DBN: ULIT Coach:

Coaching Cycle Record

Teacher/Grade: First Grade Cycle Number: 2
Goal In 12 sessions, first grade will implement blending/segmenting protocols during GR to increase reading
proficiency, specifically accuracy as measured by TCRWP running records.
Scheduled Actual Date of Data Next Steps
Date Completion Teacher Students Teacher Coach
216: Independent 218: • Model in Allison’s
incorporating RL:218 -Collect conference class 12/9
word work in A: 1 notes on students • Plan with
GR B: reading behaviors- Francelle and
C: 1 noticing’s etc. Amber during
D:12 Monday PD on
218: using E: 3 -Josephine will visit 12/9
decodable F: 12/9 during 4th • Screen at risk kids
readers for GR G:3 period to watch
*Will do GR H: Amber/Francelle do
with target I: a GR lesson
Goal-Setting students 3x a J:
week Independent 216:
RL: 216 -Collect conference
B: 1 notes on students
C: 2 reading behaviors-
D: 3 noticing’s etc.
E: 4
F: 3
G: 2
H: 1
I:
J:
K: 1
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KEY: Allison Francelle and Amber BOTH CLASSES

Action Plan Scheduled Actual Date of Evidence of Progress Next Steps
(Steps to Take) Date Completion Teacher Students Teacher Coach
Model in Allison’s Class 12/9/19 12/9/19 GR- Allie • Sentence strips
observed and for guided writing
recorded -Both teachers • Write sight words
please fill out the on index cards
Self-Assessment for • Reread lesson for
Guided Reading both- any
adjustments
ICT : made inform
1 Teach 1 teachers
Visit/co-plan ICT Observe
Amber led
reading ICT: How else can we
workshop structure the delivery
lesson- of reading lesson?
Francelle -if using one teach
* Self-Assessment for observed one observe co-
Guided Reading from seat teachers can
decide in advance
what types of
specific
observational
information to
gather during
instruction
Model Day 2 in Allison’s 12/10/19 12/10/19 216- all students • 216- continue GR • Schedule- email
used with target group- reminder
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Action Plan Scheduled Actual Date of Evidence of Progress Next Steps

(Steps to Take) Date Completion Teacher Students Teacher Coach
-216-chose upper/lowercase incorporating word • Print Nan and Pap
goals from letters work/guided decodable reader
self- appropriately writing (collect as option for ICT
assessment -transfer of data) target students
tool vowel team
GOAL: My goal knowledge “ee”
is to show and “ay” evident • ICT= GR for
Model in ICT students in writing remaining 9
something students on GR E
explicit and ICT- tried using (collect data)
Debrief strategic about two vowel • ICT= Tell Josephine
how words work sounds to what goals you
so that they are decode tricky chose for our cycle
fluent and words together
flexible in taking
words apart
while reading *Both classes choose
GR books for co-
planning on 1/6
(what periods work
in the afternoon-
ICT- decided to
can happen during
adjust GR for
choice time or after
target group
school?)
3x a week
same book
**Periods 1 and 2 on
GOAL:
1/6 have already
been booked.
216- 7th period
218-
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Action Plan Scheduled Actual Date of Evidence of Progress Next Steps

(Steps to Take) Date Completion Teacher Students Teacher Coach

Both classes analyze data 1/6/20 1/6/20 • • 216- • Francelle will • Print out 5 more
from week of 12/9 and LEVEL D follow day 1 of Nan and Pap
12/16 for GR groups of decodable reader books from A to Z
target students protocol using Nan
and Pap
Co-plan in both classes (can
we use Monday PD time or
Choice time or lunch?)
Model/ Debrief in both 1/7/19 • • • •
classes
*schedule change- DBI 6th
Ave School
Co-plan 1/13/19 • • • •
*schedule change- DBI PD
Planning after 3-5 coaching
support meeting
Model/Debrief 1/14/19 1/14/19 • Observed/ • 216- 216- Revisit “A 216- 1st period
recorded Brianny (tried Muddy Mess” -
Allison- decoding/ encoding • strategy with have students read 218- 6th Period
dictation (GR Word Work) support) it again- ask • Blending
Kenny- able to comprehension Dicatation (copy
decode most strategies- record if for A and F)
218- words they are using Whole Class- have
Decodable dictation Skylar (tried strategy from word sentence ready
work
strategy with no • Small group-
support-didn't
know “th” 218- Finish Nan and 6 kids- almost for F
sound) Pap dictation (blends, digraphs,
DBN: ULIT Coach:

Action Plan Scheduled Actual Date of Evidence of Progress Next Steps

(Steps to Take) Date Completion Teacher Students Teacher Coach
-all 3 support with • more than cvc
sight words words)
(here, her, 6 kids- (am, an, all
come, said) and/or ong, ang,
ung) if cant find
book with that use
decodable 4 from A
to Z

Coach-in (218) 1/21/20 1/21/20 • Francelle and • Sam and the • Ask 3 • Bring decodable
Amber led Sap (higher comprehension book options for
Model Acadience in 216 Day 1 group) questions before Amber and
• Introduce • A Nap and a encoding activity Francelle to
new Vocab Map (lower choose from
(sap) group)
successfully
• -read book
with support
and without

Co-plan- Model 1/27/20 1/27/20 • • 216:Build • 216:Have students •

216- Nan and Pap words (-an, - continue reading
(decodable reader protocol) ap) Nan and Pap
• Read • Next Monday will
decodable model encoding
book (echo)
Coach-in/Debrief 1/28/20 1/28/20 • • • •

Co-Plan 218
DBN: ULIT Coach:

Action Plan Scheduled Actual Date of Evidence of Progress Next Steps

(Steps to Take) Date Completion Teacher Students Teacher Coach
Decodable Book 5 and 6
Schedule change (end of 2/3/20 • • • •
day)
*3-5 Coaching Support
Coach-in/debrief 2/10/20 2/10/20
Close Cycle

Scheduled Actual Date of Data Next Steps

Date Completion Teacher Students Teacher Coach
2/11/20 2/11/20 • Implements • Check mid • Check-ins • Check-ins
heggerty year
everyday acadience
Cycle Closing • Follows benchmark
blending for cohort of
protocol students-
check
heggerty
assessment
Scheduled Actual Date of Evidence of Progress Next Steps
Follow-up Action Plan
Date Completion Teacher Students Teacher Coach
Re-assess Heggerty • • • •
Goal Not Met…

(mid year)
Acadience mid year • • • •
benchmark follow up
for RTI kids
• • • •
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• • • •