4. Describe your Coaching

Description of Coaching Teacher Implementation of SIM Vocabulary LINCing Routine

Elementary Co-Taught Classroom Teachers: I had the opportunity to coach a co-teaching team at the elementary level. This began with a lunch meeting that included both teachers and my SIM partner from the UCA Mashburn Center. Our intended outcome was to help the teacher team understand the “why” of SIM and select a routine that supported their content and the unique needs of their students. Based on teacher input, formative and summative assessment data, and the diverse needs of their classroom, we selected the Vocabulary LINCing Routine.The students were highly successful in using the routine to learn new terms. They were fully engaged in the lesson and in completing the table. When their work was reviewed, it was evident that they understood the process and had effectively learned the new terms. This classroom included students with significant behavior challenges, yet the teachers reported an increase in desired behaviors during the lesson and overall improvement in classroom management.Upon reflection, I realized I released the teacher and students to work independently too soon. Before transitioning the teacher to independent implementation, I needed to ensure greater fidelity in their practice. For example, seemingly minor steps, such as underlining key words in definitions, significantly impact student outcomes. Additionally, reviewing the LINCS table together prior to instruction ensures the reminding words, LINCing pictures, and LINCing stories align with the established rules of the routine. This step is critical for successful implementation and student understanding.

High School English Language Arts (ELA) Resource Classroom Teacher: I also coached a first-year special education teacher in a high school (10-12) ELA resource classroom. This partnership began similarly to the elementary collaboration, although I conducted the initial meeting independently with the teacher and the special education director. During this meeting, I shared a slideshow about SIM and the Vocabulary LINCing Routine, which my partners use for professional learning. I also prepared questions in advance to gain a clear understanding of the teacher’s students, upcoming standards, and specific needs.In this case, I implemented an “I do, we do, you do” coaching model. First, I taught a lesson while being observed by the teacher. Then, we co-taught a lesson together. Finally, I supported the teacher in planning and delivering a lesson independently, which I observed. This gradual release model proved to be more effective, as it provided structured support and guidance throughout the process.The biggest success from this partnership was that the teacher decided to adopt the Vocabulary LINCing Routine as a consistent practice for teaching new terminology. Observing older students engage with the routine provided valuable insights into their unique responses and needs.Reflecting on this experience, I recognized the importance of extended co-teaching sessions while maintaining collaborative planning. Planning is a critical component of implementing the routine with fidelity. Specifically, it is essential to ensure the LINCS table adheres to the rules for selecting reminding words, drawing LINCing pictures, and developing LINCing stories. These elements are fundamental to the metacognitive process central to the Vocabulary LINCing Routine.

Comparison and Reflection: These two coaching experiences highlighted the differences between working at the elementary and high school levels, as well as the value of refining my coaching approach. With the elementary team, I learned the importance of pacing and ensuring fidelity before independent implementation. In contrast, the structured support provided to the high school teacher through the “I do, we do, you do” model proved more effective. Moving forward, I will integrate these lessons by emphasizing planning, co-teaching, and fidelity checks in both settings to support teachers and students in achieving success with the Vocabulary LINCing Routine.

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.