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STaR

Inquiry

Team

Fresno State & Sanger Unified School District

Continuous Improvement Fellowship

Learning Sprint #6

January 29, 2019

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Improvement Aim

By July 31, 2019, 100% of the Sanger Residents will receive actionable feedback from their coach related to CREATe rubric item 9 at least twice a semester.

Item 9 of the CREATe rubric specifically aims to strengthen instructional planning and practice for Emergent Bilinguals.

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Change Idea

Coach Participate in

District-led PD with Residents

Coach Knowledge

&

Confidence Gap

Learning Goal

Coaches provide residents with actionable feedback at least once related to item 9 after their participation in the district-led PD

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All 3 coaches provided all Sanger Residents feedback on CREATe Rubric Item 9 at least once during F2018.

Will coaches provide residents feedback on item 9 after the district-led PD on 9/21/18?

Range of dates: 10/11/18 - 12/3/18 -All feedback on item 9 did happen post-district-led PD session

Pilot study of coaches (n3) using Fresno State’s CREATe Rubric, a cost free tool to provide specific formative feedback, and actionable next steps for residents (n STaR Residents 21).

14 Items in 4 sections focused on observable teacher behaviors.

Item 9 has to do with evidence-based practices for emergent bilinguals.

Creates a puzzle of practice for Fresno State

Item 5 has to do with opportunities for student self-reflection and assessment during the lesson. Item 9 has to do with evidence-based practices for emergent bilinguals. It is of interest to note that these are lesson elements with which our candidates typically struggle. The apparent puzzle of practice that arises is whether having coaches more intentionally focus on these items would support our candidates in those areas. On the other hand, Item 2 has to do with an inclusive learning environment, which is one of the foci of the Sanger district and of the STaR cohort. It may not be coincidence that this item was the most frequently assessed. The next step would be to conduct interviews with the coaches about their rubric use data to gain qualitative insight into how they made decisions about which items to assess and when.

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The Coach who attended the district-led PD on ELD provided Sanger Residents with the most feedback on item 9.

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Does the Coach Provide Actionable Feedback?

Data Sources:

Coach scripted notes
Evidence of Strengths
Actionable Feedback for Success

Themes related to ELD strategies:

Focus on need to monitor student work
Focus on use of think/pair/share and whiteboards
Students sharing thinking

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Examples: Concrete, Specific Actionable	Example: Non-Concrete, Specific Actionable
“Ask more how and why questions to extend students' thinking. Place a book in each student's book box based on student interest/culture. Ask students to stand and deliver when they are in a circle" "Have the students say the beginning sound of the picture to see if they understand whether the sounds are alike or different. Are these students at the same reading level? for those students having difficulty use a mirror so they can see their lips and if they’re in the same position or not."	"Monitoring student learning. Partner sharing. Students explaining their thinking. use of manipulatives. Academic vocabulary used throughout lesson."

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Coach & Resident Mismatched Perceptions

“Many of our residents already get this stuff.”

-Coach 2 feedback at the district-led PD session

89% of the residents reported that they are unfamiliar with or only have a general understanding of the ELD Standards.

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Initial Learnings

District-led PD Scheduling Conflict for Coaches

Perhaps we need to include our coaches more in planning for improvement?
Seeking their input may lead to increasing their readiness to improve?
What is the best way to develop a new innovation?

Coach Data Entry in TK20

District Partnership Collaboration

Empathy interviews opened up communication

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Coach Perspective - End of Semester

Themes:

It was difficult to see specific efforts of most of the students because it was not written out specifically on the lesson plans
The strategies they saw most often were: (reflected in scripted notes as well)

Think/pair/share
White boards

They all commented that the strategies for Emergent Bilingual Learners are good for all students
There was little modeling of the EBL strategies by Mentor Teachers

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Resident Perspective - End of Semester

Themes:

Fresno State Professors & Coursework perceived as most supportive and best resource for how to meet the needs of emergent bilinguals.
District-led PD was “really beneficial because we did hear from Sanger staff and we got a lot of good information about the standards especially.”
Coach feedback still perfunctory; e.g., “good job”

“She hasn’t been a resource. I think she is learning along with us. Yeah.”
“She does encourage me to consider emergent bilinguals in my lesson planning.”

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Theory of Practice Improvement -Driver Diagram v.5

12/6/18

By July 31, 2019, 100% of the Sanger residents will receive actionable feedback from their coach related to CREATe rubric item 9 at least twice a semester.

Primary drivers

Secondary drivers

Specific change ideas

Data Use

Fresno State Faculty & Coach Data Dialogue

Data Accessibility and Timeliness

Clinical Practice

Resident

Confidence in Content

Mentor Teacher & Resident Input & Data Dialogue

Resident Inquiry Puzzle of Practice Cycle shared in PLC

CREATe Rubric

Online Mobile Platform (TK20)

Coach Community of Practice: Group norms & coach confidence in & reflective practice on the CREATe Rubric, Scripted Notes, & Actionable Feedback

Coach participates in 1on1 ELD-focused meetings with FIR

Online Mobile Platform Training for Residents & Coaches

Course Syllabi

District EL Master Plan

Culturally and Linguistically Sustaining Content & Practices

Universal Design for Learning Content & Practices

Review Rubric Data in PLC

Residents aware of and understand Master Plan; development & use of common terminology.

CREATe Rubric Integration in coursework

Audio recording of coach-resident post-observation debrief sessions

Digital Repository of Evidence-Based practices for Emergent Bilingual Students

Online Mobile Platform Goal-Oriented Lesson Plan Template