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

2. Student Centered Coaching
Assessment and Student Centered Coaching

3. 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?

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

5. 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

6. 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

7. 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

8. ON

9. 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

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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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?

23. 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

24. 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

25. 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?

26. 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.

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

28. 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

29. 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

30. 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?

31. 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.