8:30 – 9:15 – Opening, ice breaker
9:15 – 10:40 – Defining Mathematics Coaching
- Chapter 1 Mathematics Coaching
- Stage I- Defining Math Coaching
- Responsibilities
- 6 Characteristics
- Dispelling Negative Images
10:40 – 11:10 - Google Calendar
- Coaches all set up a google calendar
- Link their calendars with Beth Clifford and Vanessa Cleaver
- offer the link to teachers and principal
- Coaches send log of what you did with your time to Vanessa and Beth each Monday
11:10 – 11:45 - District Data
- Trends in 6th – 8th
- 6th dipped, 7th increased, 8th increased
- Algebra and Geometry
- Geometry increased
- Algebra increased
- LRSD Cohort Data
- Raw vs. Scaled score
- Scaled 0 – 1000 weight on open responses
- Raw score number of correct items they got out of total
12:45 – 1:45 - TinkerPlots
- Learning the software
- Importing data
- Creating a plot
1:45 – 2:20 - Discussion Panel of Data
- Connie - Wakefield
- Organizing the Coaches notebook
- Notebook 1 - Planning pd by grade level
- Sign up sheet
- Minutes
- Agenda
- Notebook 2 – Coaches Items
- PGP sections
- Some sectiones might reference a different binder
- Notebook 3 – Data
- Must have all hard copies for Audit
- Asking Teachers to analyze their own data to bring back to common meeting
- Survey
- Things you need help in with a possible checklist
- PDs you would like
- Something they felt like they were strong in that the coach could send someone to them
- Folder for “observations”
- Schedule
- Feedback
- Terrie – Pulaski Heights
- Becoming data driven- making it a part of the work day
- Data Notebooks
- 4 hours first work day – to get EVERYone to buy in to data
- Initial challenge 10 kids per grade level
- Every teacher gets their own data notebook
- Scores of previous year’s kids
- Scores for current roster kids
- Item by item analysis by school, district, state
- Student’s competing against themselves for better data
- Copy of student report of tli
- Creating a file for the leadership teams to track students
- Started off with the norms files from ‘09
- Sub population
- Race
- special ed
- economic disadvantage
- LEP
- Started highlighting “triple threats” kids that fit more than 2 subpopulations
- Cannot let out ED, but CAN say “triple threat”
- Double blocking them in core subjects or giving them extra time in the needed subjects for basic skills
- Use america’s choice navigator series for basic skills
- Presenting info in a different way
- Pull out programs – 45 extra minutes a week
- Open-response
2:35 – 4:00 Breakout with Beth
- Next time coaches need to bring 3 ring binder
- Bring long term roll out goals
- PD plan for k – 2 report card
- Common Core standards
- Data
- Rubrics
- Growth data - Finding profiecieny
- Get all students either proficient or having made the gain then put proficiency / total
- 4th- (89/130)68.4%
- 5th – (67/121) 55.3%
- Next years AYP – 77.5%
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