Results

Anecdotal, Qualitative Data : Coaching Cycles 2008-2009 As a result of engaging in a book study on __Already Ready__, teachers are making blank books available for students. They are more comfortable with talking about books during read alouds. Students are using more story language and are starting to make revisions. Parents have indicated that their children are making books at home. Student s identify themselves as authors and illustrators. The comfort level for teacher fell in the 4-5 categories from survey of 1-5(5 being high) in their practice. Several teachers have a lot more confidence in teaching writing. 8 coaching cycles ranging from scil and grades 1 to 5 Topics: spelling for 3rd grade, vocabulary dialogue (8 out of 9 teachers attended), math data interpretation and usage and components of ULF in reading and writing. Of the 8 cycles, 7 were successful based off of teacher input and student data. Time constraints and interruptions took away from the other coaching cycle.
 * __ The Village - Kendra: __**
 * __ Peabody- Kelly A: __**

Through Rhonda’s coaching cycles, a common result for each cycle is that each teacher is posting a learning goal for each lesson. They have their essentials down and each one of them does individual goal setting with their students. Recognition of effort is also a common result of each coaching cycle. Using the Marzano strategies in her cycles has benefitted all. One teacher has indicated that working with Rhonda has changed her own practice entirely!  Teachers: Coaching cycles have resulted in increased efficacy in teaching writing resulting in increased intentional planning, identifying teaching points and weaving them throughout the Writing Workshop, documenting student progress related to the teaching point, making connections among the Units of Study, and examining proficiencies. Teachers are interested in pursuing professional development related to conferring, assessment, and providing visual cues aligned with writing process prompts.
 * __ Ames- Rhonda: __**
 * __Twain – Jenny: __**

Students: Students demonstrated positive attitudes towards writing and considered themselves writers. Students’ work included the use of writers’ crafts and writing process. Students are able to articulate and apply the teaching point. With that students are transferring their learning from one genre study to the next.   Kelly did a mid-year survey to get an idea of where she was at the mid point and all of them came back positive.
 * __Franklin – Kelly C: __**

As far as the impact on student learning, everything is anecdotal, up to this point. Her focus has been around writing and the implementation of __Units of Study__. She has had a lot of buy in with the staff (k, 1st, 3rd, and 4th grades). She ran a book study and you continues to bring it back and continue to focus on aligning the districts expectations with Franklin.

The kindergarten book study on Talking Drawing Writing was very successful. The team intends to implement the teaching concepts in the fall then transition into Calkins Units of Study. Participant surveys from the book study were very positive and feel their knowledge around the importance of telling stories to improve student writing has improved.

Kelly enjoyed the format of her Induction program this year and intends to continue this concept in future years with improvements.

 8 teachers have taken the Co-teaching class and Liz took a group of two first grade teachers through the future protocol and they were able to use it as a guide to run a co-taught literacy block 2 days a week.
 * __Centennial – Liz: __**

Offering the __One to One__ Class has allowed teachers to share their practice in conferring with students in writing. 10 teachers have joined the class and are conferring and are doing shoulder to shoulder conferences with their peers as a form of learning along the way. Teachers are feeling more confident with trying out the writing conference.

One coaching cycle that focused on putting ourselves into the prompt resulted in a 50% gain! The 4th grade students were 30% proficient with this task at the beginning of January. After a six week cycle that was filled with model lessons, co-teaching and specific feedback, 80% of the students were proficient at writing to a prompt and putting themselves into it.