1. Student Centered Coaching
Section 2 | Part 2
Data and Student-Centered Coaching

2. Rhonda Rhodes—Taylors Elementary School

3. Critical Questions
What can I do to move my school towards a student centered coaching framework?
What can I do to support teachers in a student centered culture?
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?

4. Need to Know:
How do we make time in our already packed day to design common formative assessment and analyze student results? As instructional leaders, how do we find the time to facilitate and build capacity among our teacher leaders? What shifts in responsibility need to occur in order to move my school towards a more student-centered approach?

5. Building Capacity with Teacher Leaders
K5 Lead
English Chair
Social Studies Chair
5th Grade Lead
1st Lead
Instructional Coach
Instructional Coach
4th Grade Lead
Arts Chair
Math Chair
Arts Lead
Science Chair
2nd Grade Lead
3rd Grade Lead
Department Chairs
Team Leaders

6. Social Studies Department
English Department
Arts Department
Math Department
English Dept. Chair
Math Dept. Chair
Arts Dept. Chair
Social Studies Department
Science Department
Instructional Coach
Social Studies Dept. Chair
Science Dept. Chair

7. Balancing Time and Work
Fidelity
Trading in Low Impact Strategies for High Impact Strategies

8. Using the Toolkit (guides, protocols, etc.)
Tools are not meant to be an “add-on” to current planning or work
Use tools to scaffold teams and teachers for a short time until proficiency is reached

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

10. 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

11. 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

12. Planning Guide

13. Step 1: Set clear learning targets for
Students that are based on the standards

15. Last month, you determined…
Step 1
Last month, you determined…
Set clear learning targets for students that are based on the standards
Clearly defined
Based on standards
Based on students’ current needs 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.

16. UNIT LEVEL LESSON LEVEL
of the Instructional planning process
LESSON LEVEL
of the Instructional planning process
Learning Targets
Essential Questions
Curriculum/ Standards
Knows and Dos
Considerations:
pre-assessment results
historical class performance
high stakes data
Students’ Current Needs

17. Demystify “clearly defined”
A learning target is the intended LEARNING or assessable outcome of the lesson (not the intended activity).
Learning targets focuses on a single aspect of what it takes to________.
Examples:
“Describe how the physical characteristics of a bear help it to survive.”
“Use clues from pictures and text together to make a logical inference about how miners collected gold.”
“Explain how miners collected gold by making inferences from pictures and text.”

18. Sample Protocol: Developing Learning Targets
Step 1-Identify the standard
Step 2–Unpack the standard
Step 3–Deconstruct the standard
Step 4–Identify gaps in prerequisite knowledge and
understanding
Step 5–Write Student Friendly Learning Targets

19. Wakesha Fogle | 7th Grade Math | Tanglewood Middle School

20. “if I can do [this assignment], then I can do [the learning target].”
KEY: Assignments and assessments (what the students do) must MATCH the learning targets!
Teachers must share with students the learning targets and criteria for success
We want students to think…
“if I can do [this assignment], then I can do [the learning target].”

21. Exceeding Ready Close Extensive (minimal scaffolding)
Are the learning targets both rigorous and realistic?
Do the learning targets extend or deepen knowledge?
Do the learning targets focus on trivial information or critical content, skills or knowledge necessary for advancement?
Do the learning targets provide both a challenge for high performing students and realistic opportunities for struggling students?
Does the assignment match the learning target?
Ready
Close
(minimal scaffolding)
Extensive
scaffolding & support

22. Planning Time—Learning Targets
Using your planning guide as a reference, think about learning targets and where your teachers are with using learning targets effectively. Where are you now? Where do you want to go? How do you get there?

23. Step 2: Continually assess students (formal &
informal) through daily, weekly and
monthly assessments that measure
progress towards the learning targets

24. 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

25. Common Formative Assessment
Curriculum/ Power Standards
Essential Questions
Learning Targets
Knows and Dos
Student Needs

26. The Purpose of Common Formative Assessment
Student Strengths/Weakness
Common Formative Assessment
Common Formative Assessment
Common Formative Assessment
Common Formative Assessment
Common Formative Assessment
Leadership Teams!
Learning Targets

27. Common Formative Assessments
Generate
Timely Student Achievement Information
To Monitor
To Evaluate
Individual Student Progress
Instructional Effectiveness (Team and Individual)
In Terms Of
In Terms of
Addressed By
Warrants
What student did or did not learn
What student can or cannot do
Modifying Instruction
Corrective Instruction or Enrichment

28. Implementing Effective Common Assessments
Corrective Instruction
Re-teaching
Enrichment
Etc.
ASSESSMENTS
Team Designs
Common Formative
Pre-Assessment and
Common Summative
Assessment aligned to any district common assessments and benchmarks
Administer
Pre-Assessment
Analyze Results:
Chart the Data
Analyze the Data
Write a short term goal
Select effective teaching strategies
Determine the Results Indicator
Instruct Students
while providing
specific Feedback
through formal and
informal feedback
Analyze Results:
Compare to Pre-assessment
Plan Intervention
Plan Enrichment
Select the focus for the next instructional cycle

29. Providing Quality Student Feedback
Differentiating between Specific and Evaluative Feedback

30. Specific Feedback—Relates Directly to Student Learning
Instruction
Assess
Specific Feedback
Rubrics
Samples
Scaffold
Remediate
Re-Teach
Specific Feedback
Analyze Student Work
Models
Specific Feedback
Non-Specific Feedback
“In your paragraph, you have a clear lead
sentence. That’s great. You need to add
more details in support of the lead
sentence.”
Great Job! B-

31. Planning Time—Assessing Students
Using your planning guide as a reference, think about assessment at your school, particularly as it relates to Common Formative Assessments. Where are you now? Where do you want to go? How do you get there?

32. Brain Break!

33. 12 Days of Christmas

34. On the 1st Day of Christmas Cathy Hale said to me, “Measure Your Angel Wings”

35. On the 2nd Day of Christmas Debbie Barron said to me, “Write a letter to Santa ”

36. On the 3rd Day of Christmas Tami Finley said to me, “Build a Snowman in the North Pole”

37. On the 4th Day of Christmas Chris Burras said to me, “Chase After Santa’s Reindeer”

38. On the 5th Day of Christmas Ashley Ziemer said to me, “Five Santa Jumping Jacks”

39. On the 6th Day of Christmas Valerie Muller said to me, “Draw the Circumference of a Wreath”

40. On the 7th Day of Christmas Brad Wingate said to me, “March in the Christmas Parade”

41. On the 8th Day of Christmas Debbie Carrero said to me, “Dance to Feliz Navidad”

42. On the 9th Day of Christmas Jack Awtrey read to me, “The Biggest Snowball Fight”

43. On the 10th Day of Christmas Jeff McCoy said to me, “Pack the Sleigh with Apps and More”

44. On the 11th Day of Christmas Dr
On the 11th Day of Christmas Dr. Washington said to me, “High Five all the Elves for their Work”

45. On the 12th Day of Christmas the Academics Team said to me

46. Review
Step 1
Step 2
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

47. Step 3: Build in time and systems for teams to analyze data and adapt instruction to address students’ needs

48. Step 3
Where are we?
Build in time and 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

49. Step 3 – Analyze Student Work1
Choose a Focus
Sort student work
Reflect on Learning Targets
and Student Work
Item(s) from a quiz/test
An aspect of reading, writing, or mathematical thinking
A science or social studies notebook entry 2
Predetermined criteria
Rubric
Learning progression OR
Similar characteristics 3
“How do the student work samples compare to the goals we set for students?”
“What will we do next to address the students’ needs?”

50. Sorting Student Work Similar Characteristics Predetermined Criteria
Rubric
Learning Progression
Algebra
The strategy used
Quality of the explanation
Answer
Incorrect , wrong operation/strategy
Incorrect, computation error
Correct
Rubric
Learning Progression

51. Sorting Student Work Theme/Lesson - Progression Rubric (6th Grade)
Exceptional
Proficient
Approaching
One or more universal lessons/themes
Synthesizes events from the story/multiple plot lines and relates them to lessons/themes
One ore more lessons/themes
Derived from minor incidents in the story
May use story-specific language
Identifies a partial, literal lesson/theme from only one part of the text
Don’t let bad things take over your life, keep moving forward. Always think about good things and try to forget about the bad.
He learned that everyone needs to grow up, and sometimes it is hard.
People can change when they go on a trip.
EXAMPLE
Edit slide…make example different font/color
The Watsons go to Birmingham
Adapted from Jennifer Serravallo’s Independent Reading Assessment

52. Step 3 – Analyze Student Work1
Choose a Focus
Sort student work
Reflect on Learning Targets
and Student Work
Item(s) from a quiz/test
An aspect of reading, writing, or mathematical thinking
A science or social studies notebook entry 2
Predetermined criteria
Rubric
Learning progression OR
Similar characteristics 3
“How do the student work samples compare to the goals we set for students?”
“What will we do next to address the students’ needs?”

53. Planning Time—Analyzing Data
Using your planning guide as a reference, think about where your teachers are when it comes to analyzing data for improving instruction. Where are you now? Where do you want to go? How do you get there?

54. Step 4: Continually collect data to chart student growth and analyze the validity and impact of the instructional practices

55. 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

56. Using Data to Determine Instructional Strategies
Talking Points/Questions for Group Share Out:
1. What did you learn from analyzing the student work? (1 minute share)

57. Discussion
What questions would you ask your teachers now that we have sorted the student evidence/work and saw the student performance results?
How would you help coach and support teachers based on these student performance results?
What indicators might you look for in your teachers’ instructional practice and/or lesson design to correct, enrich, or extend student learning?
Kenyetta

58. Group
Group

59. Our conversations keep STUDENT LEARNING on the forefront…
How are our students doing?
Why do we think our students performed the way they did?
What are we going to do about intervention for students who are still not proficient?
How will we accelerate instruction for students who continue to excel?
Which instructional strategies produce the greatest results for students?
What other changes or modifications do we want to make?
Kenyetta
Ainsworth and Viegut, 2006, p. 108.

60. Toolbox Resources

61. Organizing for Corrective Instruction/Enrichment
Small Group
Individual
Whole Class
Add graphic for Whole, individual,

62. Planning Time—Student Growth
Using your planning guide as a reference, think about the systems you have in place to monitor student growth over time and how that data is used to inform remediation, corrective instruction, enrichment, re- teaching, etc. Where are you now? Where do you want to go? How do you get there?

63. Creating an Action Plan
How will we get there?

64. Tools and Resources

65. For Next Time…
Please bring the walkthrough form you use in your school for observations
Progress made on Planning Guide