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EL LEAD PD January 6 th 2009

EL LEAD PD January 6 th 2009. Happy New Year! EXPECT SUCCESS!. Objectives. To review the EL Data available and use this information to guide planning using an inquiry protocol To collaborate with colleagues to discuss success, challenges and next steps

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EL LEAD PD January 6 th 2009

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  1. EL LEAD PD January 6th 2009 Happy New Year! EXPECT SUCCESS!

  2. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  3. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  4. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  5. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  6. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  7. Objectives • To review the EL Data available and use this information to guide planning using an inquiry protocol • To collaborate with colleagues to discuss success, challenges and next steps • To observe and analyze the planning and delivery of a Frontloading lesson to better understand and support implementation • To observe an AED lesson and identify key features of the lesson to better understand AED instruction • To consider ways to strengthen existing aspects of EL Programs

  8. ELData

  9. High Leverage Practices

  10. High Leverage Practices

  11. High Leverage Practices

  12. ELA Benchmark Results • When we look at the results for each grade level, 42-43% of student score at or above benchmark • We need to disaggregate the data by language proficiency to see how groups of students are performing • For example 5th grade:43%at or above benchmark • 46%EO at or above benchmark • 19%EL at or above benchmark

  13. ELD Benchmark Results

  14. ELSIBAP English Learner Site Inquiry Based Action Plan

  15. Now, we are going to orient you through the EL SIBAP process. First, we start with our Successes and challenges Then we will create our specific EL SIBAP

  16. EL SIBAP Successes & Challenges

  17. EL Successes and Challenges School: School for Building Success Principal: Mr. Able Date: January 6, 2009 EL Lead: Ms Yeswe Can

  18. EL Successes and Challenges School: School for Building Success Principal: Mr. Able Date: January 6, 2009 EL Lead: Ms Yeswe Can

  19. Setting our SMARTE GOALS • S= Systematic • M= Measurable • A= Actionable • R= Realistic • T= Time-bound • E= Equitable

  20. EL School Inquiry Based Action Plan School : School for Building Success Principal: Mr. Able Date: January 6, 2009 EL Lead: Ms Yeswe Can

  21. EL School Inquiry Based Action Plan School : School for Building Success Principal: Mr. Able Date: January 6, 2009 EL Lead: Ms Yeswe Can

  22. EL School Inquiry Based Action Plan School : School for Building Success Principal: Mr. Able Date: January 6, 2009 EL Lead: Ms Yeswe Can

  23. Reflection(Think, Write, Pair Share) • Look at your data. • Think about your Successes and Challenges in implementing your EL Program (ELD, Frontloading, Transferability, ELD Interventions)

  24. Reflection(Think, Write, Pair Share) • Look at your data. • Think about your Successes and Challenges in implementing your EL Program (ELD, Frontloading, Transferability, ELD Interventions) (5 minutes)

  25. Reflection(Think, Write, Pair Share) • Write them down on your NCR Successes and Challenges Form ( 5 minutes) • Share the challenge you would like to focus on with an Elbow Partner (3 minutes each)

  26. Reflection(Think, Write, Pair Share) • Write them down on your NCR Successes and Challenges Form ( 5 minutes) • Share the challenge you would like to focus on with an Elbow Partner (3 minutes each)

  27. EL SIBAP NOW we are going to develop an action plan, that is your own

  28. Think about your SIBAP’s Problem & Conjecture (3 minutes) FOUR CORNERS FOUR CORNERS EL SIBAP

  29. Think about your SIBAP’s Problem & Conjecture (3 minutes) WRITE them on your NCR (2 minutes) EL SIBAP

  30. We have displayed four areas in the room, matching the 4 Components of EL Programs EL SIBAP FOUR CORNERS

  31. We have displayed four areas in the room, matching the 4 Components of EL Programs MOVE To the area in which you will develop your SIBAP EL SIBAP FOUR CORNERS FOUR CORNERS

  32. FOUR CORNERS • Share your Problem and Conjecture with a partnerto clarify ideas (1 minutes each)

  33. Develop your SIBAP’s SMARTE goal, with specific steps. ONLY ONE AREA! (5 minutes) EL SIBAP FOUR CORNERS

  34. Develop your SIBAP’s SMARTE goal, With specific steps. ONLY ONE AREA! SHARE And record on your CHART (5 minutes) EL SIBAP FOUR CORNERS

  35. Let’s GO BACK to our original seats. EL SIBAP FOUR CORNERS

  36. Let’s GO BACK to our original seats. PRESENTATION A representative from each corner will briefly present outcomes. (2 minutes each) EL SIBAP FOUR CORNERS

  37. Make sure you TURN IN A COPY of your EL SIBAP to Marisol or Anne. ROUNDING UP EL SIBAP FOUR CORNERS

  38. Let’s GO BACK to our original seats. GALLERY WALK Take a minute during the break to visit the corners. EL SIBAP FOUR CORNERS

  39. BREAK 10 minutes

  40. FRONTLOADING ENGLISH LANGUAGE ARTS PLANNING, DELIVERY AND REFLECTIONS

  41. Frontloading Model • Introduction to Model lesson • Model lesson demonstrated by Rebecca Abbott, Allendale El Coach & Intervention Teacher & Coordinator • Debrief with Rebecca

  42. Frontloading Model • Introduction to Model lesson • Model lesson demonstrated by Rebecca Abbott, Allendale El Coach & Intervention Teacher & Coordinator • Debrief with Rebecca

  43. Frontloading Model • Introduction to Model lesson • Model lesson demonstrated by Rebecca Abbott, Allendale EL Coach & Intervention Teacher & Coordinator • Debrief with Rebecca

  44. Frontloading Observation & Feedback Practice • Look over the Observation & Teacher Support Tool • Analyze Rebecca Abbott’s lesson for evidence of the various lesson components (that have already been taught or that are being taught) • Take Notes to Share during Questions and Answers at the end

  45. Frontloading Lesson Sequence

  46. FRONTLOADINGLESSONDELIVERY DAY 2: VOCABULARY PRETEACH • Rebecca Abbott

  47. LESSON DEBRIEF Think, Pair SHARE What language/content objectives were visible in the lesson?

  48. LESSON DEBRIEF Rebecca Abbott discusses her cognitive planning process

  49. Frontloading Lesson Sequence Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One) Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three) Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

  50. Frontloading Lesson Sequence Lesson 1: Skill w/ familiar example: linguistic pattern & practice (Day One) Lesson 2: Pre-teach story content and background knowledge; introduce essential vocabulary (Days Two and Three) Lesson 3: Oral and written practice with targeted questions & responses using Key content vocabulary. Leveled responses: Beg/Inter/Adv (Days Four & Five)

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