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. 11/10/2009Picking Up the PACE!

Talking Stick (Groups of 4) Share what you have been trying as you monitor your students during ELD? 11/10/2009Picking 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. 11/10/2009Picking 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 11 th (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 11/10/2009Picking Up the PACE!

11/10/2009Picking Up the PACE!

Expert Groups Setting the Context I Do It We Do It You Do Together You do Independently Wrap up and Reflection Create a Group Chart Monitoring during ____ EVERY COLOR NEEDS TO BE ON THE CHART! Picking up the PACE! What?How?Who?

ELD Monitoring When?What?How?Who? Opening I do/We do You do together You do on your own Wrap Up 11/10/2009Picking 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? 11/10/2009Picking 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? 11/10/2009Picking 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)? 11/10/2009Picking Up the PACE!

Planning Reflecting on your evaluation, how will this impact your instruction for Thursday and Friday’s lessons? 11/10/2009Picking 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? 11/10/2009Picking Up the PACE!

Reflection Think/Write on 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 Share with your table 11/10/2009

Whip Around Picking Up the PACE! Share a phrase or sentence from your journal reflection? 11/10/2009

Consultant Reference: Monitoring during ELD When?What?How?Who? Opening What background knowledge do students have (vocab/structure)? Are they able to share what they learned yesterday? Kid watching, roving and listening in to students A few students during turn and talk I do/We do Can students respond chorally? What do their approximations sound like? Kid watching, roving and listening in to students Whole group A few students during turn and talk You do together What are students’ approximations with fluency, grammar? How are students using the resource? You do on your own What are students able to do or produce on their own? Wrap Up 11/10/2009Picking Up the PACE!