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School Team Achievement Institute with Diane Sweeney February 7, 2014

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:

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School Team Achievement Institute with Diane Sweeney February 7, 2014

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  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)

  2. Table Introductions • Please introduce yourself by sharing: • Your role in supporting schools • What you are hoping to gain from this day of learning

  3. Essential Questions • How 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?

  4. Participants will… • Learn how to use the Results-Based Coaching Tool as a vehicle for data-driven coaching and collaboration • Learn how different types of data can be used to inform instruction • Learn how to organize data into a format that is easy to interpret and use • Learn strategies for coaching and collaboration that are driven by data

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

  6. Sample from 6th Grade LA 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 don’t feel like being a part of the classroom community.

  7. Sample from 6th Grade ELA • 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

  8. Sample from 6th Grade ELA

  9. Sample from 6th Grade ELA

  10. Sample from 6th Grade ELA

  11. Sample from 6th Grade ELA

  12. Table 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?

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

  14. 15 Minute Break

  15. What 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?

  16. EQ2: Methods for Collecting, Organizing, and Using Data • Levels of Data: • 1– IEP • 2— Summative Assessments (MOSL, etc.) • 3— Interim Assessment Data (benchmark assessments, unit tests, etc.) • 4— Formative assessments, student work, and kid watching

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

  18. IEPs • Table 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 IEP’s inform daily instruction? • What are the limitations of IEP data? • How can we organize IEPs to be user-friendly?

  19. Summative Assessments • Table 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?

  20. Interim Assessment Data • Table 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?

  21. Formative Assessment Data, Student Work, and Kid Watching • Table 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?

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

  23. Models of User Friendly Data • Evidence-Based Curriculum Accessibility Tool • At-A-Glance One Pager for IEPs • Data Collection Tool to Use During Instruction

  24. 50 Minute Lunch- Enjoy!

  25. 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?

  26. EQ3: Strategies for Collaborating Around Different Levels of Data • Analyzing student work • Co-planning instruction • Identifying patterns, trends, and gaps • Developing learning targets Discuss at your tables: What are some other ways we collaborate around different levels of data?

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

  28. 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.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • CCSS.ELA-Literacy.W.3.3b Use 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.3.3c Use temporal words and phrases to signal event order. • CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.

  29. 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…

  30. Participants who would like to work with a HS writing sample can refer to ‘You’re Leaving Again?’ in your session materials. • CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • CCSS.ELA-Literacy.W.9-10.3a Engage 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.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. • CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. • CCSS.ELA-Literacy.W.9-10.3d Use 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.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

  31. Now we can go back and analyze the student work to determine: And we can plan instruction that is based on the students’ needs.

  32. Let’s 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

  33. 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.

  34. EQ3: Leading Data Driven Coaching and Collaboration

  35. 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 Level

  36. Developing Your Next Steps Use TEMPS to discuss the following in your school or table groups • What will you do as a result of today’s learning? • How will you work with your school team to make this happen? • What is your timeline?

  37. 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: diane@dianesweeney.com. Tweet me: @SweeneyDiane

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