Strategic use of an Instructional

Coaching model to impact

teaching & learning using Data

Gwen Walz, Assessment Coordinator

Marti Sievek, Professional Development Coordinator
Josh Carlson, Continuous Improvement Coach

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 Our Mankato, MN

district
Two high schools
Two middle schools
10 Elementary Schools
2 Alternative Education
Sites
~8,000 students
~750 teachers
37% FRP

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 The HOW of the WHY
How we USE data to continuously improve

Simon Sineks Golden Circle

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When do we test?
NWEA FALL WINDOW: Open for all students

NWEA WINTER WINDOW: Open for all students

NWEA SPRING WINDOW: Spring to Spring Growth

MCA

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 How do we progress monitor?
DIBELS Next:

Benchmark students 3x per year

Testing for LNF, FSF, PSF, NWF, ORF, RTF & DAZE

Progress Monitor students based on the Benchmark scores

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 Continuous Improvement Coaches
An ongoing and embedded conversation

CICs for Classrooms: Teacher and Principal support

Elementary CIC Job Description
Secondary CIC Job Description

CIC for Principals

Aligns questions and analysis

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 Ongoing and Embedded Loop
Principal

Principal CIC

Assessment Coordinator

Professional Development Coordinator

Classroom CIC

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Developing the CIC
Systems-perspective
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Practices of a coach
Reflection over time spent

Dedicated time for CIC Professional Development

Every Friday 12:30-3:00
Framework for Agendas
Sample Agenda
Check-In Survey
Principal CIC
An ongoing and embedded conversation

Bi-Weekly w/Assessment
Bi-Monthly w/Superintendent
Monthly w/each principal
May include Classroom CIC

Differentiated approach to principal leadership in assessment &

instruction
Specific to principal goals

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 The Why of the CIC model:
Job Embedded Professional Development

Engagement

Deeply impacting Learning

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Instructional Coach Model In Action:
Teacher
Building
Grade Level
Leadership
Team Teacher
------
Leadership Building Teacher
Department
Institute Action Plan
------
Building Teacher
Instruction
Team
Direction Teacher

Assessment Data Review

 An example
Elementary Small Group Reading/Math PD using
the Learning Continuum/Instructional Ladder

JEPD
Engagement for our adults

What does the CIC do?

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An example (District Wide Level)
For Teachers
Develop understanding of district-wide data
How do we fit into the larger context?
Identify areas of strength and opportunities for
growth district-wide
Analyze trends in light of building action plans

For Principals
Collaboratively prepare data
Ask the right questions
 An example (Building Level)
For Teachers
Identify building strengths
Identify building areas of need (Dashboard)
Determine instructional areas of focus (Math/Reading)

For Principals
Prepare with principals to have the above conversations

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An example (Grade Level)

For Teachers
Analyze standard and strand data (Viewpoint/NWEA Data Discussion)
Identify grade level and teacher strengths & weaknesses (Percentile Breakdown)
Determine small groups based on RIT Reports (Instructional Ladder)
Support PLCs along with differentiated JEPD (Agenda)

For Principals
Inform principal of grade level discussion

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An example (Teacher Level)
For Teachers
Develop instructional strategies
Coach formative assessment & progress
monitoring
Inform instructional decisions (Framework)
Determine next conversations using
walkthrough data
Support needs to be ongoing

For Principals
Summarize or extend teacher conversations
Collaborate to problem solve needed areas of
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Non Evaluatively inform the pulse
Principal Coach Model In Action:
Building
Grade Level School
Leadership
Team
------
Leadership Building
Department Grade Level
Institute Action Plan
------
Building
Instruction
Team Department
Direction

Assessment Data Review

 Questions?

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