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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. Talking Stick (Groups of 4).
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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!
Talking Stick (Groups of 4) • Share what you have been trying as you monitor your students during ELD? Picking Up the PACE!
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!
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!
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!
ELD Monitoring Picking Up the PACE!
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!
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!
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!
Planning • Reflecting on your evaluation, how will this impact your instruction for Thursday and Friday’s lessons? Picking Up the PACE!
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!
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
Whip Around Picking Up the PACE!
Consultant Reference: Monitoring during ELD Picking Up the PACE!
