Please sit at the appropriate table with your IC/Principal.

Student Centered Coaching Assessment and Student Centered Coaching

Critical Questions What can I do to move my school towards a student centered coaching framework? What can I do to help move teachers towards a culture of student centered coaching? What assessment strategies do we need to implement/delete to support a student- centered culture? How does a clear framework for data collection, analysis and intervention inform student centered coaching?

As You Move Through the Sessions… Where are we now? Where do we want to be? How do we get there?

Review: Coaching Cycle Stage 2: Assess students to determine their performance against the goal Stage 3: Implement instruction that meets student needs Stage 4: Reassess in order to determine if students have reached the goal Stage 1: Set a goal for students in relationship to the standards

Acquisition: A Framework for Student Centered Assessment Step 1 Step 2 Step 3 Step 4 Set clear learning targets for students that are based on the standards Continually assess students (formal & informal) through daily, weekly and monthly assessments that measure progress towards the learning targets Build in time and systems for teams to analyze data and adapt instruction to address students’ needs Continually collect data to chart student growth and analyze the validity and impact of the instructional practices

Review: Coaching Cycle Stage 2: Assess students to determine their performance against the goal Stage 3: Implement instruction that meets student needs Stage 4: Reassess in order to determine if students have reached the goal Stage 1: Set a goal for students in relationship to the standards Step 1 Step 2 Step 3 Step 4

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Step 1 Where are we? Set clear learning targets for students that are based on the standards 1 2 3 4 There are no clearly defined learning targets for students. Learning targets are defined, but may be unclear and/or not consistently based on the standards. Learning targets are clearly defined and are based on the standards. Learning targets are clearly defined and are created based on both the standards AND the students’ current needs. Shayla

Common Formative Assessment Curriculum/ Power Standards Essential Questions Learning Targets Knows and Dos

Step 1 Where are we? Set clear learning targets for students that are based on the standards 1 2 3 4 There are no clearly defined learning targets for students. Learning targets are defined, but may be unclear and/or not consistently based on the standards. Learning targets are clearly defined and are based on the standards. Learning targets are clearly defined and are created based on both the standards AND the students’ current needs. Shayla

What does it look like? Step 1 Set clear learning targets for students that are based on the standards Guiding Questions What questions does the coach use to prompt the teacher? What is the ratio of coach talk to teacher talk? Shayla

Re-assess: Where are we? Step 1 Re-assess: Where are we? Set clear learning targets for students that are based on the standards 1 2 3 4 There are no clearly defined learning targets for students. Learning targets are defined, but may be unclear and/or not consistently based on the standards. Learning targets are clearly defined and are based on the standards. Learning targets are clearly defined and are created based on both the standards AND the students’ current needs. Shayla

Step 2 Continually assess students (formal & informal) through daily, weekly and monthly assessments that measure progress towards the learning targets Where are we? 1 2 3 4 Most assessments are not aligned to learning targets. Assessments are often pre-made and do not vary in frequency or type. There is no clear system of management or organization of data. Assessments are mostly aligned to learning targets. They do not vary much in frequency or type. There are systems for managing and organizing data, but lack efficiency and effectiveness. Most assessments are primarily teacher created and designed to specifically match learning targets. There is some variance in frequency (daily, weekly, monthly) and type (formative and summative), including common assessments... Assessments are primarily teacher created and designed to specifically match learning targets. They vary in frequency (daily, weekly, monthly) and type (formative and summative), including common assessments… Jane

What does it look like? Step 2 Continually assess students (formal & informal) through daily, weekly and monthly assessments that measure progress towards the learning targets Guiding Question How does the coach help the teacher design the assessment based on the learning targets? Jane

Re-assess: Where are we? Step 2 Continually assess students (formal & informal) through daily, weekly and monthly assessments that measure progress towards the learning targets Re-assess: Where are we? 1 2 3 4 Most assessments are not aligned to learning targets. Assessments are often pre-made and do not vary in frequency or type. There is no clear system of management or organization of data. Assessments are mostly aligned to learning targets. They do not vary much in frequency or type. There are systems for managing and organizing data, but lack efficiency and effectiveness. Most assessments are primarily teacher created and designed to specifically match learning targets. There is some variance in frequency (daily, weekly, monthly) and type (formative and summative), including common assessments... Assessments are primarily teacher created and designed to specifically match learning targets. They vary in frequency (daily, weekly, monthly) and type (formative and summative), including common assessments… Jane

Step 3 Where are we? Build in time systems for teams to analyze data and adapt instruction to address students’ needs 1 2 3 4 Time is not provided to analyze student data and make instructional decisions. Some time to analyze student data is provided, but protocols for examining student data are not clear. Student data is not consistently used to make instructional decisions. Time to analyze student data is provided, with clear protocols in place. Data is used to make instructional decisions in some learning contexts (whole group, small group, individual). Time is provided regularly to analyze student data using clear, effective protocols. Data is consistently used to make instructional decisions in multiple learning contexts (whole group, small group, individual). Jack

What does it look like? Step 3 Build in time and systems for teams to analyze data and adapt instruction to address students’ needs Guiding Questions What does the teacher learn about her student in relation to the learning target? How does the data help the teacher inform future instruction? Jack

Re-assess: Where are we? Step 3 Re-assess: Where are we? Build in time systems for teams to analyze data and adapt instruction to address students’ needs 1 2 3 4 Time is not provided to analyze student data and make instructional decisions. Some time to analyze student data is provided, but protocols for examining student data are not clear. Student data is not consistently used to make instructional decisions. Time to analyze student data is provided, with clear protocols in place. Data is used to make instructional decisions in some learning contexts (whole group, small group, individual). Time is provided regularly to analyze student data using clear, effective protocols. Data is consistently used to make instructional decisions in multiple learning contexts (whole group, small group, individual). Jack

Step 4 Where are we? Continually collect data to chart student growth and analyze the validity and impact of the instructional practices 1 2 3 4 Assessment data is not regularly collected, organized, or analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is collected and organized; however data is not analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is collected, organized, and is sometimes analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is continually collected and student growth is charted to evaluate the validity and effectiveness of the instructional practices and assessments. Ashley

Monitoring Progress of Learning Targets (Teacher) Guiding Questions What trends or patterns do we notice? Where do we see evidence of student learning or student mastery? Where do we see gaps? How will we address the gaps? What adjustments need to be made to the instructional practices? First row is first attempt Second row is second attempt Third row is third attempt/Unit assessment Scoring key: Score Point Descriptor 3 Addresses all parts of the task appropriately. Provides thorough evidence of the student’s knowledge, strategy, and execution (including concepts, techniques, and representations) to meet the intent of the task. Does not contain any execution or computation errors and the correct answer is provided. Clearly communicates the student’s mathematical thinking. 2 Addresses most parts of the task appropriately. Provides adequate evidence of the student’s knowledge, strategy, and execution (including concepts, techniques, and representations) to meet the intent of the task. May contain execution and/or computation errors that detract from the overall completion of the task. Adequately communicates the student’s mathematical thinking. 1 Addresses some part(s) of the task appropriately. Provides some evidence of the student’s knowledge, strategy, and execution (including concepts, techniques, and representations) to meet the intent of the task. Contains an attempt to accomplish some part of the task with some success. Minimally communicates the student’s mathematical thinking. There is no evidence of mathematical knowledge that is appropriate to the intent of the task. Math

Mon= Monitors for Meaning Comprehension is measured on a 1-3 scale Key: Mon= Monitors for Meaning Comprehension is measured on a 1-3 scale Guiding Questions Do my teachers have a system to collect student data over time? How do my teachers organize their data? How do we use this data to make adjustments?

Re-assess: Where are we? Step 4 Re-assess: Where are we? Continually collect data to chart student growth and analyze the validity and impact of the instructional practices 1 2 3 4 Assessment data is not regularly collected, organized, or analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is collected and organized; however data is not analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is collected, organized, and is sometimes analyzed to evaluate the validity and effectiveness of instructional practices and assessments. Data is continually collected and student growth is charted to evaluate the validity and effectiveness of the instructional practices and assessments. Ashley

Review: Coaching Cycle Stage 2: Assess students to determine their performance against the goal Stage 3: Implement instruction that meets student needs Stage 4: Reassess in order to determine if students have reached the goal Stage 1: Set a goal for students in relationship to the standards Step 1 Step 2 Step 3 Step 4

Culminating Activity: Reflection Step 1 Step 2 Step 3 Step 4 Set clear learning targets for students that are based on the standards Continually assess students (formal & informal) through daily, weekly and monthly assessments that measure progress towards the learning targets Build in time and systems for teams to analyze data and adapt instruction to address students’ needs Continually collect data to chart student growth and analyze the validity and impact of the instructional practices Where are we? Where do we want to go? How do we get there?

Name School Name Ticket Out the Door Using the notecard on your table, set a goal for yourself. What next steps (small steps) do you want to take to move your school towards Student Centered Coaching? This notecard will be given back to you at a future Instructional Coach meeting.

BREAK During the break, please sit at your level appropriate table. Please sit only at tables with signs still on the tables.

Instructional Coach Meeting Agenda A deeper dive into Student Centered Coaching & Assessment Overview or Analyzing Student Work Protocols Analyzing Student Work using a Protocol Debrief of the Protocol

Protocol for Analyzing Student Work Used to assist a group of teachers to reflectively analyze student work. It is used with teams of approximately 4-6 people

Debriefing the Protocol How did this protocol help your group analyze the student work in a more effective manner? Who was the focus of the conversation during the protocol? How might you use this protocol with your staff?

For Next Time… Please bring student work samples and the following: Learning Targets Standards If your school/team is ready, try the protocol used today to analyze student work. Academics would love to have some videos of a good protocol in action.