COMMON LANGUAGE & ELEMENTS AND INDICATORS. PRESENTER: JULIAN DAVENPORT ETO CURRICULUM SUPPORT SPECIALIST. Objective:. In order to be an effective Instructional Coach in the ETO, you have to be able to speak the language of ETO. . ETO Acronym Challenge. Rules:
ETO CURRICULUM SUPPORT SPECIALIST
In order to be an effective Instructional Coach in the ETO, you have to be able to speak the language of ETO.
I will display a commonly used ETO acronym and the first person to identify what it stands for will receive a prize.
Then we will talk about what each of the acronyms represent and the purpose of each.
Define the content, knowledge, and abilities that a K-12 student is expected to have mastered at the end of each grade level or course.
Provide guidance to teachers when setting instructional goals by clarifying the depth of knowledge expected.
Provide a framework for textbooks and other instructional materials.
-Set the purpose for today’s instruction
-Draw connections to previous lessons, upcoming lessons, or real life connections.
-Guide the instruction through the use of essential questions that embody the concepts.
-Introduce key vocabulary
DATE:June 21, 2011
interventions, enrichment, accountability groups, interventionists
IN YOUR JOURNAL
Connect: Write about 3 new things that you learned today and how this will help you as an instructional mathematics coach.
Connect:Why is having a strongplan for interventions/enrichment such an important part of your role as an instructional math coach?
BELL RINGER: Make an appointment.
Today we will examine the role Interventions and Enrichment play in our work to improve student achievement by identifying it’s purpose, reviewing materials used for interventions, and looking at how to develop an effective intervention routine.
Review today’s lesson and develop your next steps to share this information with teachers at your school
Why is having a strong plan for interventions/enrichment such an important part of your role as an instructional math coach?
Prevent I – Schools graded A, B, C with > 80% AYP criteria met
Correct I – Schools graded A, B, C with > 80% AYP criteria met
Prevent II – Schools graded D or F with < 80% AYP criteria met
Correct II – Schools graded D or F with < 80% AYP criteria met
-Coaches Meetings (usually once a month)
-Job Embedded Professional Development
by ISs and CSSs
-Traditional Professional Development
-Tailoring your instruction to meet the
Individual needs of your students.
-Whole group, small group rotations
The ETO model is driven by these indicators: