Initial Coaching Session Date: | Coach: Teacher: Student: Grade |
Purpose | To design new learning opportunities based on this student’s strengths and needs. |
Connect: Tell me what you like best about being a teacher? What do you appreciate about this student? | This starts the conversation on a positive note. |
Focus Skill: What outcome would be most beneficial for this student? | Concern in teacher’s words: What skill to teach the student: (Charts may help here) |
Stories: Ask the teacher(s) to describe a time when a student was successful learning this skill. Be very specific about: 1. What did the student do 2. What you did that helped 3. What the parents did 4. What the other students did | Ideas from your stories How will this strategy affect student thinking? (Charts) |
2 min. |
6 min. |
7 min. |
Form F
Initial Coaching Session Page 2 | |
DATA Goal: If you apply what you know to this situation, what could happen in 6 or fewer weeks? | Do: If we teach ________ to ____________________________________________________ Achieve: We will see this outcome:_______________________________________________ Time: In _____weeks Assessment of growth: He/she will go from ____________________to __________________
|
Design: Based on the story, what ideas are the best fit for this student? | Action plan for the next 4-6 weeks. |
Commit: What small step will the teacher act on tomorrow to move the plan forward? What will happen the next week? How will this skill be monitored? | |
6 min. |
8 min. |
6 min. |
Things I will do | Suggestions for parents | Things the student will do |
What I will start tomorrow | How I will monitor progress |
Form F
Progress Monitoring For An Individual Student
Student Name | Baseline Data | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Total growth |
Academic Goal Executive Function Goal | | | | | | | | |
What is being measured | How data will be collected |
| |
Form G
Date: | Coach: Teacher: Student: |
Purpose | To dig deeper into the root cause in order to design new learning opportunities. |
Connect: Tell me what progress has been made since the last time we talked? | Strengths you see in this student and progress made since last coaching meeting. |
Focus Concerns and 5 whys to find the hidden skill needed. | Academic Concern (in teacher’s words) Hidden skill identified by 5 whys (see strength charts): Executive Function Concern (teacher’s words) Hidden skill identified by 5 whys (see strength charts): |
DATA Goal: If you apply what you know to this situation, what could happen in 6 or fewer weeks? | Do: If we teach _____________ to _________________________________________ Achieve: We will see this outcome________________________________________________ Time: In _____weeks Assessment of growth: _______ will go from ___________________ to __________
|
2 min. |
20 min. |
4 min. |
5 Whys Coaching Conversation – page 1
Form H
5 Whys Coaching Conversation | Page 2 |
Stories: Ask the teacher(s) to describe a time when a student was successful learning this skill. 1. What did the student do 2. What you did that helped 3. What the parents did 4. What the other students did | Ideas from your success story How does this strategy affect student thinking? |
Design: Based upon the story, what ideas fit this student best? | |
Commit: What small step will the teacher act on tomorrow to move the plan forward? What will happen the next week? How will this skill be monitored? | |
How I will start tomorrow | How I will monitor progress |
Things I will do | Suggestions for parents | Things the student will do |
5 min. |
5 min. |
4min. |
Form H
5 Whys Conversation
Coach says
1.
2.
3.
4.
5.
6.
Teacher says:
1.
2.
3.
4.
5.
6.
Clarification
Build your questions on the teacher’s answer and use paraphrasing.
Question starters:
* So, why does he…
* What is interfering with…
* What else could be causing…
* What is it that makes ___ so hard for him?
* This happens because…
* What do other students say or do in their head that helps them with this?
End with, so are you saying…?
Academic concern________________________________________
Form I
5 Whys Conversation
Coach says
1.
2.
3.
4.
5.
6.
Teacher says:
1.
2.
3.
4.
5.
6.
Clarification
Build your questions on the teacher’s answer and use paraphrasing.
Question starters:
* Why does she…
* What do other students think about that he doesn’t?
* What is it that makes ___ so hard?
* This happens because…
* What do other students say or do in their head that helps them with this?
* What else could be causing that?
End with, so are you saying…?
Executive Function concern________________________________________
Form J
Student Support Meeting Summary |
Concerns Hidden Skill(s) Need |
DATA Goal: D If we teach _________ to ___________________________________________ (Student name) (New skill) A He/She will be able to ______________________________________________ (Change in student behavior or learning) T Within ___________________________________________________________ (Timeframe – not more than 6 weeks) A He/She will go from __________________ to ___________________________ (Baseline score) (Predicted amount of growth) |
School Strategy Home Strategy Student Strategy
|
School Monitoring Home Monitoring Student Self-Monitoring |
Next date to meet: |
Form K
Follow-up To Student Support Meeting Summary |
New strengths seen New skills to work on |
DATA Goal: D If we teach _________ to ___________________________________________ (Student name) (New skill) A He/She will be able to ______________________________________________ (Change in student behavior or learning) T Within ___________________________________________________________ (Timeframe – not more than 6 weeks) A He/She will go from __________________ to ___________________________ (Baseline score) (Predicted amount of growth) |
School Results From Current Plan Home Results From Current Plan Student Self-monitoring Results
|
Revisions to School Plan Revisions to Home Plan Revisions to Student Plan |
Next Date To Meet: |
Form L
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