Bainbridge Island School District #303



End-of-Year ReportPlease provide a description of how the BSF Funds were used to make a substantial, measurable and positive impact on student achievement.Project Title/Area: Instructional Coach Grade Level/Subject Area Targeted: K-6Number of Staff Impacted: All K-6 Staff Number of Students Impacted: All K-5 studentsGoal/Purpose of Project:Plan and support the implementation and assessment of the district’s literacy and math programs. Coaches were also to be crucial in each building to support the School Improvement Plans. This might involve supporting teachers in the TPEP process, Common Core and curriculum alignment and overall instructional support and improvement. Description of the Activities Completed:In order to support district and school improvement plans, Instructional Coaches have worked with their building teams in a variety of ways. This includes, but is not limited to, the following:Compiled classroom, grade-level or school-wide data in user-friendly, clearly structured formats to help teachers more easily interpret the results.Facilitated conversations to develop an action plan and assisted teachers in learning how to compile and manipulate the data on their own for additional instructional benefit. This has included individual or subgroup data as well as whole class and may be in the area of academics, behavior or social goals related to student performance.Provided teachers with support as they implement the adopted curriculum. Supported staff development sessions to deepen teachers’ content knowledge, facilitates curriculum mapping and analysis of the Common Core Standards.Assisted teachers with lesson and unit planning, and the selection of best practices to meet the needs of their students.Acted as a catalyst for change by asking questions to heighten teachers’ awareness of their decision making for students’ learning.Assisted in finding resources to support planning, often providing access to resources with which teachers may not have been familiar.Participated and supported building C.A.S.T. meetings (student support / Response to Intervention strategies). Acted as an Instructional Leader by facilitating book study groups (ADD / ADHD strategies) and staff development (Thinking Maps Instruction, Mentor Texts)Modeled lessons or best practices for teachers. Co-taught or informally observed a lesson and provided feedback for a teacher’s professional growth.Supported teachers throughout the TPEP process including establishment and development of profession and student growth goals.Supported teachers in all aspects of the Charlotte Danielson criteria as requested and appropriate.Attended workshops/conferences on the Smarter Balanced Assessment, and led staff trainings to better prepare teachers and students for the spring assessments. Created documents to align current curriculum (Good Habits, Great Readers) with the Common Core Standards. Also developed supplemental resources to enrich the GHGR curriculum (published and purchased by the district prior to CCSS). Worked with K-4 to develop clear trimester rubrics for progress reporting, utilizing the math and ELA common core standards as the framework. Facilitated curriculum, instruction, and classroom management training for BISD substitute teachers.Supported teachers with implementation of Smarter Balanced Assessment. All ? teachers received release time to increase understanding of the claims and structure of SBA. Supported teachers with implementation of Spatial Temporal (ST) Math program. Provided staff “check ins” to ensure students were making adequate syllabus progress. Supported after school targeted math intervention program, Otter Math, at Ordway elementary. Prepared materials and monitored student growth. Consistent collaboration with HC TOSA around differentiation needs in math and ELA. Supported Special Education staff with implementation of Number Worlds math program, Corrective Reading program and Step up to Writing program.Facilitated Number Worlds training for special education para-educators.Supported Math Placement screening for current 4th, 5th and 6th grade students. Created assessments to help determine placement. Maintained all record keeping of data and ongoing communication with involved teachers and administrators. Facilitated math/ELA teacher leader meetings throughout the year. Lead teachers met to discuss and reflect on current math/ELA programs. Provided coaching updates (research, program findings, instructional issues) at monthly administrator meetings. Facilitated teacher peer observations allowing teachers to observe colleagues and engage in personal reflection.Assisted with administration of Smarter Balanced Assessment and MAP testing. Taught four months of Morning Math Club to fifth and sixth grade students. Targeted students who were not in accelerated courses but demonstrated a need for further rigor in mathematics. Provided targeted math fluency intervention to second grade students over course of 12 weeks. Worked in increasing conceptual understanding of addition. Describe how the BSF Funds made a substantial, measurable and positive impact on student achievement:From teachers: --The Instructional Coach position provided several different models of coaching & teaching:a team teaching of a crictical target lessonobservation of a teacher crafting a lesson and debrief followingobservation of the "coach" teaching by the teacherThe above models can only be done during the school day with ?a classroom of studnets IF the position exists. Having access to our coach was invaluable in the classroom.Secondly, our instructional coach assisted teachers construct lessons and plans to augment our Common Core instruction. The time our coach spent during a week preparing and researching Common Core lessons helped us move forward much faster. Otherwise we would have been researching lessons in small bits and pieces of time.--I want to thank you both for your time and instruction yesterday, I have a much better understanding of the SBA and will be able to communicate with parents with greater authority and confidence.--Thanks for putting together all of the SBAC stuff yesterday - so nice to have our Monday early-release time be time well spent!!!--It was great being able to turn to (the coach) and ask quick questions on curriculum.? I really appreciated the time (he was) able to spend in my classroom teaching and supporting teaching this year.? I truly feel that with (his) help, guidance, and support, I was able to expand on my teaching and my students truly benefited from it.--Warren and the instructional coaching position has been an invaluable resource this year for the Blakely staff, myself, and my students. First and foremost, Warren's modeling of writing lessons, including drawing evidence from sources and revising and editing taught me a great deal and provided me with many strategies which I will reuse and tweak for use in other capacities in future instruction..Warren was also extremely helpful in providing resources. He was able to pull together sources to be used as stimulus for writing instruction but was also able to create writing projects related to other curriculum, such as science. Perhaps the most exciting benefit of having Warren in the instructional coach capacity this year was his direction of the school-wide conversation about writing. It was exciting to talk as a staff about what we were all doing with writing, look at samples, and experience a collective "A Ha!" moment when we all realized the intense work that goes into getting students from point A to point Z. I believe that these trainings were an invaluable start to an ongoing, critical conversation about standards, consistency, and vertical alignment, and they wouldn't have been possible without Warren's expertise.-- Thank you for today's session.? I found it very useful for helping to prepare us for SBA.? Obviously teacher's stress levels went up today because of the difficulty of SBA, ?and tenacity that students will need for success on the SBA.It also seemed like (at least in the Math test I took) there is a certain level of being able to interpret what is being asked for some of the more difficult questions.? Correct answers may or may not have to do with content level knowledge, but perseverance and paying attention to detail.? The curtain has been lifted though, and now we can work on giving as much guidance and resources as we can to help teachers and students.Thank you for today Jen.? I really found it useful and liked the approach you took.-- I have been wanting to send you an email. Oh my gosh, Blakely loves you!! You single-handedly got all of us Common Core ready. You must know how much I respect you. If you had not been as successful as you were/are there would be not be any other TOSAs. You made hiring a TOSA look like a solution when really the solution is hiring a wickedly smart, easy-to-like, funny change agent and a leader (read YOU) to move people to the next level. Unfortunately, the Jen Ledbetters of the world are rare. We all know we were lucky to get you.--Hi Jen,Nice work today in the training.? I appreciate the calm and informed approach you bring to training on SBA.? I felt like the time was really well utilized.? Thanks for your leadership in this area.Please include pictures or other artifacts that can be shared with the BSF Board.-- We have the kids do sticky notes at the end of the day I tell us?what "stuck with them" that day.?I had to send you this one so great! Thank you for coming in to model how I can increase student engagement and excitement in math.Ordway and Blakely both received Washington Achievement Awards for Math Growth Math Club at Sakai Otter Math- After School Math Intervention PrincipalSonoji Sakai Intermediate School9343 Sportsman Club Rd NEBainbridge Island, WA 98110Dear Jim,Thank you for taking the time to meet with parents and discuss placement at Sakai prior to the fifth grade year. Your commitment to building a culture of respect and courtesy is apparent, and I have heard many positive remarks about the Sakai experience.I would like to take a moment to recognize one of the individuals who contributes greatly to the decision-making process about math placement – Jennifer Ledbetter. (She has no knowledge that I am writing this letter. In fact, I’ve asked her several times to whom I should address it and she has politely avoided answering!) I have known Jennifer for several years and have worked with her periodically on data projects. In these interactions I have always found her to be exceptionally knowledgeable, articulate and dedicated. These projects pertained to planning for populations of students—entire cohorts. Most recently I have had the pleasure of interacting with her regarding one student: our son, Sam. Jennifer’s commitment to the success of an individual student is what impresses me most. Despite being assigned to several buildings and helping define the district’s math pathway, she paused to consider the wellbeing of a fourth grader. As a parent, this is the highest compliment I can pay her – thank you for taking the time to get to know my son. She understands that getting to the right answer is only part of the package. It is very important to me that Sam find value in school and be comfortable with a social and intellectual peer group. In getting to know my son, Jennifer can make a more informed recommendation about appropriate placement. Thank you for finding and retaining staff of this caliber!Sincerely,Allison KrugCc: Sheryl Belt, Amii Pratt, Jennifer Ledbetter ................
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