words)

Space is provided to make notes below each section.

1. Book Conventions/Concepts About Books (Author, Title, Illustrator, the direction the pages turn, etc)

5. Comprehension (prediction, retelling, text to life/connection to real life, visualizing, etc.) 6. Story Structure (main character, setting, initiating event, responses, etc.)

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

Book Share Lesson Plans 2. Print Conventions/Concepts About Print (left to right, top to bottom, difference between print/pictures, letters/words, etc.) 3. Phonological Awareness (blending, rhyme, alliteration, sequencing, segmenting etc.)

Belfast Explicit Embedded Prompting Strategies (BEEPS) • An observation tool used to assess how teachers are presenting books • Focus on what teachers are currently doing well • Then increase their focus on facilitation of language and literacy skills

Book Share Lesson Plans 4. Vocabulary Expansion (Tier II words) 5. Comprehension (prediction, retelling, text to life/connection to real life, visualizing, etc.) 6. Story Structure (main character, setting, initiating event, responses, etc.)

Teacher Prompting Strategies • • • • • • • • •

• • • • • • • •

Word Prompt Number Prompt Sentence Prompt Expansion Prompt Print Focus Picture Focus Predicative Prompt Pause Prompt Model Prompt

Text Presentation Question Narrative Structure Lead Follow/Recast Redirect/Re-attend Instruction/Correction Text-to-Life Phonological/Rhyming

ERF Summer Literacy August 25, 2004

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TEACHER RESPONSES Word Prompt Number Prompt Sentence Prompt Expansion Prompt

Belfast Explicit Embedded Prompting Strategies (BEEPS)

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Child & Teacher Identifying information

Model Prompt Phonological Prompt Rhyming Prompt

Total Response Overview

Pause Cue Text-To-Life

Total Res.

Teacher Res.

Child Res.

% Literacy

% Language

Predictive Prompt Print Focus Picture Prompt/Focus Instruction/Correction Reattend/Redirect Lead Follow /Recast

Percentage & Prompt Totals Within Category Prompts in RED are Explicit Literacy Prompts

Word Print Alph Phon Rhym T-L Voc Narr Num

Narrative/Structure Question Text Presentation CHILD BEHAVIORS

Pred Exp Paus Pic

Sen

Inst Lead Reat Ques Text

Correct Response Incorrect Response Inappropriate Social

Teacher Comments

Expansion/Elaboration Commment Related

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

Belfast Embedded Explicit Prompting Strategies (BEEPS) Book Share Observations Teacher Feedback & Response Summaries

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Teacher:

Horace Mann Julie Horton

Date:

9/15/2004

Book:

Brown Bear

Location:

Mill Lane

Time:

10 minutes

Observer:

MPT/JLW

Comments:

# Children Total Response Overview

Total Responses

Teacher Res.

91

64/70% 27/29% 19/30% Percentage & Prompt Totals Within Category Sen Exp Mod Phon Rhym Paus

Word

Num

Child Responses

% Literacy

8 % Language

22/34% T to L

8/12%

0

0

0

0

1

0

5/7%

0

Prin

Pic

Ins

Reat

Lead

Narr

Ques

Text

CCor

1

2/3%

13/20% 1

5/7%

12/18% 12

12/18% 1

Pred 2/3%

CEx 15

COMMENTS TO TEACHER Excellent pace. Observed good variety of literacy prompts (3 different ones) and language prompts (4 different ones). Good response ratio of teacher child responses (70%-29%). Continue to look for ways to do more literacy prompts, especially phonological and rhyming. Move to change balance of literacy to language prompts to 60% Explicit Literacy-40% Explicit Language. Last year when we completed this observation (9.24.04), your ratio of teacher/child responses was about the same (75:25). Of your total prompts/responses (69) only a total of 8 or 11% were explicit literacy language prompts compared to a total of 41or 64% during this observation. The number of responses/prompts you are using is about the same, but the quality has really changed.

Modeling • Time in the classroom demonstrating skills and activities • Teachers had a chance to observe us and the responses of the children • Coaching sessions offered a time to give and get feedback on what was modeled. • Teachers took what we did and made it their own

A wonderful example of what is meant by Embedded-Explicit work. You and the children were fully focused and engaged. Julie, you have really taken this material and ‘made it your own.’ WOW! BOFFO!

Community building • Developed several games, songs, routines and shared with teachers. • Developed digital stories highlighting our initiatives.

• Coaching did not stop once teachers gained skills. • Teachers were given strategies or materials they could use in their classroom the next day. • We weren’t coming from the outside. Our feedback was accepted more readily because we were part of the community. We were greeted as full participants in their program.

www.mainespeechtherapy.org

Important Aspects of RtC • Meetings scheduled during work day. • Built on trust, respect, partnership. • Focused on teacher needs to get to student needs. • Teachers had opportunities to describe what was going on in their own way. • Sustained and consistent feedback on what was happening, what was working, what were current needs of students.

• Teachers knew they didn’t have to do it all or do it perfectly. • Coaching was “shoulder to shoulder” as we were working with them. • Problem solving together rather than problem solving for them. • Coaching evolved as teachers gained skills.

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

Teacher Products

Waldo County General Hospital Speech Language Pathology

• Sign in protocol. • Daily attendance. • Transition times utilized letter recognition and print awareness tasks. • Head Start cheer! • Head Start songs!

PERFORMANCE OUTCOMES Results from three early childhood classrooms. 2007-2009 An evidence based teacher coaching model.

Speech Language Pathology The Voice & Swallowing Center of Maine 207-338-9349 www.mainespeechtherapy.org

2007-2008 Data TERA By Class and Center Average

2007-2008 Data • Data was collected in the fall of 2007 and the spring of 2008 • Sample included all diagnosed children • Totaled 11 children in two classes at one center • Test of Early Reading Ability- Third Edition • Peabody Picture Vocabulary Test- Fourth Edition • Modified letter naming task from DIBELS

106

110

98 100 89

88

90 80

83 77

70 Class 1

Class 2

Ctr Avg

Fall 2007 Spring 2008

2007-2008 Data PPVT By Class and Center Average

105

110

98 100 90

91

93

2007-2008 Data Alphabet By Class and Center Average 43

50

33

40 89

84

20 80

22

30 9

9

9

Class 1

Class 2

Ctr Avg

10

70

0 Class 1

Class 2 Fall 2007 Spring 2008

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Ctr Avg

Fall 2007 Spring 2008

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

Test of Early Reading Ability- Third Edition

2008-2009 Our Sample

100

• 3 classes, 2 centers • Class Sizes: 20, 20, 16 • 27 students diagnosed with speech/language disorders; 29 not diagnosed • Our data sample consisted of 45 children • 22 diagnosed; 23 not diagnosed.

98

97

96

95

92

90 85 84

83

85

80 80 75 class 1

class 2

class 3

Average

Standard Scores Fall 2008

Peabody Picture Vocabulary Test- Fourth Edition

Spring 2009

Alphabet Knowledge 30

106

110

30.0 103

22

25.0 96

100 95

25

103

105

21

96 20.0

92 90

90

15.0

11 8

85

10.0

80

74

6 2

5.0

75 70

0.0 class 1

class 2

class 3

Fall 2008

Average

82

87

80

100

60

41

40 16

20

95

108 99

82

83

100 85

80 60 40

3 First Year Second First Year Second First Year Second Students Year Students Year Students Year Students Students Students PPVT

98

17

0

27

20

6

22 2

0 UnDx

Dx

UnDx

Dx

UnDx

Dx

Alphabet

TERA Fall 2008

Average

Undiagnosed and Diagnosed Students Gains All Classes

92

89

TERA

class 3 Spring 2009

105

102

103 93

100

class 2 Fall 2008

First Year and Second Year Students 120

class 1

Spring 2009

PPVT

Alphabet

Spring 2009

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

RtC and ERF TERA

RtC and ERF PPVT 99

97

100

105

95

89

Standard 90 Score 85

105

103 97

100 Standard 95 Score 90

84

80

90

85

75

80 RtC

ERF

RtC

Fall 2008 Spring 2009

ERF

Fall 2008 Spring 2009

RtC and ERF Alphabet Knowledge 36 40

25

30

Upper and Lowercase 20 Letters 10

12 8

The BEEPS A glimpse at what we have seen

0 RtC Fall 2008

ERF Spring 2009

T1 Comparison of Child Response to Teacher Response

T2 Comparison of Child Response to Teacher Response

250

250

200

200

150

150

100

100

50

50

0

0 Sp. 08 Total Res

Fa. 08 T. Res

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Sp. 09 C. Res

Sp. 08 Total Res.

Fa. 08 T. Res

Sp. 09 C. Res

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Response to Coaching (RtC): An Innovative RtI Model

T3 Comparison of Child Response to Teacher Response 200 150 100 50 Sp. 08

Fa. 08

Total Res.

T. Res.

Sp. 09 C. Res.

Number of Different Types of Prompts Used 15

T1 Sp. 2008

T2 Fa. 2008

T3 Sp. 2009

Number of Different Literacy Prompts Used 6 5

10

4 3

5 0

Use of Literacy Prompts 35 30 25 20 15 10 5 0

250

0

Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

2 1

T1 Sp. 2008

T2 Fa. 2008

T3 Sp. 2009

What Can’t Be Seen in the Numbers… • The excitement of the teachers • The engagement of the children • The increase in confidence while teachers share books • The increase in the ease in which teachers use what they have learned

0

T1 Sp. 2008

T2 Fa. 2008

T3 Sp. 2009

Summary of RtC • Teamwork: Multiple therapists sharing clients; several delivery models. • Teachers had time to think, reflect, hear feedback, and make plans. • Diligent about coaching. It was sacred time. • We modeled differentiated instruction by differentiating our coaching methods.

www.mainespeechtherapy.org

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Jennifer Whitcomb, M.A., CCC-SLP Nathan Curtis, M.A. CCC-SLP Jessica Wilbur, M.A., CCC-SLP

Response to Coaching (RtC): An Innovative RtI Model

Future Implications • We located key behaviors that had the largest impact. • Teachers made changes within their daily routines. • The teachers became more independent. • Adjusted coaching sessions to meet new needs of teachers.

• • • • •

Preschool Literacy Test Coaching in other settings Coaching via telepractice Adding teacher interactive scale to BEEPS Coaching colleagues

References • Bray, C., Towey, M. P., & Whitcomb, J. (2004). Print-Sound-StoryTalk: A Successful Early Reading First Program. Philadephia, PA. ASHA National Convention. • Hanft, B. E., Rush, D. D., Shelden, M. L. (2004). Coaching Families and Colleagues in Early Childhood. Baltimore, MD. Brookes Publishing Co. • Justice, L. M. (2006). Clinical Approaches to Emergent Literacy Intervention. San Diego, CA. Plural Publishing Inc. • Justice, L. M., & Kaderavek, J. N. (2004). Embedded-Explicit Emergent Literacy Intervention I: Background and Description of Approach. Language, Speech, and Hearing Services in Schools. 35, 201-211. • Justice, L. M., Vukelick, C. (2008). Achieving Excellence in Preschool Literacy Instruction. New York, NY. The Guilford Press. • Patterson, K., Grenny, J., McMillan, R., Switzler, A. (2002). Crucial Conversations. New York, NY. McGraw-Hill.

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