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SPECIAL EDUCATION INSTRUCTIONAL
COACHES“Establishing a Culture of Professional Collaboration that
Results in Increased Student Academic Success”
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School Improvement
Focus• Reduce the achievement gap
for students with an IEP by providing targeted skill instruction that is differentiated for each student
• Provide research-based and evidence-based professional development
• Continue implementation of the PLC framework
• Align the Iowa Core Standards• Integrate the Characteristics of
Effective Instruction to • support teacher effectiveness • enhance student learning
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Special Education Teachers
Learning Environment
Collaboration
Specially Designed Instruction
Assessment
Planning for Effective
Instruction
Student Achievement
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School Improvement Focus“Change is difficult because it
requires us to change habits and create new routines. If teachers are emotionally fatigued by the
pressing immediacy of their professional life and overwhelmed
by innovation overload, they struggle with change. However,
teachers need to learn and implement better instructional
practices if schools are going to get better.”
Knight
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The CoachingRollercoaster
2011-2012Hungry for
Change
Coaching Positions are Introduced
EXCITEMENT
GOT THE JOB!
Hurray!
What did I get myself
into?
Questions
Anxiety Overwhelmed
Training
Felt Supported
First Week Out“What do you
do again?”
Got our First Followers- Surviving
Word is Getting Out!
Seeing Progress!
January…
Things are Really Taking
Off
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WHAT DO COACHES DO?
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What It Is What It Is NotEnrolling teachers, identifying teacher's goals, listening,
asking questions, explaining best special education instructional practices, providing feedback
Acting as an administrator who evaluates teachers
Adhering to 7 Partnership Principles (equality, choice, voice, reflection, praxis, dialogue, reciprocity)
Someone assigned to come in to "fix" a teacher; a "listen and learn" approach
Conversations are "student centered" and "teacher centered"
Conversations are "coach centered"
Facilitating teacher reflection and change Quick fixes and ready answers
Empathetic, "no-fault" listening Judging or blaming
Role of an Instructional Coach
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Partnership Principles
Equality
Choice
Voice
Reflection
Dialogue
Praxis
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WORK SO FAR IN CRCollaboration Around the Four PLC
Questions
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Facilitate Collaboration
Organize and facilitate building level collaboration between special education teachers
Use the PLC questions to guide these meetings
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PLC
• Daly’s 5 Hypothesis about why students’ don’t learn
• Instructional Planning Form
• Change the goal
• Data Collection Forms
• Scaffolded “I Can” Statements
• IEP GoalsWhat do we
want our students to
know?
How will we know that they know
it?
What do we do if they
don’t know it?
What do we do if they DO know
it?
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Ele
men
tary
S
pE
d P
LC
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PLC
What do we want our
students to know?
PLC: Pierce Elementary
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Scaffolded “I can” Statements
Progress on District Standards
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PLC
How will we know that they know it?
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PLC at Gibson Elementary
The team is looking at a student's
progress monitoring graph.
Members of the group include 2 Special Ed teachers, the Sped
Facilitator. the Special Ed Consultant, and
the Special Ed Instructional Coach.
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PLC5 Hypothesis about Why Students
Aren’t Learning • They do not want to do the task.
• They have not spent enough time doing the task.
• They have not had enough help to do the task.
• They have not had to do the task that way before.
• The task is too difficult
(Daly, Witt, Martens, & Dool, 1997 p. 556)
What do we do if they
don’t know it?
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Instructional Planning Form
• Used when current instructional program is not being successful
• List important components of a student's current instructional program
• Guide discussions of what can be changed
• Tracking various strategies used throughout the year.
• Whole group instruction to keep track of instructional changes
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PLC• CELEBRATE!
• Challenge student with new skill
• Amend IEP to increase goal
What do we do if they DO
know it?
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WORK SO FAR IN CR1:1 Coaching Visits
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Coaching Components Enroll: Begin the coaching relationship
Identify: Identify the goal
Explain: Explain the strategy
Model: Model the instruction (you watch me)
Observe: Watch the teacher do the instruction (I watch you)
Explore: Analyze and discuss the data from the observations, determine next steps
Support: How can I help? (modeling, observation etc.)
Reflect: One idea to act on What are you feeling, thinking, going to do?
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Enroll: Begin Coaching Relationship
What it may look like:
• What can I help you with?• Tell me what’s working in
your classroom • What obstacles stand in your
way?• May I observe your students
to get to know your class better?
Example Teacher Request Form:
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Identify: Identify the Goal
Teaching Practice• 5 Characteristics of Effective
Instruction• Reflection Guide: Best Practice Guide
for Special Education Teachers
Student Need Area(s)• PLC Questions
• Sharon Walpole’s flowchart• GWAEA Reading Diagnosis Guide• Phonics Screeners• Moby Math• NTC Analyzing Student Work • Curriculum Options
Use these tools to target specific skills and differentiate
instruction.
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Explain: Explain the Strategy
• Job embedded PD and Job Alike PD
• Research on best practices• Ensuring fidelity and
integrity of the strategy
What it may look like:
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Model: Model the Instruction (You Watch Me)
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Observe: Watch the Teacher Do the Instruction
• Teacher teaches a lesson and coach observes• Uses a data tool to focus the observation
What it may look like: Sample Observation Forms:
• NTC observation forms • Seating charts• Selective scripting • Content strategies and
alignment form
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Explore: Analyze and Discuss the Data from the Observations;
Discuss Next Steps
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Support: How Can I Help?
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Reflection : One Idea to Act On • What are you thinking? • What are you feeling?• What are you going to do?• Coach and teacher think
about what the data is telling them
• Determine next steps for targeted skill instruction that differentiates for individual students
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WORK SO FAR IN CRGathering and Using Our Data
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Data Collection
FormGoogle Form Helps to Track
• Literacy Supports• Math Supports• Behavior Supports• General IEP
Supports• Classroom Supports• Professional
Development• Co-Teaching
Supports
Type of Support
Time
Coaching Components
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• Collaborate:• Administration• AEA• Other coaches
• Identify PD opportunities
• Reflect on our own practice
Using Our Data
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WORK SO FAR IN CRStudent Case Studies
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H
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Coaching References• Hall, P. A., & Simeral, A. (2008). Building teachers' capacity
for success a collaborative approach for coaches and school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development.
• Killion, J., & Harrison, C. (2006). Taking the lead: new roles for teachers and school-based coaches. Oxford, OH: NSDC.
• Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: NSDC.