5 H Flores Coaching Record 1516

Endeavor College Prep Coaching Notes
Teacher: Heidi Flores

Coach: Abra Sussman
Date of Lesson Observation: April 11, 2016

Observations/debriefs: 14
Date of Coaching Meeting: April 13, 2016
Total # of
Class: Math
Aim(s): Evaluate expressions with parentheses and use tape diagrams to multiply fractions with whole numbers
Time: 8:55-9:15
Precise Praise Keep doing this!!
Activate Prior Knowledge After reading the aim you asked, What is a word that is already familiar to you? Strong way to
give students the opportunity to communicate what they are learning and practice naming skills.
Student Engagement You use Cold Call, Call and Response & Turn and Chat with such frequency, swiftness and urgency,
allowing a greater number of students to participate and practice the skill.
Active Circulation You kept every pair on task and gave feedback to those who needed the extra push during turn and chats by
scanning and moving around the perimeters quickly and strategically (stopping by the hot spots).
Tracking Tracking Genesis all students were tracking her. Tracking Arlene in the back
Precise Praise For Genesis for working through that problem, were going to give her two snaps on three!
Teach the Error You showed a common mistake you observed on Problem 1 (the third part) and had a student explain why they
disagree to eliminate common misconceptions through student knowledge (rather than giving them the answer)
Current Goal
Danielson Strand & Indicator: 2.2 Manage student behavior through clear expectations and a balance of positive
reinforcement, feedback, and redirection B) Response to Behaviors
T1 Coaching Focus: Strong Voice, Positive Framing & Economy of Language
Action Steps (aligned to current goal)
Strong
Voice
Strike a power pose when giving directions
Silent scans
Whispered individual redirects
Evidence & Questions (aligned to current goal)
Positive Framing
Phrase comments to tell students what is going well

and what to do
Positively narrate/praise KWLM
Evidence of power pose while giving directions

o
Directions for turn and chat
o
Called on Madison after turn and chat, there
was a bit of whispering, you paused, stepped
back, put your hands behind your back and
said Were gonna try that again
Evidence of silent scans
o
Circulation during turn and chat
Evidence of individual redirects
o
Andrew & Sarah I see that youre writing,
make sure youre talking as well
o
Fabian and Jasmine Make sure youre also
filling out the blank part of your notes
o
Whispered redirect to Nathan
o
Whispered Allen
o
5, 4, 3, 2, (quietly) Allen 1
o
Whispered to Genesis during Turn and Chat
o
Quiet, Not right now, put your hand down
o
Super quiet with hands behind back Ricky
o
Super quiet with hands behind back Fabian
Evidence of positive framing
o
I see three hands on the windows side
o
I see that Joshua already has two symbols
o
Madison is silently writing down his symbols
o
Thank you for being super enthusiastic but
remember to wait for that cue
o
I see two, three, four, five strong hands
Endeavor College Preparatory Charter School prepares our students with the academic skills, character
traits,
and intellectual discipline to excel as leaders in high school, college, and their community.

Coach: Abra Sussman
Economy of Language
Phrase directions or redirections in the shortest form

possible
show me those strong hands I know we

have so many more risk takers here
Evidence of positive framing for KWLM
o
I see that Juan and Carlos already filled out
the blank parts of their notes
o
Evidence of short, clear directions

o
Were gonna give them one more shot, 1
clap2clap
o
Were going to all be tracking here 5, 4, 3
2, 1 much better
New Goal (if ready to move on) & New Action Steps
NA
Practice (aligned to new action steps)
New goal!
Quick Fixes & Random Questions

1.
2.
3.
Push Edna to use a college voice

Remind students to keep hands down while a student perseveres through a problem (when Genesis was solving Problem
1)
When Citlaly was giving the expression for Problem 1 (the second part), you reminded the class to put pencils down,
what if they didnt
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
Strong Voice, Positive Framing & Economy of Language
Danielson Trimester 1 Goals
1. Continue to look at student data and student objectives to build lessons so that they are prepared for their EOM and MM
assessments.
2. Make timing a priority so that students have every second to learn, whether it is guided, independent, or a group effort.
3. Pay closer attention to the positive things that are going on in class rather than focusing on what is not being done.
traits,

Coach: Abra Sussman
Date of Lesson Observation: March 7, 2016

Date of Coaching Meeting: March 9, 2016
Total # of
Class: Math
Aim(s): Create equivalent fractions using a ruler as a number line
Time: 8:30-9:45
Least Invasive Approach The way you redirected Ricky to task (when he was reading instead of completing the WOW) was
incredibly effective because it was totally private, did not interrupt the flow of class, and you moved away quickly so there was
no opportunity for him to engage.
Stretch It Pushed Fabians sentence Why was that such a huge deal? / If I want to use my fancy language, what is another
way I can say 3/2?
What else is going well?
Current Goal
Strong
Voice
Silent scans

Evidence of silent scans looking for small things
o
Ricky - whispered by his side, moved away
quickly
o
Noe - sitting up and tracking
Positive Framing

and what to do

o
Hemerith would like to share
o
Andrew would like to share
o
Thank you for using your time wisely
o
I see Diego has both hands on his sticky note
o
Aranza is ready
o
Aileen is ready
o
Robert is ready
o
Mariah is tracking up here
o
Robert is tracking here
o
Aranzas there
o
Roberts there
o
Mariahs there
o
Thank you Aranza and Robert for trading
o
Economy of Language

possible

o
Pencils down, tracking Aynaddis, 3, 2, 1
o
Youre tracking me now
o
NA
traits,

Coach: Abra Sussman
Virtual Debrief:
I read over the attached Coaching Record for 2.29
1. Looking at the Precise Praise, what are 5 more things that are currently going
well? These could be improvements made or otherwise.
Students are coming quickly to the rug for small groups, using urgency.
Students are getting immediate feedback on exit tickets (used as entrance

tickets for prep).
Students are transitioning quickly from exit ticket to independent work and from
independent work to PRIDE.
The overall volume level of the classroom has been improving and getting closer
to being at a complete silent.
I can't think of anything else at the moment :/ Be ready to share some more
highlights when we meet on Wednesday :)
1. Looking at the Evidence for Positive Framing, what do you notice about the
names of students receiving positive praise? What are some next steps that can
come out of this?
I am specifically looking to positively frame the actions of students who tend to

not follow directions as often as others; however, I am not just limiting the
positive framing to them. I can follow up with a sticky note acknowledging the
good behavior. I wonder if you flipped the ratio so that the first students you
acknowledge are those who are frequently off task (eg. Fabian, Nathan, Jasmine,
Ricky, Noe, etc.). These kiddos were on task for portions of the class that I
observed but didn't receive praise.
1. Looking at the Quick Fixes and Random Questions, what can you do to catch
actions like those of Ricky's in the first few minutes of independent work?
I can scan more frequently as I am grouping students based on their exit ticket
at the front of the room. See note below
1. Is there anything else currently on your mind? Individual student challenges or

whole group moments you'd like to play back for us and brainstorm? Anything
else?
I would like to get any suggestions on what I could do to catch individual actions
traits,

Coach: Abra Sussman
that I can't see, such as Ricky's, as I am doing a quick check on exit tickets at
the front (other than scan more frequently)? I would suggest scanning with
evidence of work in mind. So, rather than scanning for eyes down, scan to see
that students are accomplishing the task they are given (Ricky will stand out
because his board is up and you can't see any evidence of work).
We still have not been able to pull two groups at a time during prep. What are
your suggestions for situations when Toral can not monitor the whole class as
I pull groups because she either has to individually focus on Nathan or
Jazmine? This is a really good and challenging question. Let's tackle it at our
next debrief. But between now and then, start to think about what would
motivate Jasmine and Nathan to accomplish work.
4.
5.
Scan and correct posture - Haley, Ricky, Noe

Clipboards - Citlaly & Cassandra
Next Steps
1.
2.
3.
Who?
By When?
Resources?
Fabian - helper at start of Prep

Jasmine strips of Prep to finish
Analyze function of behavior for Fabian and Jasmine
between now and next debrief
Goals Met to Date
Radar
Do Not Talk Over
assessments.
Date of Lesson Observation: February 29, 2016

Date of Coaching Meeting: March 2, 2016
Total # of
Class: Prep
Aim(s): NA
Time: 12:00-12:15
Do It Again Were going to try that again, pretend that youre writing. OSU, tracking me in 3, 2, 1 -- your tone was upbeat and
you used a quick pace which made this feel totally non-punitive
Atmosphere of Productivity The soft, mellow jazz made the room feel incredibly inviting and calm
Current Goal
traits,

Coach: Abra Sussman
Strong
Voice
Silent scans
Positive Framing

and what to do
Economy of Language

possible

o
Directions to take out purple folders
o
Directions to pass in sticky notes
Evidence of silent scans
o
Scanned during whiteboard practice
o
Hemerith - posture
o
Aranza
o
Madisons there
o
Edna got right to work
o
Aranza, Haley
o
Jayme is there
o
Genesis just finished
o
Allen is tracking

o
Purple folders out in 10 seconds
o
Make sure your purple folder is flat on your
desk
o
Fifteen seconds, when my timer goes off, you
are ready to pass in sticky notes
o
Pencils down, tracking me
o
If I call your name youre coming up to the
front with a dry erase marker and a dry erase
board
NA
Virtual Debrief:
I read over the attached Coaching Record for 2.29
2. Looking at the Precise Praise, what are 5 more things that are currently going
well? These could be improvements made or otherwise.
Students are coming quickly to the rug for small groups, using urgency.
Students are getting immediate feedback on exit tickets (used as entrance

tickets for prep).
traits,

Coach: Abra Sussman
Students are transitioning quickly from exit ticket to independent work and from
independent work to PRIDE.
The overall volume level of the classroom has been improving and getting closer
to being at a complete silent.
I can't think of anything else at the moment :/ Be ready to share some more
highlights when we meet on Wednesday :)
2. Looking at the Evidence for Positive Framing, what do you notice about the
names of students receiving positive praise? What are some next steps that can
come out of this?
I am specifically looking to positively frame the actions of students who tend to

not follow directions as often as others; however, I am not just limiting the
positive framing to them. I can follow up with a sticky note acknowledging the
good behavior. I wonder if you flipped the ratio so that the first students you
acknowledge are those who are frequently off task (eg. Fabian, Nathan, Jasmine,
Ricky, Noe, etc.). These kiddos were on task for portions of the class that I
observed but didn't receive praise.
2. Looking at the Quick Fixes and Random Questions, what can you do to catch
actions like those of Ricky's in the first few minutes of independent work?
I can scan more frequently as I am grouping students based on their exit ticket
at the front of the room. See note below
2. Is there anything else currently on your mind? Individual student challenges or

whole group moments you'd like to play back for us and brainstorm? Anything
else?
I would like to get any suggestions on what I could do to catch individual actions
that I can't see, such as Ricky's, as I am doing a quick check on exit tickets at
the front (other than scan more frequently)? I would suggest scanning with
evidence of work in mind. So, rather than scanning for eyes down, scan to see
that students are accomplishing the task they are given (Ricky will stand out
because his board is up and you can't see any evidence of work).
We still have not been able to pull two groups at a time during prep. What are
your suggestions for situations when Toral can not monitor the whole class as
I pull groups because she either has to individually focus on Nathan or
Jazmine? This is a really good and challenging question. Let's tackle it at our
next debrief. But between now and then, start to think about what would
traits,

Coach: Abra Sussman
motivate Jasmine and Nathan to accomplish work.

6.
7.
Behavior support check-in

Ricky - drawing on sticky note and whiteboard (he held his whiteboard up vertically so it wasnt visible)
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
assessments.
traits,

Coach: Abra Sussman

Date of Coaching Meeting: February 24, 2016
Total # of
Class: Prep
Aim(s): NA
Time: 12:35-12:50
Cool, calm, collected demeanor Despite Noes attempts to derail your attention with his voice or the disruptions of the laptop
you stayed firmly focused on being present for the class. This was absolutely the right thing to do.
Current Goal
Voice
Silent scans
12:43 Struck a power pose for PRIDE transition

Scanned during transition to PRIDE
Im gonna pause us right there. Fix your SLANTs
Positive Framing

and what to do
I see that scholars are looking down and working

Diegos putting his papers away
I already see a hand up for PRIDE
Tall hands in my front row
Aynnadis looks ready, Cassandra is there
Arranza is there, Madison is there
Nathan youre part of this team
Economy of Language

possible
When my timer goes off, everything goes inside of yo

purple folder
Purple folders away
Moving quickly, I should only hear the movement of
papers being put away
I should see a sea of green
Elbows up, OSU
Strong
NA
Positive Framing question how often do the major KWLM with attention-seeking behaviors receive positive reinforcement when
they are doing the right thing?
8.
Could Noe sit facing window during Prep so that you can see his computer screen from your spot on the rug/around the
room?
9. Clipboards
10. Behavior support check-in
traits,

Coach: Abra Sussman
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
assessments.
traits,

Coach: Abra Sussman

Date of Coaching Meeting: February 18, 2016
Total # of
Class: Math
Aim(s): Explore part to whole relationships using visual models and numbers
Time: 9:20-9:35
Do Not Talk Over Im going to stop you Aynaddis, if you have your paper in the air take 1 second to put it on your desk.
Building Rationale Were gonna read that one more time because we know that one time is never enough
Urgency Its clear you know your lesson plan incredibly well and move through it with an urgent pace, knowing when to cold
call, when to call and respond, when to ask for hands - this keeps the class engaged.
What to Do Im going to give you 30 seconds, with your partner at a college library level, what might Marias wire look like?
Go!
Show Call You brought Cassandras paper up, holding her and the rest of class accountable for their work (now they know they
could be next!)
Current Goal
Strong
Voice
Silent scans
Positive Framing

and what to do
Economy of Language

possible
Were going to continue --dramatic pause and scan -were going to continue
Power pose while circulating during turn and chat hands behind back, scanning over heads, pushing in
Nathans chair
[Students started whispering] Paused and smiled Bac
to professional
If you have your paper in the air take 1 second to put
on your desk
I see 2 hands, 3 hands, windows side help your team
out, 5 hands, 6
If you have your paper in the air take 1 second to put
on your desk
NA
Economy of Language Practice
traits,

Coach: Abra Sussman
11. Cut the turn and chat about Marias wire short by about 20 seconds (students started to turn around)
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
assessments.
traits,

Coach: Abra Sussman
Date of Lesson Observation: February 8, 2016 Date of Coaching Meeting: February 8, 2016 Total # of
Class: Math
Aim(s): Subtract fractions greater than or equal to 1
Time: 8:40-9:00
Do It Again When you pushed the class to re-do the choral responses and the if you can hear my voice they sounded much
stronger. Make sure to push it every time it doesnt meet your expectations. Push it even further once it sounds good so that it
sounds excellent.
Cold Call Your pace is urgent and it is clear you are prepared in advance for every question - this allows you to focus on holding
students to high behavioral expectations
Current Goal
Strong
Voice
Silent scans
Positive Framing

and what to do
Economy of Language

possible
Today -- scholars -- we will be able to

[Aim was read sloppily] Pause there
Where is right there [laugher] -- OSU -- where is right
there?
She did mention that our whole [rustling] -- (quieter
voice) she did mention
Carlos is there
Hemerith is helping us learn
Were gonna say that one more time to make sure
were saying fractions as professionally as we can
Fabians there, Joshuas there
Edna disagrees, Aranza disagrees
Mariah is tracking me, Aileen is tracking me
Were gonna do that one more time

I didnt give you the cue to say it as a class, Im lookin
for a tall hand
[Students started talking over] Fast clap
attention grabber, then quiet and serious tone:
Track me. every student was silent before

you moved on, it took 10 seconds at most super strong example!

Strong Voice practice
Choral response One and one third sounded sloppy
Choral response - only a few responded, you said, lets make sure were all one band one sound and moved on
traits,

Coach: Abra Sussman
OSU - zero, zero talking, zero noises students had hands up and continued making some noises, werent yet tracking
when you moved on
Positive Framing practice
Second row - get there

Tracking practice - how many students were following along?
12. Action steps from last meeting with Anne
13. Genesis using a clipboard, writing in green pen and organizing other papers
14. Saul - writing class is tracking
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
assessments.
traits,

Coach: Abra Sussman
Date of Lesson Observation: December 7, 2015 Date of Coaching Meeting: December 7, 2015 Total # of
Class: Math
Aim(s): Divide two and three digit dividends by multiples of 10 with two digit quotients
Time: 8:50-9:10
Do It Again Show me your hands, do we agree or disagree?
Reset Stretch Break showed students that you assumed the best of them and gave them a positive chance to fix it
Current Goal
Strong
Voice
Silent scans
Juan making odd noises - teacher look to let him know

thats not ok
Positive Framing

and what to do
Bankers are turning around professionally

You are tracking back up here
Remember that we are giving a professional reaction
Pencils are moving on my windows side
I see two hands up
Economy of Language

possible
Fix it now
Put your pencils down
NA
Positive Framing practice
Genesis said, Hes snatching papers from me, you clapped your hands to get attention of whole class
Fabian slapping desk, you said to class, If you are making noise with your hands, that is not helping your team right
now
OSU if you are making noises with your pencil (paused, moved to the front) Pencils down, hands away from your
face, pencils down. Im continuing to hear calling out. We know that we dont do that. As Juan was reading the do now I
was hearing little tiny noises. We know that we dont do that. We know the volume level.
If youre calling out, think about how youre effecting your teammates
Carlos, Im going to stop you for a second. I thought I heard a very funny noise that we shouldnt be making. OSU, its
very hard to get past this do now. Theyre very tiny but they shouldnt be happening.
This is our first class of the day, theres no reason why our energy should be so low. We should not have 7 scholars
helping us. Get there.
traits,

Coach: Abra Sussman
15.
16.
17.
18.
Color copies/enough copies?

Check in - cold call
Check in - Juan time on rug
Students should lose points for talking over instruction after the first reminder (eg. Genesis, Ricky, Carlos, Allen)
Next Steps
Who?
By When?
Resources?
Goals Met to Date

Radar
Do Not Talk Over
assessments.
traits,

Coach: Abra Sussman
Date of Lesson Observation: December 1, 2015 Date of Coaching Meeting: December 1, 2015 Total # of
Class: Math
Aim(s): Use basic math facts to estimate quotients with two-digit divisors
Time: 9:20-9:35
Positive Framing Thank you, Carlos, for fixing it / upbeat and positive tone even when giving redirects to individuals and
whole group resulted in a feeling of on task, urgent pacing
Radar You were constantly scanning and noticing behavior which resulted in you being able to narrate the right choices students
were making
Current Goal
T1 Coaching Focus: Radar & Do Not Talk Over & Strong Voice
Taught from power corner 100% of lesson

Moved through aisle quickly and only when necessary
Constant scanning while writing/passing/giving
instruction
Do Not Talk Over
Use an attention grabber and do not talk until every

scholar is silent and compliant
1/1 attention grabbers resulted in scholars meeting

teacher expectation of silent volume
Strong Voice
Economy of language - say ONLY what to in visible

terms Chairs in. Hands folded
Silent scans
Our voices are silent

I should see eyes tracking Hemerith. Instead use
Eyes tracking Hemerith
Thank you, Carlos, for fixing it
Im going to push us on integrity and say that we
didnt earn it for Math class but I know were going to
earn it for our next class
Radar
Script into plans at the start of each portion of the

lesson:
Take power pose
Scan to every student
Begin transition, pause to do it again and scan
for still and silent
Most of the lesson is done with teacher in
power corner
Positive Framing- Re-phrase certain comments so that I do not sound as if I am being annoyed
Narrate the positive
Economy of Language- when giving directions or re-directs
Strong Voice - OSU we know that the volume level is silent, I shouldnt even need to give you this reminder
Instead, use:
Carlos knows what to do Citlaly knows what to do
Bring it down to zero
We are at a professional volume
traits,

Coach: Abra Sussman
Next Steps
Who?
By When?
Resources?
Continue to also incorporate cold-calls during the

lesson
Set a more structured rug-time for Juan
Goals Met to Date
Date October 22, 2015

Class Writing
Time 1:50-2:30
Aim Writers will be able to use QAF to identify subject pronouns
Precise Praise
Acknowledgment
1.
1.
Current Goal
Radar & Do Not Talk Over
Current Action Steps
Evidence
Script into plans at the start of each

portion of the lesson:
Take power pose
Begin transition, pause to do it
again and scan for still and
silent
Most of the lesson is done with
teacher in power corner
Use an attention grabber and do not
talk until every scholar is silent and
compliant
Questions
1.
Challenge
Goal
Instead of saying OSU, weve done this

Strong Voice
before, weve mastered this. / OSU, weve
Economy of language - say ONLY
been practicing this. This is what weve been
what to in visible terms Chairs in.
practicing all day / OSU this is not new to us,
traits,

Coach: Abra Sussman
were waiting to have
Action Step
Who
Hands folded
Silent scans
When
Practice
Quick Fixes
1.
Goals Met
NA
traits,

Coach: Abra Sussman
Date October 1, 2015

Class Writing
Time 8:45-9:00
Aim Writers will be able to use final draft checklist to craft final draft of paragraph
Precise Praise
Acknowledgment
2. 100%/Do It Again Hand clap +

Were whispering. Go ahead in a
whisper voice
3. Least Invasive Approach Whisper to
Juan, Juan, youre part of this, take
out your Writers Notebook
4. Art of the Consequence After he
smacked his notebook on desk,
whispered, Juan, -5
2.
Current Goal
Radar
Evidence
Script into plans at the start of each portion

of the lesson:
Take power pose
Begin transition, pause to do it again
and scan for still and silent
4/4 directions delivered from power

pose
0/2 Do it Agains resulted in still and
silent bodies (general murmur
continued when you set volume
expectation)
Questions
2. Do students know that theyre expected to have hands free while youre reviewing
the directions about the rough draft (Saul, Madison, Delilah, Cassandra, Draven
were writing)?
Challenge
Goal
When you set a silent volume expectation a

general murmur continued for a few seconds
while you continued to give directions
Action Step
Do Not Talk Over
Who
When
Practice
traits,

Coach: Abra Sussman
Quick Fixes
2.
3.
4.
5.
On Monday give Nathan a white binder from office if he still has the black one
Remind students to put away three pencils after homework check
Noes note
Wednesdays Writing materials
Goals Met
NA
Date September 23, 2015

Class Writing
Time 1:40-1:55
Aim Writers will be able to identify topic, main idea, and supporting details
Precise Praise
Acknowledgment
5. Power Pose scanning
3. OSU were tired of being in third

place you addressed the challenge
in a shorter way, how can you
positively frame this so students
know what to do and what is already
going well?
Current Goal
Radar
Evidence

of the lesson:
Take power pose
Questions
3. What can you do when you notice a small number of students disrupting class, so
you can avoid a whole group reset?
Challenge
Goal
traits,

Coach: Abra Sussman
Action Step
Who
When
Practice
Quick Fixes
6.
Goals Met
NA

Class Writing
Time 1:40-1:55
Aim Writers will be able to list the article adjectives
Precise Praise
Acknowledgment
6. Active Listening Take a few

seconds to scoot in to make sure you
have a nice SLANT.
4.
Current Goal
Radar
Evidence

of the lesson:
Take power pose
32/33 students were silently tracking

when you said, Im going to count to
three, youre going to put your papers
in your hand. When I say go front
row, eyes. Papers down. Im going to
count to three. 1, 2, 3 (Juan - lost
points for talking)
Questions
4. How can we get Juan on the right track?
Challenge
Goal
traits,

Coach: Abra Sussman
Action Step
Who
When
Practice
Quick Fixes
7. Noe is wearing a grey polo?
8. Watch the student deduct points after you give the direction - Juan used a pencil and
then erased something.
9. Be cautious about how long you pause to discuss behavior - it can start to have an
adverse effect if students feel like things are going well. Brief (1-2 minutes) and actionoriented is best. Eg. with a serious tone: Coming back from lunch has been a struggle
for us, however, we have proven we can pass in papers urgently. My expectation is
that you pass in urgently at every moment of the day that means we do so silently and
smoothly. We will do that again better now. Scoot your chairs in. Fold your hands.
When I say go, pass your papers in Go! Then immediately notice something positive
to shift the tone back.
Goals Met
NA

Class Writing
Time 2:05-2:20
Aim Writers will be able to identify the subject noun in a sentence
Precise Praise
Acknowledgment
7. Do It Again Pass them back. OSU,

were going to get this right. Both
them back. We can that a lot quicker.
8. Narrate the Positive I just hear the
movement of papers which is exactly
what it should sound like. Doors side is
getting there quickly. Windows side is
getting there.
9. Build Rationale We want to make
sure we are successful with our
homework when we get home.
5. We have ten seconds to fix our

SLANTS
Current Goal
traits,

Coach: Abra Sussman
Radar
Evidence

of the lesson:
Take power pose
31/34 students followed when you

said Papers down - you scanned and
used do it again
34/34 students followed when you
said SLANT check - make sure your
shoulders are high and tall (Ricky,
Fabian were slouching at first, then
you helped them fix it) - you scanned
and used do it again
33/34100% hands in front of you
You tapped Allen - he continued to sit
with his head down.
Questions
5. Did you notice Juan turning and whispering to the row behind him?
6. Did you notice Jasmine playing with her dry erase marker?
Challenge
Goal
As you circulate, you lose on task behavior

from students at your back or on the other
side of the room
Action Step
Who
-Scheduling time to talk to

Rickys parents ( how are
consequences at home being
aligned with point losses?)
-Continue to present notes
during class with the lights
on
-Check to see if projection
can still be seen with blinds
open and lights on
-Continue to divide copying
of math/writing material;
schedule time with Toral to
do planning together for
math/writing
When
-Today or tomorrow
-For math and writing
class
-Check during homeroom
Practice
-Deciding whether narrating the positive would solve the problem or if a stern redirect will
work better
-Radar- students who may be closest or farthest need to also be scanned (Jasmine and
Juan)
-Staying in power corner- for now, circulate less and square up in power corner for most of
traits,

Coach: Abra Sussman
class
Quick Fixes
10. Can you back the projector up by a foot or two so that you can see Jasmine, Delilah,
and Allen while you write?
11. I think you should leave lights on whenever possible - the projector is definitely still
visible from seats
12. Planning check-in
Goals Met
NA
traits,

Coach: Abra Sussman

Class Writing
Time 2:00-2:10 / 2:20-2:25
Aim Writers will be able to identify and correct mistakes in punctuation and capitalization
Precise Praise
Acknowledgment
6. Took pens away from Fabian catch
it right away
10. Do It Again Papers down, OSU.

Clapping attention grabber Why did
we have to stop our paper passing?
Thats not how we do our paper
passing. By being silent and showing
that were ready is how were going to
get there. Show me that youre ready.
/ Im gonna try that one more time,
make sure your voices stay off.
11. College Voice Genesis, use your
loud, proud voice to read #3
Current Goal
Radar
Evidence

of the lesson:
Take power pose
NA
Questions
7. Are Jasmine and Melissa allowed to whisper during HW check?
8. Did you notice Delilah and Carlos whispering after you gave whole group
reminders?
9. How is planning going?
Challenge
Action Step
Goal
Who
When
Practice
traits,

Coach: Abra Sussman
Quick Fixes
13. Andrew was scoring with a red pen during HW check
Goals Met
NA
traits,

5 H Flores Coaching Record 1516

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Endeavor College Prep Coaching Notes

Teacher: Heidi Flores

Date of Lesson Observation: April 11, 2016

Date of Coaching Meeting: April 13, 2016

Evidence & Questions (aligned to current goal)

Phrase comments to tell students what is going well

Positively narrate/praise KWLM

Evidence of power pose while giving directions

Endeavor College Prep Coaching Notes

Phrase directions or redirections in the shortest form

show me those strong hands I know we

Evidence of short, clear directions

Quick Fixes & Random Questions

Push Edna to use a college voice

Goals Met to Date

Endeavor College Prep Coaching Notes

Date of Lesson Observation: March 7, 2016

Date of Coaching Meeting: March 9, 2016

Evidence & Questions (aligned to current goal)

Evidence of power pose while giving directions

Phrase comments to tell students what is going well

Positively narrate/praise KWLM

Evidence of positive framing

Phrase directions or redirections in the shortest form

Evidence of short, clear directions

Endeavor College Prep Coaching Notes

I read over the attached Coaching Record for 2.29

Students are getting immediate feedback on exit tickets (used as entrance

I am specifically looking to positively frame the actions of students who tend to

1. Is there anything else currently on your mind? Individual student challenges or

Endeavor College Prep Coaching Notes

Scan and correct posture - Haley, Ricky, Noe

Fabian - helper at start of Prep

Date of Lesson Observation: February 29, 2016

Date of Coaching Meeting: March 2, 2016

Endeavor College Prep Coaching Notes

Evidence & Questions (aligned to current goal)

Phrase comments to tell students what is going well

Positively narrate/praise KWLM

Phrase directions or redirections in the shortest form

Evidence of power pose while giving directions

Evidence of short, clear directions

I read over the attached Coaching Record for 2.29

Students are getting immediate feedback on exit tickets (used as entrance

Endeavor College Prep Coaching Notes

I am specifically looking to positively frame the actions of students who tend to

2. Is there anything else currently on your mind? Individual student challenges or

Endeavor College Prep Coaching Notes

motivate Jasmine and Nathan to accomplish work.

Quick Fixes & Random Questions

Behavior support check-in

Goals Met to Date

Endeavor College Prep Coaching Notes

Date of Lesson Observation: February 23, 2016

Date of Coaching Meeting: February 24, 2016

Evidence & Questions (aligned to current goal)

12:43 Struck a power pose for PRIDE transition

Phrase comments to tell students what is going well

I see that scholars are looking down and working

Phrase directions or redirections in the shortest form

When my timer goes off, everything goes inside of yo

Endeavor College Prep Coaching Notes