Compliance and Instructional

1
Secondary
Elementary
Tiered Coaching Support System
Hale Roosevelt Eckstein
Beacon Hill, Maple
Monitoring Tier 1 instructional Support
Hamilton Ballard Franklin Sealth West
Seattle Rainier Beach Mercer Madison Washington Ak
i Kurose
Hawthorn Jane Addams Dunlap Concord Roxhill
Kimball Wing Luke Van Asselt Gatewood Bryant
Compliance and Instructional Intensive Support
(Tier 2)
Northgate(120) West Seattle Elementary
(103) Broadview Thompson (155) Dearborn
Park(106), Emerson (91) Gatzert (132) Highland
Park (122) Brighton (159) Sanislo (70) Small
School Stevens(35), Coe Alki(35), Graham Hill
(75) JSIS, Leschi (50) Muir (40) New School
Olympic Hills (85) T. Marshall (?) Arbor Heights
(28) BF Day (50) TOPS (50) Adams (50)
Compliance Support Create Readiness Building Capa
city (Tier 3)
Cleveland Garfield Ingraham Denny McClure Whitman
2
Tiered Coaching Support System
Professional Development
For ELD Teachers Coaching focusing on
collaboration quality instruction (PLCs)
For Classroom/ Content Teachers Coaching focusing
on collaboration quality instruction (PLCs)
For IAs Coaching focusing on collaboration
quality instruction (PLCs)
Monitoring Instructional Support (Tier 1)
For ELD Teachers Secondary Proficiency Model
Focus on Collaboration Curriculum- Inside /
Edge Elementary Aligned Sheltered Instruction
(Principals) Collaborative Model
For Classroom/ Content Teachers Secondary Whole
School SIOP training Elementary Aligned
Sheltered Instruction
For IAs SIOP ELD Standards Proficiency
Levels Microsoft Outlook WASL Prep ESIS /
Source new IA Orientation ASPIRE training
Compliance Instructional Intensive Support
(Tier 2)
For ELD Teachers WLPT ELD Standards
ESIS Introducing Proficiency Model TBE
Meetings New Teacher Orientation WASL Prep /
Collection of Evidence GLAD/SIOP new PD Aligned
Sheltered Instruction (Principals) GLAD
Math Writers Workshop for ELL Progress
Report Roles and Responsibilities
For Classroom/ Content Teachers SIOP ELD
Standards Made Easy GLAD/SIOP new PD Aligned
Sheltered Instruction Roles and Responsibilities
For IAs SIOP ELD Standards Proficiency
Levels Microsoft Outlook WASL Prep ESIS /
Source new IA Orientation ASPIRE training
Compliance Support Create Readiness Building
Capacity (Tier 3)
3
School Characteristics
Support Characteristics
Tiered Coaching Support System
Monitoring Instructional Support (Tier 1)
checking in with ELL teacher and
principal building relationships
successful ELL program smaller ELL populations

• - strong leadership
• committed staff with some ELL PD background
• large ELL population
• -possibly below AYP

• two week intensive PD
• ongoing coaching for classroom teachers and ELL
  teachers
• work with principals
• documenting and evaluating changes in practice

Compliance Instructional Intensive Support
(Tier 2)
Compliance Support Create Readiness Building
Capacity (Tier 3)

• new or underdeveloped leadership
• little staff buy in or knowledge of instruction
  for ELL
• unsuccessful ELL program

• -triage for urgent issues
• data collection
• long term goals and planning with ELL teachers
  and principal

4
Tiered Coaching Model

• Rationale With 56 schools we can not offer
  intensive, ongoing support to all of them with
  the coaching staff we currently have. We need a
  method for categorizing schools and delivering
  appropriate supports.
• ELL programs would be evaluated annually.
  Schools would move to different tiers. For
  example, after a year in the Intensive Support
  tier schools should be more independent and moved
  to the Monitoring tier the next year. Each
  year we would choose schools from the Building
  Capacity tier to move into the Intensive
  Support tier.
• Questions to be discussed
• - How many schools could we realistically work
  with in the Intensive Support Tier?
• - What kind of data would we need to collect
  about schools in the Building Capacity tier to
  develop a long term plan
• - What would monitoring look like?
• TO DO
• Create needs list for what we need from
  principals
• Look at transformation plans other PD
  commitments
• Need to develop a common language
• How do we develop readiness needs to be in the
  project management team
• How do we identify teacher leaders - needs to be
  in the project management team
• Look at successful coaching models (Project
  Management) building teacher leadership,
  getting hard wired into the school.