School Team Achievement Institute with Diane Sweeney February 7, 2014

Slide 1

School Team Achievement Institute with Diane Sweeney February 7, 2014

Author of: Student-Centered Coaching (Corwin), Student-Centered Coaching at the Secondary Level (Corwin), and Learning Along the Way (Stenhouse)Table Introductions

Please introduce yourself by sharing:Your role in supporting schoolsWhat you are hoping to gain from this day of learning

Essential QuestionsHow can coaching and collaboration be informed by different types of data?How can teachers utilize different types of data to increase student learning outcomes?How can we establish a collaborative school culture that is based on the analysis of all types of data?

3Participants willLearn how to use the Results-Based Coaching Tool as a vehicle for data-driven coaching and collaborationLearn how different types of data can be used to inform instructionLearn how to organize data into a format that is easy to interpret and useLearn strategies for coaching and collaboration that are driven by data

EQ1: Using the Results-Based Coaching Tool to Monitor Student Learning (refer to pages 2-3 in your handouts)

Goal for Student Learning

Students will

Pre Assessment Data

Instructional Practices(Domain 3)Practices for Coaching and Collaboration (Domain 4)Impact on InstructionImpact on Student Learning

Post Assessment Data

Sample from 6th Grade LA


Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data



Goal is derived from the standards. What should students be able to do?

Goals can also focus on student engagement or behavior. For example: Students will use accountable talk to develop their thinking. Students will use appropriate coping strategies when they dont feel like being a part of the classroom community. Sample from 6th Grade ELA



Pre Assessment Data5/16 Meets9/16 Approaching2/16 Not Yet



Learning Targets:

Students will read and annotate a short text use the annotations to determine a central idea provide evidence related to the central idea

Refer to pages --- in your handouts for an example

Sample from 6th Grade ELA




Instructional Practices(Domain 3)

teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b)Practices for Coaching and Collaboration (Domain 4)Impact on InstructionImpact on Student Learning







teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b)Practices for Coaching and Collaboration (Domain 4) LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coachImpact on InstructionImpact on Student Learning







teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b)Practices for Coaching and Collaboration (Domain 4) LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coachImpact on Instruction

small group instruction that is based on formative assessment data student-led discussion groups mastery checks for students to self-evaluate their learningImpact on Student Learning







teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b)Practices for Coaching and Collaboration (Domain 4)LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coachImpact on Instruction

small group instruction that is based on formative assessment data student-led discussion groups mastery checks for students to self-evaluate their learning

Impact on Student Learning

Post Assessment Data11/16 Meets4/16 Approaching1/16 Not Yet

Next Steps continue to work with students in small groups continue to work on reading fluency continue to work on annotation collaborate with special education teacher to align with a students IEP continue coaching cyclesTable ReflectionsPlease discuss the following in your table groups:

How does the Results-Based Coaching Tool support data-driven instruction?How does it connect to the work you are doing in your school? What thoughts or questions do you have?

School-Based TeamsPlease work with your team to engage in the School-Based Protocol that is on page 5 of your handouts.

2X2 School-Based Collaboration ProtocolForm a school-based team2 minutesShare or develop 1-2 examples of the Results-Based Coaching Tool Focus on the following: What is an example of a goal for student learning? Please refer to the example you brought today or create a new example.How would you pre assess student learning? Please refer to the example you brought today or create a new example.What instructional practices would you employ to meet the goal? Please refer to the FfT.What coaching and collaboration practices would support you as you work towards the goal? Please refer to the example you brought today or create a new example.How would you post assess student learning? Please refer to the example you brought today or create a new example.Participants ask probing questions and provide feedback to one another20 minutesTwo school groups partner up to share, question, and provide feedback for one another2 minutesDiscuss the following: Share the work that was createdAsk probing questions and provide feedbackRevise your own work as the conversation evolves15 minutes

15 Minute BreakWhat is the purpose for data? Data must inform and ensure that instruction is designed to directly meet the needs of the students.

How do we design our work to ensure that data informs our instruction?

EQ2: Methods for Collecting, Organizing, and Using Data

Levels of Data:1 IEP2 Summative Assessments (MOSL, etc.)3 Interim Assessment Data (benchmark assessments, unit tests, etc.)4 Formative assessments, student work, and kid watching

At your table, please create a chart like this. Use it to record the thinking of your group.

IEPs

Summative AssessmentsInterim AssessmentsFormative Assessments, Student Work, and Kid WatchingIEPsTable facilitator leads a discussion based on the following guiding questions. Please use the chart to capture your thinking.

What can we learn from IEP data?How do IEPs inform daily instruction?What are the limitations of IEP data?How can we organize IEPs to be user-friendly?

Summative AssessmentsTable facilitator leads a discussion based on the following guiding questions. Please use the chart to capture your thinking.

What can we learn from summative assessments?How does this data inform daily instruction?What are the limitations of summative assessments?How can we organize this data to be user-friendly?

Interim Assessment DataTable facilitator leads a discussion based on the following guiding questions. Please use the chart to capture your thinking.

What can we learn from interim assessment data? How does this data inform daily instruction?What are the limitations of interim assessment data?How can we organize this data to be user-friendly?

Formative Assessment Data, Student Work, and Kid WatchingTable facilitator leads a discussion based on the following guiding questions. Please use the chart to capture your thinking.

What can we learn from these types of data?How does this data inform daily instruction?What are the limitations of these types of data? How can we organize these types of data to be user-friendly?

Gallery Walk

Please visit at least two other charts to extend your thinking. Use post-its to add questions or feedback.

Models of User Friendly Data

Evidence-Based Curriculum Accessibility ToolAt-A-Glance One Pager for IEPsData Collection Tool to Use During Instruction

50 Minute Lunch- Enjoy!

Afternoon Check In

Please share the following with your table: What are some examples of new learning from the morning? What lingering questions do you still have?

EQ3: Strategies for Collaborating Around Different Levels of Data

Analyzing student workCo-planning instructionIdentifying patterns, trends, and gapsDeveloping learning targets

Discuss at your tables: What are some other ways we collaborate around different levels of data?

We can learn a lot from student work... What are the strengths and needs for this group of students?

Wait a minute! We need to know the standard and learning targets before we can make any sense of the student work.

CCSS.ELA-Literacy.W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-Literacy.W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.CCSS.ELA-Literacy.W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.CCSS.ELA-Literacy.W.3.3cUse temporal words and phrases to signal event order.CCSS.ELA-Literacy.W.3.3dProvide a sense of closure.

So our learning targets are

Work with your table to develop 5-8 learning targets for this standard. Refer to pages 5-6 in your handouts.

I can

Participants who would like to work with a HS writing sample can refer to Youre Leaving Again? in your session materials.

CCSS.ELA-Literacy.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.9-10.3aEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.CCSS.ELA-Literacy.W.9-10.3bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.9-10.3cUse a variety of techniques to sequence events so that they build on one another to create a coherent whole.CCSS.ELA-Literacy.W.9-10.3dUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.9-10.3eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Now we can go back and analyze the student work to determine:

StrengthsNeedsAnd we can plan instruction that is based on the students needs. Lets watch this process in action. While viewing, please take notes on the following:How is student work used during the conversation? What are some descriptors of how the team collaborates?How might the collaboration inform the instruction? To view video, go to YouTube and search for Diane Sweeney

Student-Centered Collaboration is

Always about student learning.Student evidence is used to inform instructional planning.Norms are set and participants are held accountable to the norms.Protocols provide a clear structure for the meeting time.Ownership is shared among group members.

EQ3: Leading Data Driven Coaching and Collaboration

Building a Culture around Data

Use the protocol on page 7 of your handouts to guide your conversation around chapter 5 in Student-Centered Coaching at the Secondary LevelProcessTimeForm groups no larger than 4 people. Choose a facilitator. 2 minutesEach group member shares a goal that relates to the guiding question. The goal is shared in future tense to thoroughly describe what it looks like, sounds like, and feels like to accomplish the stated goal. 12 minutesParticipants read the text and note ideas, questions, etc. that connect to their stated goal. 12 minutesParticipants share the following after they are provided with a few minutes to reflect. How did your vision change as a result of the reading?What is the role of the school leader in achieving your goal?What is the role of teacher leaders?What is the role of others (coaches, etc.) 12 minutes36Developing Your Next Steps Use TEMPS to discuss the following in your school or table groups

What will you do as a result of todays learning?How will you work with your school team to make this happen?What is your timeline?

Thank you and keep in touch!

If you would like more information, feel free to visit www.dianesweeney.com to read our blog or explore our resources and videos. Email me: [email protected] me: @SweeneyDiane

Documents

School Team Achievement Institute with Diane Sweeney February 7, 2014