ELA TL Meeting

1. ELA TL Meeting • Outcomes: • We will discuss some expectations for TL’s as learners, leaders and advocates. • We will evaluate observation data in order to understand student learning. • We will understand what monitoring can look like throughout the block. Picking Up the PACE!

2. Talking Stick (Groups of 4) • Share what you have been trying as you monitor your students during ELD? Picking Up the PACE!

3. Expectations • Learner • We often need to try on new learning before bringing it to their staff. • Leader • How can we be a positive voice about CELA? • Advocate • Ensure every student has the best testing environment possible. • Ensure students have access to ELD learning during the CELA window. Picking Up the PACE!

4. CELA Information • CELA Training Dates: • 11/23: Full day for new coordinators • 11/24: 1/2 day for experienced coordinators • 2-3 people from each building: ELA TL(s) and Student Assessment Coordinator • Information: • Testing Window: • Speaking Dates: 12/14-2/2 • Listening/Reading/Writing: 1/4-2/2 • Possible Schedule for listening/reading/writing : • Train staff on the week of January 4 • Test the 3 days during ELD on week of the 11th (Teachers can test during ELD block but ELD should not be cancelled for weeks) • This leaves 2 weeks for make ups • CELA cannot be solely the TL’s responsibility • Those who are trained will be expected to train building staff (speaking AND listening/reading/writing). • We will provide trained subs for testing, other subs for help Picking Up the PACE!

5. Picking Up the PACE!

6. Expert Groups • Create a Group Chart • Monitoring during ____ • EVERYCOLORNEEDSTO • BEONTHECHART! Setting the Context I Do It We Do It You Do Together You do Independently Wrap up and Reflection Picking up the PACE!

7. ELD Monitoring Picking Up the PACE!

8. Evaluation of Observation Data • What do you notice about student learning? • What was the learning target? • What did this student do/say/write? • What does this student know? How do we know what they know? Picking Up the PACE!

9. Evaluation of Observation Data • Why? • How might my teaching have impacted these results? • Was the grammar appropriate for this level? • Was the input comprehensible for students? Do students truly understand the language that they are using? Picking Up the PACE!

10. Evaluation • What are the implications of this learning? • How does the instruction connect to student learning? • Was the context meaningful and clear? • Did they have a sufficient modeling (I do), guided practice (we do) and independent practice (you do)? Picking Up the PACE!

11. Planning • Reflecting on your evaluation, how will this impact your instruction for Thursday and Friday’s lessons? Picking Up the PACE!

12. Connecting Our Learning • How does our evaluation and planning process connect with our discussion about monitoring? • What new learning can we add to our monitoring charts? Picking Up the PACE!

13. Reflection Picking Up the PACE! • Think/Writeon your own in your journal • What part will you take on as a learner? • What part will you share as a leader? • Pair: Take turns talking with an elbow partner • Sharewith your table

14. Whip Around Picking Up the PACE!

15. Consultant Reference: Monitoring during ELD Picking Up the PACE!