2021 22 EastRidge Coaching Tracker.xlsx

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	O
1	Date/ Timestamp	Coach	Teacher Name	Subject/Content	Objective	Type of Support	Length of Time Supporting Teacher	Focus: Management	Focus: Rigor	Keep Doing...	Have You Thought About...	Recommendations/Next Steps	Observation Tool	Action Step Guide	Scenario in class

2	12:00	Example Foster	K - Zeh	Math	I can compare two groups of objects and decide which one is has more	Observe/Debrief	30 min.	Phase 1: 1. Routines and Procedures	4. Independent Practice	Being prepared and having kids with papers	Having students participate or giving time for students to write independently	More engagement and student participation, add student independent writing
3	8:00	Soto	Wallace	Reading	I will determine Key ideas and supporting details	Co Teaching	120 min	Phase 2. Small Talks is occuring. Some students are not on task during independent practice	Phase 2. Explicit Feedback to more than a handful of students	Noticing when students are veering off task and providing feedback	Reminding students of the expectations during class discussion, referrring students to the class compact when of task.	Whole class reset in class discussion and in the moment resets
4	9:15	Pack	Avant	Reading/Writing	I will write a one-paragraph narrative about a first-time experience	Observe/Coteach	90 min	Phase 1: The teacher does not have clear routines established for the classroom.	Phase 1: The teacher hasn't internalized the lesson properly and may stumble during delivery. Teacher runs out of time and may leave large chunks untaught.	Noticing when students are veering off task and providing feedback	Establishing a routine for Amplify materials- getting them out and putting them back up	More engagement and student participation, add more student to student discussion
5	8:00	Soto	Guyer	PreK	No objective	Observe/ Coaching/ Model	65 min	Phase 2: Class has slid into low engagement within the same class period	Phase 1: The teacher stumbles and does not know what to do in the I Do part of the lesson	Providing clear routines and procedures	Implementing the curriculum using songs with a literary or math purpose as part of instruction	Internalize the lesson and write down the Objective and Use a Script to Model
6	9:15	Pack	Avant	Reading/Writing	I will quote from the text in describing plot and making inferences.	Observe/Coteach	90 min	Phase 2: Class has slid into low engagement within the same class period	Phase 1: The teacher has internalized the lesson properly but is still stumbling during delivery.	Providing clear routines and procedures	Finding ways to incorporate more class discussion	More engagement and student participation
7	10:30	Gee	Brown	Math	No objective	observe/model	30 min	Phase 3 narrate the postive	Check for whole-group understanding: Gather evidence on whole group learning narrate what students do well, not what they do wrong	target the error : focus class discussion the questions where students most struggle to answer correctyly	narrow the focus to the thinking what students are struggeling with	while narrating the positive and /or while scanning during a redirect, look at the studnts who are off task
8	12:00	Pack	Hickmott	Math	No objective	Co-teach	60 min	Phase 2: Class has slid into low engagement within the same class period	Phase 3: Students move ahead without a clear vision of which (or how many) students comprehend	Providing clear routines and procedures	Finding a way to teach the struggling students in a small group	Plan a time to target the middle to low students- don't leave their instruction up to the high students "helpers"
9	10:00	Gee	Dickey	Reading	No objective	observe	20 min	focus: Management plan and practice role out	curriculum plan driven	delivery is on target -	script out ideal written responses
10	1;45	Gee	Miller	Math	No objective	observe	30 min	Phase 4: Monitor the visual evidence of each group progress	push the thinking back on the students through universal prompts	providing wait time for challenging questions	closing the loop after correcting thier error, go back to students with wrong answers to have them revise their answers	teach and model for students the habits that strengthen class conversations
11	12:00 9/7	Soto	PK Team	All	Internalization Plan	Team Lead	25 min	n/a	n/a	n/a	n/a	Coaching Plan
12	9/13 1:00	Soto	Wallace	Reading	Lesson Delivery	observe	45min	Phase 3: Engage All Students	Phase 2: Pen in Hand	Vocabulary explanation and connecting vocabulary to prio lessons	Popcicle sticks or name randomizer to select all students for checks for understanding during read alouds	Make sure to call on all students
13	9/20/2021 9:40 9:57 and 12:40- 1:10	Soto	Hudson	Reading	Understand Place Value Units of One, Ten, and Hundred	observe	45 min	Phase 2: Noticing the earliest actions of non compliance	Phase 2: Does not know what a rigorous response looks like	Model using visuals accompanied by academic vocabulary	Place students in table groups and modelling using document camera	Execute gradual release and maintain all students attention when speaking
14	9/20/20212:30 - 1:30	Gee	Watters	Math	Understand Place Value Units of One, Ten, and Hundred	observe	1:10	Phase 1:	Phase 1: Teacher does not have clear routines established for the classroom.	Tone is on point	Setting up the classroom for engagemenet and better flow	We are going to reset the classroom and arrangement
15	9/28 1:15- 2:30	Soto	Thompson	Reading	Student will identify the central idea in the passages about warm and cold blooded animals	observe	1hr:15 min	Phase 2: The class slid into low engagement without the teacher recognizing it	Phase 1: Teacher hasnt internalized the lesson and may stumble during delivery	Posture and teacher presence	Following the curriculum with fidelity	Prep using the materials recommended by the curriculum. Minimize the student disengagement by moving at a faster pace	Use all lesson components in the lesson	Engage in a lesson internalization for the upcoming lesson and make specfic teaching moves	Teacher omitting teaching materials asked the teacher to add in teaching materials, provided copy of a preped materials, looking for teacher to prep materials properly, supported teacher in internalization for U2L7
16	1:00 -1:15	Gee	Watters	Math	Identifying place value	observe	15 minutes	Phase 1- teacher does not have clear routines established for the classroom		classroom set up - is working so well. Great job!!! I also noticed you have more notes in your TE!!!	Visualize and practice movement in the classroom	make notes in TE on what you will be doing and how it will work for each
17	11:20- 11:50 10/7	Soto	3rd Grade	Reading	Lesson Internalization Unit 9	planning	30 min	n/a	n/a	Annotating lessons and preping materials	Model Lessons and splitting prep duties also removing lessons due to pacing and STAAR in a jigsaw like fashion rather than all at once	Review slides and update with materials listed at the begining of the Lesson. Model lesson components during planning annotate prior to internalization meeting
18	8:40-9:00 10/7	Soto	Guyer, Dilahey	Testing and Data	Baseline data for Letters and Numbers	Key tracking information	20 min	n/a	n/a	Testing through Circle	Digging into the color code to find specific numbers	At the completion of Circle testing, use the student exact numbers to determine BOY info not previously gathered
19	12:20	Gee	Watters	Coaching	directions with routines and procedures	debrief	20 min	set goal, and identify difficulty	n/a	classroom set up - is working so well.	intentional annotation: describe every step in instrusction	purposeful preparation everyday, not just the days with co-teachers
20	1:45:00 pm 10/7	Soto	Hudson	Observation	Read Aloud Literal Questions	Follow up	30 min	Phase 2: Noticing the earliest actions of non compliance	Phase 2: Does not know what a rigorous response looks like	Providing Cues for Learning and redirecting students at earliest actions of non compliance	Asking additonal students the same question and revisiting popcicle sticks as a way to remeber	Continue to use No Opt Out and redirect behavior at earliest issue
21	9:20:00 AM 10/7	Soto	Wallace	Observation	Ask and Answer questions, referring to the text	observation/ coaching	20 min	Phase 2: Engage all students	Phase 2: Pen in hand	Providing feedback for correct answers	Displaying answers at the end of research to ensure students have found the correct information	Engage all students for high expectation	Use all lesson components in the lesson	Engage in a lesson internalization for the current (upcoming) lesson and make specfic teaching moves	Teacher omitting teaching materials but did provide for extension activity, asked the teacher to add in teaching materials as a check for student recording knowledge obtained from the internet to answer questions
22	12:00:00 PM 10/7	Soto	PK Team	PD and Data points	Determine PD and Data Points for BOY NOV, FEB, EOY	Planning	40 min	n/a	n/a	n/a	n/a	n/a	n/a	n/a	n/a
23	4:47:00 AM 10/7	Soto	Hudson	Reading	Ask and Answer questions, referring to the text	follow up	15 min	Phase 2: Notice first signs of non compliance	Phase 2: Recognize what a strong response looks like	No opt out	Using sentence stems to support strong responses	Create in text sentence stems with word bank for difficult concepts. Direct student to stem response.
24	2:00:00 pm 10/7	Soto	Thompson	Reading	Ask and Answer questions, referring to the text	observation/ coaching	15-20 min	Phase 2: The class slid into low engagement without the teacher recognizing it	Phase 1: Teacher hasnt internalized the lesson and may stumble during delivery	Internalizing Lessons with fidelity	Timing segments, waiting for non teacher led time to address behavior issues	Use timer to track minutes discipline takes away from direct teach time	The teacher did not include a time segment	Add time stamps for specific components	The lesson component is not being delivered in the lesson time allotted. Teacher redirects behavior during direct instruction and spends lecture time correcting behavior.
25	8:00 10/13	Soto	Allen	Reading	feedback on a partner planning and write an original narrative	observation	50 min	Phase 3: Teacher overly relies on using on strategy for engaging all student	Phase 3: Teacher movers ahead without a clear vision of which students comprehend	Monitoring and adjusting to student needs and recognizing paterns in student output	Creating visuals using your digital teacher guide?	Use visuals to support the lecture content	Instructional materials	locate specific materials needed for the lesson with the teacher	The lesson is delivered verbally to students without instructional visusals to support learning . Anchor charts and scoffolding is not present not sure if students understand goals at specific targets
26	8:00:00 AM 10/13	Gee	chavira	reading	Writing your aspiration story	observation	50 min	Phase 3: The teacher tends to call on the same few students over and over.		Teaching a high rigor course content	Popcicle sticks or name randomizer to select all students for checks for understanding during read alouds	Make sure to call on all students
27	9:30- 10:45 10/13	Pack	Commiato	Reading	Writing your aspiration story	observation	75 min	Phase 3: Teacher overly relies on using on strategy for engaging all student	Phase 3: Teacher's model is confusing or unclear- Students don't understand the goal of the lesson	Monitoring and adjusting to student needs and recognizing patterns in student output	Presenting the examplar throughout the lesson so the students have a clear understanding of the expectation	Use visuals to support the lecture content- exemplars for the steps of the writing process	Do you understand how specific materials support the goals of the lesson?	Model the lesson internalization and discuss why and how to use the specific materials. Rehearse parts of the lesson and model how to use the specific materials.	The lesson is delivered to students without instructional visuals, such as writing exemplars, to support learning. There seems to be a disconnect with the student's understanding of the writing expectation because of the lack of gradual release.
28	10/18	Soto	Sakumane	Math	Counting to 5 and comparing numbers	observation	15 min	Phase 3: Teacher does not notice earliest noncompliance		Teaching hi rigor lessons	Reteach approprate carpet rules before the lesson	Review Rules at carpet each time
29	10/18	Soto	Silvestre	Math	Counting to 30 writing numbers	observation	20 min	Teacher does not need coaching
30	10/19	Soto	Dilahey				15 min	Phase 3: Students lose focus and engagement while the teacher in modeling or talking		Reviewing rules and procedures	Have you thought about engaging more students in shared writing	Provide a way for students to interact with the lesson when they are not the focus student
31	10/21/2021 9:30	Soto	Wallace	Reading	describe and review the sysytems of the human body	Observation	20 min	Phase 2: Engage all students	Phase 3: Pen in Hand	Checking for understanding and using no opt out	No opt out review	Watch No Opt Out video continue to	no issues	Model and Reherse the lesson
32	10/21/2021 1:15	Soto	Thompson	Reading	describe and review the sysytems of the human body	Observation	1hr 20 min	Phase 2: The class slid into low engagement without the teacher recognizing it	Phase 1: Teacher hasnt internalized the lesson and may stumble during delivery	Manging behaviors and continuing to teach	Using the teacher guide book along with the slides	Co Teach	Lesson modeling and rehersal	Internalize the lesson by modeling and rehersal
33	10/25	Soto	Allen- Sims	Reading	Living and non living	Observation	45 min	Phase 3: Exhibits certain off task behavior that the teacher struggles to manage	Phase 1: Teacher runs out of time leaving key chunks untaught	Brain Breaks, Choral Checks for understanding, Making Teaching Moves for Questions	Non verbal redirection i.e. hand signals, Hand signal plus name	Will observe teacher attempting non verbal signals to minimize student
34	11/1	Soto	Guyer	PK- Stations	Stations	Observation	20 min			engaging with students during stations	Create a teacher station to work on benchmark goals	Use circle activites to create a teacher station while to assistant rotates stations
35	11/1	Soto	Esparza	PK- Math Circle	Math- Recognize and Write a Circle	Observation	15 min			Engaging students using procedures to guide activity	Allow students time to free write before starting lesson	Place students in a circle to better monitor academic performance
36	11/1	Soto	Commiato	Reading	US Constitution/ Preamble	Observation	10 min		Phase 2: Teacher question was confusing or unclear	Providing appropriate questions to analyze text	Separating questions into one slide so students can read the slide question to support their answers and include a sentence stem	Create slides with questions large enough for students to read and include a sentence stem.
37	11/2	Soto	Allen	Reading	Grammer- Subject/ Verb agreement	Observtion	10 min		Phase 3: Provide and opportunity for students to replicate their thinking once the demonstration is done.	Unpacking the thinking behind your questions, meeting students where they are using their examples and building their listening comrehension skills	I wonder whether students had more practice with the activity	Customize the lesson if necessary to provide students with more opportunities to answer subject verb agreement questions with your guidance
38	11-1	Gee	Watters	Reading	Phonemic Awareness	Observation	15 minutes	Phase 2: Noticing the earliest actions of non compliance	Phase 2: Does not know what a rigorous response looks like	Providing Cues for Learning and redirecting students at earliest actions of non compliance	Asking additonal students the same question and revisiting popcicle sticks as a way to remeber	Continue to use No Opt Out and redirect behavior at earliest issue
39	11-1	Gee	Hudson	Reading	Science
40	11/2	Soto/ Pack	Bradshaw	ACC	Reading	Observation	45 min		Phase 3: Does not unpack the thinking behind the lesson	Working at the level of the student ability	Providing an explicit explanantion with differentiated instruction before beginning the activity, model, guide and then independent practice	Explain the activity, model then allow student to complete activity
41	11/4	Soto	Stark						Phase 3: Teacher has a clear model but students dont have anything to do while listening to that model	Modeling your thinking for students	Providing manipulatives and step directions for solving equations	Provide visual for students to see a clear steps on whats next in the math problem	Teacher on pacing	Reherese model with Soto on step in a math probles
42	11/11/21	Gee	Allen	Kinder	Systems in place	observation debrief	45 minutes		Phase 1: Teacher does not have clear routines established in the classroom	Sticks to the curriculum with fidelity	Posting expectations and have students reflect back to them	Reset the classroom with expectations and consequences
43	11/15	Soto	Olivas	1st Reading	Describe the role of Inca Runners	Coach/ Observation	45 minutes	phase 3: Calls on same few students		Reading with appropraite fluency and innotation	Randomizing students who answer questions	Use sticks or a name randomizer	60 minutes schedule not observed	Reherse parts of the lesson with coach- Read Aloud
44	11/19	Soto	Miller	4th Math	Multiplying two digit by two digit numbers using four partial products	Observation	60 min		Phase 2: Teacher tells student perocedure but doesnt let students unpack the thinking behind it.	Teacher model, checking for understanding	Step by step, just in time support and allow students to do the thinking	Use academic math vocabulary, Teach full curriculum with fidelity, support as needed when needed and not for all students	60 minutes scheduled, but teacher omits segments	Reherse parts of the lesson with coach- Read Aloud
45	12/14	Soto	Thompson	3rd Reading	Kind Key Ideas about light and color	Observation	25 min	Phase 3: Teacher tends to call on the same few students		Asking questions and clearing up misconceptions	Using a name randomizer coupled with no opt out	Use popcicle sticks or a name randomizer
46	1/24	Soto	Olivas	1st grade	Explain how we know about dinosaurs	Observation	60 min	Phase 2: Some students disengage when the teacher asks questions assuming they dont have to answer	Phase 2: Teacher doesnt know what a rigorous response	Pacing of the lesson, asking questions of the students in connection to the text.	Using no opt out frequently to hold all student accountable for answering questions, when students are asked to write create a word bank or leave the model writing on display.	Use no opt out to inrease student engagement. Display modeled writing	60 mimute observation tool
47	3/4	Soto	Guyer	Pre K	Which of these is an inclined plane	Observation	15	Phase 1: Teacher voice is low or lax; wordy directions or over casual- Routines and Proceudres		Teaching the curriculum	Intentional teaching every 7 min and a 30 to 1 minute brain break	5 activites including SEL in monring meeting, plan by minute during instructional segments
48	3/24	Soto	Guyer	Pre K	How do screws hold things together?	Observation	15	Phase 1: Teacher voice is low or lax; wordy directions or over casual- Routines and Proceudres		Implemeting writing as part of the morning meeting?	Calendar, SEL, Writing, ABC, 123 as you five activities?
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