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Handbook
Office of Elementary Education and Reading
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MDE Literacy Coach Handbook
Carey M. Wright, Ed.D., State Superintendent of Education
Office of the Chief Academic Officer
Kim S. Benton, Ed.D., Chief Academic Officer
Office of Professional Development Trecina Green, Executive Director
Office of Elementary Education and Reading
Nathan Oakley, Executive Director Kymyona Burk, Ed.D., State Literacy Director (K-12) Tenette Smith, Ed.D., State Literacy Coordinator (K-3)
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Mississippi Department of Education
Post Office Box 771 Jackson, Mississippi
39205-‐0771
Carey M. Wright, Ed.D., State Superintendent of Education
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-‐discrimination policies of the above mentioned entities:
Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 203 Jackson, Mississippi 39201 (601) 359-‐3511
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Mississippi Board of Education
5-‐Year Strategic Plan 2016-‐2020
Vision
To create a world-‐class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens
Mission
To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community
Goals:
1. All Students Proficient and Showing Growth in All Assessed Areas 2. Every Student Graduates from High School and is Ready for College and
Career 3. Every Child Has Access to a High-‐Quality Early Childhood Program 4. Every School Has Effective Teachers and Leaders 5. Every Community Effectively Using a World-‐Class Data System to Improve
Student Outcomes
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Table of Contents
Literacy-‐Based Promotion Act Overview ...................................................................................... 6 Job Descriptions ............................................................................................................................ 8 Coaching ....................................................................................................................................... 12 Professional Conduct: Confidentiality ..................................................................................... 12 Outlook Calendar ...................................................................................................................... 12 Communication ......................................................................................................................... 12 Coaching:The First Few Weeks ................................................................................................. 13
Professional Development .......................................................................................................... 15 Observations and Supports ......................................................................................................... 16 Classroom Observations ........................................................................................................... 16 Peer Observations ..................................................................................................................... 16 Coaching Lesson Plans .............................................................................................................. 17 Learning Walks .......................................................................................................................... 17
Literacy Support Reports ............................................................................................................. 18 Coaching Logs ........................................................................................................................... 19 Quarterly and Comprehensive Logs .......................................................................................... 19 School Profile ............................................................................................................................ 21
School Literacy Plan ..................................................................................................................... 21 Appendix: Forms .......................................................................................................................... 26 Coaching Lesson Plans ............................................................................................................... A Coaching Log ............................................................................................................................... B Comprehensive Report ............................................................................................................... C Demonstration Focus Form ....................................................................................................... D Evaluation forms ......................................................................................................................... E Learning Walk Outcomes Report ................................................................................................ F Learning Walk Protocol .............................................................................................................. G Literacy Coach Action Plan Template ......................................................................................... H Literacy Coach and Teacher Partnership Agreement ................................................................... I Literacy Support School Beginning of the Year Assessment ....................................................... J Monthly Literacy Coach Report .................................................................................................. K MDE Professional Development Request Form .......................................................................... L MDE Professional Development Evaluation Form .................................................................... M Needs Assessment ..................................................................................................................... N Non-‐Negotiables ........................................................................................................................ O Observation Tools ....................................................................................................................... P Quarterly Report ........................................................................................................................ Q School Profile Template .............................................................................................................. R
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Literacy-‐Based Promotion Act Overview
The purpose of the Literacy-‐Based Promotion Act is to improve the reading skills of Kindergarten and First through Third grade public school students so that every student completing 3rd grade reads at or above grade level. The intent is to increase the proficiency of all students in reading by the end of their 3rd grade year of school.
3rd Grade Reading Summative Assessment –Beginning in the 2014-‐2015 school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3rd grade will not be promoted to 4th grade.
Social Promotion – A student may not be assigned a grade level based solely on age or any other factor that constitutes social promotion.
Public School Requirements • If a K -‐ 3 student has been identified with a substantial deficit in reading, the teacher will
immediately, and with each quarterly progress report, notify parents or legal guardians of the following in writing: o Determination of a substantial deficit in reading; o Description of student services and supports presently provided; o Description of proposed supplemental instruction and support to remediate the
student’s deficit areas; o Strategies for parents to use to help students at home; and, o Notification that student will not be promoted to 4th grade if reading deficiency
cannot be remediated by the end of 3rd grade • Provide intensive reading instruction and immediate intervention to each K -‐ 3 student
who exhibits a substantial deficiency in reading at any time.
Good Cause Exemptions • A 3rd grade student who fails to meet the academic requirements for promotion to the
4th grade may be promoted for good cause: o Limited English Proficient students with less than two (2) years of instruction in
English Language Learner program; o Students with disabilities whose Individualized Education Program (IEP) indicates
that participation in the statewide accountability assessment program is not appropriate, as authorized under state law;
o Students with a disability who participate in the accountability assessment and who have an IEP or Section 504 plan that reflects that the student has received intense remediation in reading for two (2) years but still demonstrates a deficiency and was previously retained;
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o Students who demonstrate an acceptable level of reading proficiency on an alternative assessment approved by the State Board of Education; and,
o Students who have received intensive intervention in reading for two (2) or more years but still demonstrate a deficiency in reading and who previously were retained in Kindergarten or First, Second or Third Grade for a total of two (2) years and have not met exceptional education criteria.
A student who is promoted to Fourth Grade with a good cause exemption shall be provided intensive reading instruction and intervention informed by specialized diagnostic information and delivered through specific reading strategies to meet the needs of each student promoted. The school district shall assist schools and teachers in implementing reading strategies that research has shown to be successful in improving reading among students with persistent reading difficulties.
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Job Descriptions Literacy Coach Job Description General Responsibilities
Literacy Coaches work with the Mississippi Department of Education to coordinate the Literacy-‐Based Promotion Act and provide appropriate services to schools so that there can be a cohesive, sustained, intensive and classroom-‐focused approach to literacy around the five components of reading that is rigorous, engaging, and relevant for students. Literacy Coaches provide a non-‐threatening, open, professional, and collaborative work relationship with district-‐level school personnel, school-‐based literacy coaches, principals, and teachers. Literacy Coaches are required to effectively identify the needs of assigned schools in order to prioritize, schedule, organize, and provide technical assistance so that students in assigned schools achieve grade level reading by the end of 3rd grade.
Responsibilities
• School Level o Provide daily technical support (at least 85% of the school week) to school-‐based
coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology.
o Model effective coaching and conferencing techniques. o Assist administrators, school-‐based literacy coaches, and teachers in addressing
grade specific curriculum by developing an effective school-‐wide literacy plan and providing strategies for monitoring the plan’s implementation.
o Design and conduct professional development to meet the varied needs of school-‐based literacy coaches and teachers.
o Conference with individual coaches or lead teachers to ensure that teachers assigned to them have specific goals and plans for improving practice.
o Provide clear, practical, timely, and candid written and oral feedback to school-‐based coaches about their coaching practices and to teachers about their instruction.
o Meet regularly with principals, school-‐based coaches, and teachers to review data and make recommendations for adjustments in instructional practices.
o Maintain an organized system for documenting coaching services (e.g., MS SOARS).
• District and Regional Level
o Collaborate with other Literacy Coaches to support the Literacy-‐Based Promotion Act.
o Assist principals, school-‐based literacy coaches, and lead teachers in providing regular and user-‐friendly data reports to their respective districts and other stakeholders.
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o Provide on-‐going training and support for school-‐based educators within and across regions.
o Provide guidance for sharing data with a variety of audiences.
• State Level o Communicate a consistent message as established by the Mississippi Department
of Education in support of the Literacy-‐Based Promotion Act. o Participate in on-‐going training, support, and networking to promote grade-‐level
reading. o Maintain and promptly submit reports on progress of teaching and learning
specific to literacy in K-‐3 schools assigned. o Provide training to educators across the state.
Knowledge, Skills, and Attributes
• Knowledge: o reading processes, acquisition, assessment, and instruction, o systematic, explicit instructional process, o instructional coaching approaches and strategies for teaching adult learners, o scientific reading research and its application to effective classroom instruction,
structure, and practices, as well as intervention, o College and Career Readiness Standards for English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects (CCRS for ELA), o Mississippi Response to Intervention Model, and o data analysis and application.
• Skills:
o systematic, explicit, instructional delivery, o ability to effectively prioritize, schedule, manage, and organize multiple daily
tasks to achieve goals, o ability to administer and interpret reading assessments and use data to
determine professional development needs, and recommend changes to improve school-‐wide and/or classroom instructional practices,
o ability to rapidly acquire and apply new skills and information, o ability to provide effective instructional feedback, o ability to identify problems and develop appropriate solutions, and o use effective written and oral communication skills, including the ability to
engage in difficult and candid conversations with a variety of stakeholders.
• Attributes: o sense of urgency for literacy achievement, o motivating others to perform at high standards, o high degree of professionalism to ensure and protect the confidentiality of
educators and students, o strong work ethic, self-‐directed and reliable, and the ability to work both
independently and collaboratively,
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o high quality interpersonal skills and the ability to relate to and interact with adults exhibiting a range of abilities and dispositions,
o ability to orchestrate change, o belief that a coach can make a difference, despite the nature of the challenges,
and o desire to grow professionally.
Regional Literacy Coordinator Job Description
General Responsibilities
Regional Literacy Coordinators work with the Mississippi Department of Education to coordinate the Literacy-‐Based Promotion Act and provide appropriate services to schools so that there can be a cohesive, sustained, intensive and classroom-‐focused approach to literacy around the five components of reading that is rigorous, engaging, and relevant for students. Regional Literacy Coordinators provide a non-‐threatening, open, professional, and collaborative work relationship with district-‐level school personnel, school-‐based literacy coaches, principals, and teachers. Regional Literacy Coordinators also work with literacy coaches to effectively identify the needs of assigned schools in order to prioritize, schedule, organize, and provide technical assistance so that students in assigned schools achieve grade level reading by the end of 3rd grade. Responsibilities
• School Level o Provide daily technical support (at least 85% of the school week) to school-‐based
coaches or lead teachers in their capacity to support instruction of the 5 components of reading, implement curriculum, administer assessments, analyze data, and utilize technology.
o Model effective coaching and conferencing techniques. o Assist administrators, school-‐based literacy coaches, and teachers in addressing
grade specific curriculum by developing an effective school-‐wide literacy plan and providing strategies for monitoring the plan’s implementation.
o Design and conduct professional development to meet the varied needs of school-‐based literacy coaches and teachers.
o Conference with individual coaches or lead teachers to ensure that teachers assigned to them have specific goals and plans for improving practice.
o Provide clear, practical, timely, and candid written and oral feedback to school-‐based coaches about their coaching practices and to teachers about their instruction.
o Meet regularly with principals, school-‐based coaches, and teachers to review data and make recommendations for adjustments in instructional practices.
o Maintain an organized system for documenting coaching services (e.g., MS SOARS).
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• District and Regional Level o Collaborate with other Regional Coordinators and Literacy Coaches to support the
Literacy-‐Based Promotion Act. o Assist principals, school-‐based literacy coaches, and lead teachers in providing
regular and user-‐friendly data reports to their respective districts and other stakeholders.
o Provide on-‐going training and support for school-‐based educators within and across regions.
o Provide guidance for sharing data with a variety of audiences.
• State Level o Communicate a consistent message as established by the Mississippi Department
of Education in support of the Literacy-‐Based Promotion Act. o Participate in on-‐going training, support, and networking to promote grade-‐level
reading. o Maintain and promptly submit reports on progress of teaching and learning
specific to literacy in K-‐3 schools assigned. o Provide training to educators across the state.
Knowledge, Skills, and Attributes
• Knowledge: o reading processes, acquisition, assessment, and instruction, o systematic, explicit instructional process, o instructional coaching approaches and strategies for teaching adult learners, o scientific reading research and its application to effective classroom instruction,
structure, and practices, as well as intervention, o College and Career Readiness Standards for English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects (CCRS for ELA), o Mississippi Response to Intervention Model, and o data analysis and application.
• Skills:
o systematic, explicit, instructional delivery, o ability to effectively prioritize, schedule, manage, and organize multiple daily
tasks to achieve goals, o ability to administer and interpret reading assessments and use data to
determine professional development needs, and recommend changes to improve school-‐wide and/or classroom instructional practices,
o ability to rapidly acquire and apply new skills and information, o ability to provide effective instructional feedback, o ability to identify problems and develop appropriate solutions, and o use effective written and oral communication skills, including the ability to
engage in difficult and candid conversations with a variety of stakeholders.
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• Attributes: o sense of urgency for literacy achievement, o motivating others to perform at high standards, o high degree of professionalism to ensure and protect the confidentiality of
educators and students, o strong work ethic, self-‐directed and reliable, and the ability to work both
independently and collaboratively, o high quality interpersonal skills and the ability to relate to and interact with
adults exhibiting a range of abilities and dispositions, o persistent in spite of obstacles, o ability to orchestrate change, o valuing lifelong learning, o belief that a coach can make a difference, despite the nature of the challenges,
and o desire to grow professionally.
Coaching
Professional Conduct: Confidentiality • Be prompt. • Keep commitments – be mindful of scheduling. • Dress in business-‐casual attire. When presenting, dress in business attire. • Check your email often and respond to emails you receive within 24 hours.
Confidentiality • Coaching conversations are confidential. • The following information is also confidential:
o School data o Student information o Student data
Outlook Calendar
• Keep your school support planned for 3 to 4 weeks ahead of time. • Keep your calendar current by updating changes in your schedule as needed.
Communication • Emails
o Use professional language o Be mindful of the tone o It may be helpful to ask someone to proof your emails before sending
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Coaching: The First Few Weeks of School
Days 1 & 2 (FIRST WEEK)
• Meet with principal to discuss plans for when and where (make plans to attend!) you are introduced to the staff (setting tone for your role and work). Be prepared to briefly explain your role and purpose. Share “Non-‐Negotiables” list (Appendix O).
• Meet with principal (or designee) to collect/determine the following: o Use the Literacy Support School Beginning of the Year Assessment to collect
information (Appendix J. o Who will be my contact person at the school? Phone number and email? o Procedures for Signing In / Out o School Map o School Schedules
§ Instructional Schedule § Lunch and Recess § Special Subjects § Planning Times
o Calendars § School Year § Professional Development
o Staff Rosters with Contact Information o Homeroom Student Rosters o List of Team Leaders o Copy (if possible) of School Reading Program (if copy not available, get enough
info that you can research the program) o School-‐Wide Assessments Used
§ Universal Screener § Benchmark § Progress Monitoring § Diagnostic
o Are there other coaches (or staff serving as coaches) in the building? Who are they and with whom do they work?
o What internal and/or external supports exist within the school (Reading Facilitator/ Interventionist/Tutors/Consultants/Other MDE Supports)?
o Where is the school with implementation of CCRS? o Is there availability of “space” to work/meet with teachers?
• Go room to room to introduce yourself individually to teachers and assistant teachers. If you do not have your business cards, be prepared to hand out slips of paper with your name and contact information. Explain in a sentence or two the work you will be doing.
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This is your chance to make a warm first impression and to let teachers know you are on their team! J
Days 3 & 4 (SECOND WEEK)
Observe in EVERY K-‐3 classroom, even if only for 10-‐15 minutes. Go without a clipboard – take only a pack of sticky notes. Smile and look positive. The point of this visit is to get one painless observation under your belt with each teacher so that you begin to build trust and they see you as approachable.
After observing (while still in the classroom) write a positive, simple compliment about instruction observed, classroom environment, student behavior, etc. on a sticky note. Leave this note with the teacher and thank her for allowing you to observe in her room, then leave. Our goal is to find ONE POSITIVE comment to leave with each teacher. For example:
• “Thank you for letting me observe in your room today. Your students were very engaged during your _______ activity.” J
• “Thank you for letting me observe in your room today. Your classroom is very warm and inviting.” J
• “I enjoyed watching in your room today. Your students were doing a nice job of working in pairs.” J
• “Thanks for letting me watch in your room today. I really liked that you were using a word wall!” J
Keep a record for yourself of all the rooms you visit. You may want to take a quick break between every couple of rooms to make some notes for yourself of your general first impressions to be used in the future.
Remember – these first observations aren’t about giving substantive coaching feedback, they are about eliminating teacher fear about having you in their rooms and starting your relationship on the right foot. This is a way to show teachers you are grateful for their willingness to participate in this process with you.
At the first grade level meeting with your teachers, have them complete the Literacy Coach and Teacher Agreement (Appendix I) and Needs Assessment (Appendix N) for each teacher. Schedule a time to meet with each teacher to discuss his or her individual agreement.
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Professional Development
• Presented by MDE Literacy Coach o Professional development, aligned to campus instructional needs, should be
delivered for support schools o Principal completes MDE Professional Development Request Form (Appendix L) o Provide a sign-‐in sheet for PD o Participants must complete MDE PD Evaluation Form (Appendix M)
• MDE Professional Development Coordinator (PDC)
o Professional Development can be requested by the superintendent, principal, curriculum coordinator, or special education director for any school/district from the MDE by using the MDE Office of Professional Development Request Form located on the MDE website and sent to the district’s assigned RESA.
o Contact the following RESA websites by visiting http://www.mde.k12.ms.us/resa § North Mississippi Education Consortium § East Mississippi Center for Educational Development § Delta Area Association for Improvement of Schools § Southwest Mississippi Education Consortium § Southern-‐Regional Educational Service Agency § Gulf Coast Education Initiative Consortium
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Observations and Supports
Classroom Observations
• Informal Observations 1. Meet with teacher and use Pre-‐Post Conference Form (appendix pg. 37). 2. Script the lesson using the Observation Tool (appendix pg. 38). 3. Debrief/conference with the teacher as soon as possible using the Observation Tool
and Pre-‐Post Conference Form. Discuss next steps and follow-‐up based on observation.
• Directions for videotaping with laptop (PC) and saving to desktop o Select “All Programs” from the menu bar. o Click on “Communication and Chat”. o From the drop down box, select “CyberLink
You Cam” o To maximize screen, click the second icon
from the right at the top of the screen. o Click on the red dot to begin recording. o To end recording, click on the blue square. o After recording, minimize screen by hitting
“esc” key in top left corner of keyboard. o Select the video at the bottom of the screen. o Right click on the video, select “send to…”, and then
select “Desktop (create shortcut)”
Peer Observations Prior to scheduling peer observations teacher teams meet to study standards, co-‐plan lessons, examine student work, and problem solve. Team members apply learning to classroom instruction and schedule purposeful and focused (i.e. classroom management, small group instruction, literacy instructional strategies, time management, etc.) observations to watch each other teach. A post observation conference is held to reflect on instructional delivery, lesson components, and teacher-‐student interaction. Positive feedback and a focus on improving student achievement are essential to successful peer observations.
• Teacher Benefits o an opportunity to engage in reflective dialogue about their work o focused classroom support o improvement of classroom practices o support from an "expert" (peer) who understands the daily demands of the
classroom o satisfaction with one's work o reduced job stress, especially for the new teacher o a welcoming atmosphere for new teachers
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o the comfort of knowing that someone is available to help, explain, and assist
Excerpt from the article: Teachers Observing Teachers: A Professional Development Tool for Every School http://www.educationworld.com/a_admin/admin/admin297.shtml
Coaching Lesson Plans Coaching Lesson Plans (appendix pg. 42) should be completed for the following:
1. Modeling o As you are modeling the lesson, the teacher should complete the Demonstration
Lesson Focus Form (Appendix D). 2. Co-‐teaching
o Pre-‐conference with the teacher and complete the coaching lesson plan form together.
3. Data Analysis Learning Walks
Learning Walks are held twice a year (fall and spring) and conducted by a team that may include principal, lead teacher, curriculum coordinator, literacy coach, regional literacy coordinator, state coordinator, and/or state director. New coaches should attend a learning walk before conducting a learning walk at their schools.
A Learning Walk is a: • 10 minute observation in each K-‐3rd grade classroom • Snapshot of student learning • Not an evaluation • Tool to increase student achievement
Steps to planning for a Learning Walk: 1. Meet with the principal to set a date for the learning walk. 2. Send an invitation through the outlook calendar to the principal, regional coordinator,
assistant literacy coordinators, state literacy coordinator, and state director. Communicate with the principal prior to inviting school/district personnel.
3. Create folders for each member of the team. The folder should include copies of the protocol (Appendix G), agenda with a schedule, school master schedule, and a map of the school.
4. Meet with the team before the learning walk begins to explain the protocol and contents of the folder. Explain that you will time each observation for 10 minutes then exit the room as a signal for the team to exit.
5. Meet with the team after the classroom observations to debrief. The team will discuss commendations, recommendations, and next steps. Record information on chart paper.
6. Limited debriefing can also occur after each classroom visit when needed. Collect folders and protocols from each team member.
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7. Complete the Learning Walk Outcomes Report (Appendix F) and email it to your regional coordinator. Once report is approved, email it to the principal and district contact person.
Literacy Support and Reports
• All reports should be kept in a primary folder on your computer. • Primary folder name: school year underscore first name last name
Example: 2015-‐2016_MaryJones o Inside the primary folder should be subfolders named for each school
the coach serves and Coaching Logs. o Comprehensive Reports should be saved in the primary folder. o Inside each school folder, include subfolders for each of the following:
1. Monthly Reports (Appendix K) 2. Learning Walk Reports (Appendix F) 3. Coaching Plans (Appendix A) 4. Action Plans (Appendix H) o Use the following format to name your report each month:
date_monthlyreport_schoolname_coachinitials Example: 8.31.15_monthlyreport_elementary_mj
o Make sure you don’t include any teacher or student names in the report.
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Coaching Log
• Complete Coaching Log (Appendix B) monthly using the Excel Spread Sheet • Name the Coaching Log file in the following format each month:
date_coachinglog_coachesinitials Example: 8.31.15_coachinglog_mj
• Save file in Coaching Log folder. • Email the Coaching Log to your Regional Coordinator at the end of the month. • Regional Coordinators will save these files for each coach on a flash drive.
Coaching Log Guide
1. Professional Development a. For Coach State Meeting and other trainings
b. Given by the Coach School PD, presenting at conferences and other trainings
c. Planning Time Any time you are planning at your duty station or regional meeting
d. Knowledge Building Any time you are building your knowledge of literacy: reading professional books and articles or watching webinars
5. Other Possible topics to list: LETRS Facilitator
Quarterly report:
1. Complete quarterly data reports (Appendix Q) at the end of each nine weeks. 2. Use the following format to name your report each month:
date_quarterlyreport_schoolname_coachinitials 3. Save file in school folder. 4. Email to regional coordinator.
Comprehensive Report:
1. The Comprehensive Report (Appendix C) will be submitted at the middle of the year (MOY) and the end of the year (EOY).
Helpful Hints: o Complete Coaching Log daily or at least weekly. o Color-‐code the date at the top of your log a different color depending on the school
you visit. This will help you calculate the number of hours for your comprehensive report.
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2. The Report "KEY" was created to assist you in calculating your hours for your MOY/EOY report. You will refer to your Excel Monthly Coach Log (Appendix B) and monthly Principal's Report (ie. PD/PLC Titles, Appendix K) to complete the report.
Report “Key”:
• Data Analysis Total Hours listed below 3. Student Assessment
• Professional Development/Knowledge Building & Coach Planning Time & Follow-‐Up Total Hours Listed Under 1. Professional Development: a. “For Coach” (1st empty column) c. “Planning Time” & d. “Knowledge Building” (2nd empty column)
• Coaching (Teacher/Coach Planning, Resources, Teacher/Coach Conferences) Modeled Lessons/Co-‐Teaching Lesson Hours: 2. Coaching: Model & Co-‐Teaching Coach Hours: Listed Under 2. Coaching l. Plan/Gather/Conference/Follow Up PLUS (add) m. Learning/Gallery Walk; Plus (add) 4. Meeting a. Grade Level Meeting
• Professional Development/Professional Learning Community Titles
Listed Under Professional Development b. “Given By Coach” AND Coaching k. Professional Learning Community
3. Name the file in the following format: date_comprehensivereport__coachinitials
• Save the file in the primary folder. • Email the file to your Regional Coordinator.
Helpful Hint: Enter data on the comprehensive report at the end of each month.
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School Profile The school profile template should be completed at the end of each school year. This template will be used to capture the key data elements of assigned target school. This document will be used to promote the work of the department of Literacy throughout the state. Coaches should use this template to identify all factors that may affect student performance.
Mississippi Department of Education Website • Literacy Resources
o Go to the MDE website (www.mdek12.org/OCI/literacy)
School Literacy Plan (SLP)
The School Literacy Plan (SLP), found on http://www.mde.k12.ms.us/ESE/literacy, supports school personnel who are charged with implementing the Literacy-‐Based Promotion Act, 2013. This plan should be used as a resource to enhance effective literacy instruction and prevention of reading failure in grades K-‐ 3. Prevention of reading failure should be the focus of literacy efforts, with the goal of all students reading on grade level by the end of 3rd grade.
The SLP is required for MDE Target Schools and recommended for other schools. It is based upon the information included in the Principal’s Primer for Raising Reading Achievement used in the Regional Literacy Trainings for Principals Serving K-‐3 Schools. The SLP is intended to be a public document outlining the school’s commitment to literacy instruction in grades K-‐3. The MDE literacy coach will assist target schools with developing the SLP based on the MDE template. This should detail support from all internal and external service providers. The SLP should be an extension of the Federal Title I Language Arts Plan developed by schools that receive those federal funds. The SLP should serve as a blueprint to plan literacy instruction, as well as a measuring stick for determining and documenting how well the school is providing effective research-‐based literacy instruction to students. It should provide details, benchmarks, explicit data components, and instructional routines that must be present to increase student performance. In addition, this document outlines for parents and others that the school has a thoughtful plan where the adults in the school are working toward the same goals, using instructional techniques based upon rigorous research, and doing whatever it takes to ensure that every child learns to read on grade level by the end of 3rd grade.
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Appendix: Forms
APPENDIX A: Coaching Lesson Plan
APPENDIX B: Coaching Log
APPENDIX C: Comprehensive Report
APPENDIX C: Comprehensive Report
APPENDIX C: Comprehensive Report
APPENDIX C: Comprehensive Report
APPENDIX C: Comprehensive Report
APPENDIX C: Comprehensive Report
APPENDIX D: Demonstration Focus Form
APPENDIX D: Demonstration Focus Form
APPENDIX E: Evaluations
Literacy Coach Performance Evaluation Office of Curriculum and Instruction
Name: Position: Date of Review: Supervisor’s Name:
Performance Evaluation Criteria Does not Meet 1
Meets
2
Exceeds
3 Quality of Work – Exhibits the required level of job knowledge and/or skills to perform the job. Assignments completed by the coach meet quality standards. Completion of Work – Completes tasks as assigned and meets deadlines. 1. Completes tasks in a timely manner.
1.1. Completes coaching logs thoroughly and in a timely manner 1.2. Submits reports on time
Communication – Effectively uses written and verbal communication skills to proactively and thoroughly communicate information and knowledge. 2. Collaborates with all personnel in a professional manner
2.1. Builds and maintains a collegial relationship with teachers, administrators and other coaches
Planning/Organizing – Plans and organizes work, establishes appropriate priorities, anticipates future needs, and completes assignments effectively. 3. Maintains an organized system of documenting services.
3.1. Organizes and establishes a thorough system of both anecdotal and quantitative data
3.2. Maintains an accurate Outlook calendar that reflects coaching services
Coaching/Feedback – Consistently provides timely and instructional support and feedback to teachers, administrators and district level administrators , treats others with courtesy, and follows up as needed. 4. Provides on-‐going support for school-‐based coaches or lead teachers.
4.1. Provides guidance and feedback to lead teachers or school-‐based coaches 4.2. Meets regularly to assist in developing focused team/grade level goals
Dependability/Accountability – Monitors tasks and exercises follow-‐through, adheres to time frames, provides teachers with requested resources in a timely manner, and responds appropriately to instructions and procedures. 5. Adequately manages schedule.
5.1. Consistently supports assigned schools based on roles and responsibilities of coaches
Technical Skills – Exhibits the ability to learn and apply new skills, stays appraised of new and current developments, and provides assistance that meets the needs of the school staff. 6. Conducts professional development that meets the needs of the school.
6.1. Utilizes data to develop professional development offerings to schools 6.2. Provides explicit, interactive professional development to schools
Performance Evaluation Criteria Does not Meet 1
Meets
2
Exceeds
3 Judgment/Problem Solving – Effectively analyzes data, identifies problems, determines appropriate action for solutions, and exhibits timely and decisive action. Cooperation/Teamwork – Displays a cooperative attitude toward work assignments and requirements. Demonstrates consideration of others, maintains rapport with others, and helps others willingly. 7. Assists with developing strategies and plans for schools.
7.1. Provides guidance and support in developing school-‐wide literacy plans 7.2. Provides technical support on best practices that support literacy
Initiative – Seeks and assumes greater responsibility, searches for new and more creative ways to improve processes, and monitors projects or tasks with minimal guidance and supervision. 8. Provides leadership for positive educational change.
8.1. Supports the district, school and teachers as they form Professional Learning Communities
8.2. Promotes systemic change as outlined in the Literacy-‐Based Promotion Act
Employee Signature: Date:
Supervisor Signature: Date:
APPENDIX F: Learning Walk Outcomes Report
Date of Review:
Supervisor’s Name:
Performance Evaluation Criteria
Does Not Meet
Performance Expectations
1
Meets
Performance Expectations
2
Exceeds
Performance Expectations
3
1. Completes tasks in a timely manner.
2. Collaborates with all personnel in a professional manner.
3. Maintains an organized system for documenting services.
4. Provides on-‐going support for literacy coaches and school district personnel.
5. Adequately manages schedule.
6. Conducts Professional Development that meets the needs of the school.
7. Assists with developing strategies and plans for schools.
8. Provides leadership for positive educational change.
Employee Signature: Date:
Supervisor Signature: Date:
APPENDIX G: Learning Walk Protocol
APPENDIX G: Learning Walk Protocol
APPENDIX G: Learning Walk Protocol
APPENDIX H: Literacy Coach Action Plan Template
APPENDIX I: Literacy Coach and Teacher Partnership Agreement
Literacy Coach and Teacher Partnership Agreement Teacher: _________________________________ Teaching Experience: ______years School:______________________________________ Grade:__________
Literacy Coach’s Roles/Responsibilities Teacher’s Desired Outcomes My role as Coach: To improve instructional decision-‐making and increase reflectivity in practice Methods:
• Co-‐planning • Co-‐teaching • Observation
What do you hope to gain from coaching/co-‐teaching/modeling done in your classroom?
How and when we will communicate: We will meet individually, as needed, as well as during planning times.
• Learning focused conversations which include inquiry, reflection, generation of insights regarding professional practice, and lesson plan revision when necessary, data analysis
How will you monitor student achievement in your classroom?
Focus in team/grade-‐level meetings: • Plan effective instruction • Share ideas, problem solve collaboratively • Generate reciprocal support (shared
effort) for growth and improvement of practice
Where do you want to start in your classroom? List our priorities (i.e., managing small-‐group activities, checking for comprehension, questioning techniques, etc.)
• • •
Overall Focus: Participate as equals in planning, reflecting, and problem solving.
What additional resources will you need?
APPENDIX J: Literacy Target School Beginning-‐of-‐Year “Assessment”
Literacy Target School Beginning-‐of-‐Year “Assessment”: Sample Questions
School Norms and Goals
• What are your desired goals (short and long term) and/or needs for grade level assistance?
v What is your most urgent instructional focus for this school year?
• What research-‐based literacy "non-‐negotiables" exist at your school? (Share “Non-‐Negotiables”
list)
School Resources, Materials and Programs • What internal and/or external supports exist within the school (Reading Facilitator/
Interventionist/Tutors/Consultants/Other MDE Supports)?
• What do your teachers use for the core reading program?
• What supplemental reading program(s) and/or interventions do you use?
Curriculum, Instruction and Assessment • Do you have teachers in grade level chair positions? Who are they and what positions do they
hold?
• Have you received information about MDE procured screeners (STAR-‐EL, STAR or K-‐Readiness)?
o If not, what assessment(s) do you currently use for screener, diagnostic, progress monitoring, and benchmark?
§ Have you been contacted by Renaissance Learning about the use of the STAR tool in your school? **If not, please contact Richard Baliko [email protected].
• Have your teachers received training on the administration of the current assessments used at the school? Professional Development and Trainings
• Have your teachers attended LETRS training? 3-‐day or 2-‐day training?
o Has the principal attended Principal's Primer?
• Have your teachers received Mississippi State Standards PD? If yes, on which topics?
• Are you meeting as a Professional Learning Community? How often? For what purpose(s) do you meet as a PLC?
• What is your PD schedule? PLC schedule?
• Share the PD request form.
Contact
• Who is my secondary point of contact liaison when you are not available? Do you want me to primarily correspond with you or the liaison?
APPENDIX K: Monthly Literacy Coach Report
APPENDIX L: Professional Development Request Form
PROFESSIONAL DEVELOPMENT REQUEST FORM Basic Information
Contact Person School
Today’s Date Anticipated Number of Participants
Contact Person Number /Email Intended Audience Equipment (Who will provide)
Professional Development Activity Dates to be held Time beginning Time Ending
Areas of Professional Development Activities (please check all that apply)
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Research-Based
Decision Making
Assessment
Instructional Strategies
Data Analysis
Classroom Management
Curriculum Alignment
Lesson Planning
Differentiated
Instruction
Building a Professional
Learning Community (PLC)
Please briefly describe how the professional development activity will be utilized to improve the instructional process and/or effectively prepare students to meet challenging State or local academic content standards and student academic achievement standards. What data was used to determine this need?
Please provide specific details describing your perception of the topics and content that should be covered during this training/workshop. (Session Objectives)
Location Person requesting professional development
(Initial or signature)
APPENDIX M: MDE Professional Development Evaluation Form
Please take a few moments to let us know how we can improve our training of future literacy coaches. Your remarks can remain anonymous OR you may provide your contact information in case we need to follow-‐up on your feedback.
1 – Strongly Disagree 2 – Disagree 3 – Neutral 4 – Agree 5 – Strongly Agree
1. The presenters were prepared and organized. 1 2 3 4 5
2. The presenters were knowledgeable about the training content.
1 2 3 4 5
3. The training materials (binder materials, videos, discussions and feedback) were helpful.
1 2 3 4 5
4. Indicate on a scale of 1-‐4 how you would rate your knowledge of the material covered in this training.
1-‐Not prepared 2-‐Somewhat prepared 3-‐Prepared
4-‐Very prepared
1 2 3 4
5. Indicate on a scale of 1-‐4 how you would rate yourself on being prepared to model and implement the strategies presented.
1-‐Not prepared 2-‐Somewhat prepared 3-‐Prepared
4-‐Very prepared
1 2 3 4
6. What additional information do you need in order to successfully model the strategies
presented?
7. What additional support do you need in your role as an MDE Literacy Coach?
______________________________________________________________________________
______________________________________________________________________________
Additional comments/suggestions: ________
_______
Contact Information (Optional) ____ ___________
Thank you for agreeing to be a part of our team. We appreciate all you do for our state!
APPENDIX N: Needs Assessment
Needs Assessment
2015-‐2016
Name:___________________
Date: ___________________ Knew
before
Augu
st
2015
Wan
t to
Know
More ab
out
Learned
Since
Augu
st 201
5
Notes
Classroom Management Tips
Classroom Policy & Procedure Strategies
Integration of All Subjects into ELA
Writing Strategies
5 Components: • Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
Centers Aligned to CCSS
Center Accountability
Data Driven Instruction
Instructional Resources
Technology Resources
Differentiated Instruction In Centers
Differentiated Instruction Teacher Center
Direct Instruction
Have you done a “Peer Observation?” If so, list a few things that you would like to implement in your own classroom.
Greatest Concern(s):
APPENDIX O: Non-‐Negotiables
APPENDIX P: Observation Tools
APPENDIX P: Observation Tools
APPENDIX Q: Quarterly Report
APPENDIX R: School Profile Template
