7. Describe your Coaching

I was able to work 1:1 with a student during AIS instructional time  as well as push-in to a classroom to work with a variety of students.  Most students were able to move on after worksheet B or C, some rewuirede additional practice and support with additional worksheets.  Due to our transient population, it does present challenges with students starting and ending at various times of the school year.  I was able to meet with Dotti several times thoughout the year to review strategies and ideas.

Patty Kohler-Evans and I co-presented FSW over Zoom in six afterschool sessions for teachers across Arkansas.  This gave teachers time to go back and implement as they learned.  Most of the issues we ran into were Covid-related, with students being out of school for extended periods of time.

Every other day, after getting a seventh grade language arts classroom welcomed and settled, I instruct the student on, what we call, Mrs. Hogsten's red sentence. The two other teachers and myself instruct the students to open their workbooks to the current page. I refresh the students memory on what we have learned so far using the SIM cue cards and past work exercises. We study the practice sentences together as a class. All teachers walk around and help individual students. I call on individual students to answer questions and participate in the instruction process. Feedback is given to students immediately.

The strategy was implemented four times per week from November 2015 to March 2016.  Each session consisted of 20-30 minutes.  Instruction began in November 2015 using lesson one with the students creating posters for their writing folders.  Students created either a flip book or a poster depicting the 5 requirements of a sentence to use as a reference.  Anchor charts with physical and mental action verbs were also created and displayed. The students also made their own posters for “PENS” and “MARK” for their folders. The lessons were presented following the instructional steps in the Fundamentals manual with students completing the learning sheets to mastery.  Each lesson consisted of modeling, think aloud, and student interaction. We followed the “I do”, “we do”, “you do” sequence for gradual release of responsibility.  Students were able to progress through the lessons and learning sheets given immediate and specific feedback on independent practice.  Students were able to progress at their own level of understanding.  Additional posters, flip books, and study aids were added for lessons that addressed linking verbs, infinitives, prepositions, adjectives and adverbs.  The posttest was given in March of 2016 to show growth and progress.  
Dr. James Calder provided coaching during the implementation of this strategy.  The first coaching session was on Lesson 5:  Prepositional Phrases.  He provided on the spot coaching.  He also provided feedback stating that it would be beneficial to the students if I told them I was modeling for them.  We agreed that follow up would consist of monthly check-ins to review progress charts. There were no other concerns noted at this time.  I followed his suggestion in subsequent lessons.