4. Describe your Coaching

On October 2, 2018, the following DMESC specialists attended SIM training, CER - Vocabulary LINCing Routine presented by Brian and Lisa Schuller:

Karla Byrne - Literacy Specialist
Tyra Hobson - Technology Coordinator
Andria Miller - Math Specialist
Christy Whisenhunt - Literacy Specialist

Successes:

Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Review and explanation of the Cue-Do-Review Sequence; later embedded in the session
Use of the LINCs table for authentic, content specific vocabulary
Collegial conversations around teaching vocabulary across grade levels

Challenges:

The word proportion was at first a challenge because it has multiple meanings dependent upon the discipline and course. This became a teachable moment when we impressed upon participants that teachers will have control of words selected and explicitly taught in specific courses. 

Specialists were concerned about their drawing skills while creating LINCing pictures that align with the LINCing stories. Once they understood that the pictures were for them, to enhance their ownership of vocabulary words, they were more comfortable with this aspect of the device.

Specialists were concerned that the Routine was too immature for high schoolers - the conversation turned then to words selected for the Routine. Tier II and Tier III words are the ones students most often 'lose,' so they then understood how the memory devices included in the Vocabulary LINCing Routine would further more challenging content by assisting the student in understanding words important to that content.

We problem solved challenges by conducting and participating in professional conversations with our peers. We asked each specialist to provide a Tier III word from their content area, then as a group, we discussed meaning(s) applicable for the different content classes (i.e. nuclear - housing v. chemistry).

Adjustments - For this training, we sped up the pace due to our audience being comprised of adult learner - educators.

On October 2, 2018, the following DMESC specialists attended SIM training, CER - Vocabulary LINCing Routine presented by Brian and Lisa Schuller:

Karla Byrne - Literacy Specialist
Tyra Hobson - Technology Coordinator
Andria Miller - Math Specialist
Christy Whisenhunt - Literacy Specialist

Successes:

Introduction to the Strategic Instruction Model
Explicit teaching using the Gradual Release Model - Vocabulary LINCing Routine
Review and explanation of the Cue-Do-Review Sequence; later embedded in the session
Use of the LINCs table for authentic, content specific vocabulary
Collegial conversations around teaching vocabulary across grade levels

Challenges:

The word proportion was at first a challenge because it has multiple meanings dependent upon the discipline and course. This became a teachable moment when we impressed upon participants that teachers will have control of words selected and explicitly taught in specific courses. 

Specialists were concerned about their drawing skills while creating LINCing pictures that align with the LINCing stories. Once they understood that the pictures were for them, to enhance their ownership of vocabulary words, they were more comfortable with this aspect of the device.

Specialists were concerned that the Routine was too immature for high schoolers - the conversation turned then to words selected for the Routine. Tier II and Tier III words are the ones students most often 'lose,' so they then understood how the memory devices included in the Vocabulary LINCing Routine would further more challenging content by assisting the student in understanding words important to that content.

We problem solved challenges by conducting and participating in professional conversations with our peers. We asked each specialist to provide a Tier III word from their content area, then as a group, we discussed meaning(s) applicable for the different content classes (i.e. nuclear - housing v. chemistry).

Adjustments - For this training, we sped up the pace due to our audience being comprised of adult learner - educators.

On January 11, 2017,  I provided professional development on the Vocabulary Lincing Routine. In attendance were my mentor/ SIM Professional Developer Mrs. Erinn Green, Ms. Abdelkader, Ms. Everett, and Ms. Braxton. The professional development started off with introductions and an overview of the agenda for the day. 
To prepare ahead of time I identified pre-determined vocabulary terms to use, created a teachers guide LINCS orgainzer/table, printed my check list , and blank organizers.

I provided staff with an overview of SIM Content Enhancement and discussed that all research was conducted at the University of Kansas. We discussed the research and data and how its benefits our exceptional education staff. 
I passed out of a blank Vocabulary Lincing graphic orgainzer and reviewed  the parts of the LINCS organizer and familiarized staff with the purpose each part served. 
Step One:  Definition ( I reminded the staff that the definition and vocabulary word is pre-fillable and that this information should be provided to the student.  
Step Two: Indicate a reminding words 
Step Three:  Lincing Story 
Step Four: Create a Lincing Picture
Step Five: Self- test  
Step Six: Whole Group Review 
Next, I used my check list and pre-filled Lincs table to walk the staff through a live example following steps one- six. 
To conclude the professional development , I clarified any misunderstanding, had staff to walk me through the purpose of the tool and how to implement it with exceptional education students. 

Bonnie Palasak met with me and Stephanie Miles to plan our session with teachers. We went over every slide of the presentation and discussed in detail how we would present the information to allow teachers to work with the routine. She answered all our questions and flexibly helped us plan how to best deliver the information. Afterwards, we met, and she provided us with specific feedback about our presentation. 

We did not have any issues as the presentation went very smoothly. 

Some adjustments we discussed were possible using this routine with Greek and Latin roots.