(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.
www.mainespeechtherapy.org
• 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!
1
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.)
www.mainespeechtherapy.org
2
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
16
TEACHER RESPONSES Word Prompt Number Prompt Sentence Prompt Expansion Prompt
Belfast Explicit Embedded Prompting Strategies (BEEPS)
3
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
www.mainespeechtherapy.org
3
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
3
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.
4
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
www.mainespeechtherapy.org
Ctr Avg
Fall 2007 Spring 2008
5
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
www.mainespeechtherapy.org
6
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
www.mainespeechtherapy.org
Sp. 09 C. Res
Sp. 08 Total Res.
Fa. 08 T. Res
Sp. 09 C. Res
7
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
8
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.
www.mainespeechtherapy.org
9