|What did you find as the most valuable moments of the two days?||What connections are you making between our meeting and your own work?||Would you be interested in a follow-up conversation on the article about the role of ELD teachers? If so, what would you like to explore?||Within our focus on Secondary ELLs, what essential question(s) might we explore together to guide our work?|
|It was reassuring that I arrived at the conference with two of the same questions you folks posed: what should assessment look like for English Learners under the CCSS and what is the most effective approach for language development in the dedicated ELD time. Knowing that these questions are on target allows me to pursue the answers with greater confidence.||I have a lot of experience as a technology integration teacher in addition to a background in ELD, content studies and native language instruction. I am very glad to be in a position to influence literacy activities and lessons this year. I see the use of collaborative tech tools as a vehicle for language development. Also, tools that promote student authoring skills, whether visual, voice or video, can be motivators for students as well. These could be great companions to other lesson activity structures as long as they fulfill the appropriate language and contest goals of the lesson.||Yes. I am interested in evaluative criteria and the means of developing a common understanding of their use among teachers. Also, I am interested in developing exit criteria to move students along on a more timely manner than annual placement.||What would the partnering of the ELD teacher with math, social studies or science teacher look like? At what point could we identify EL students as falling behind (headed towards long-term status) in language development, and what would a response to intervention look like?|
|Collaborating with others from different districts and sharing best practices.||There are many connections between my work and the leadership network. The most important is ELD instruction and how to ensure that EL students have access to a rich curriculum.||Yes, what does high quality ELD instruction look like?||How can we support ELD instructors in their collaboration with content area teachers.|
|The sharing among districts about what they are doing, what is working. The chance to collaborate in a safe, friendly environment.||We will be using the 8DPD model that Jeff shared, adapting it to our needs. |
We realize we need more PD for all teachers on EL needs, ELD standards
|Discussions around PD provider by Jeff Zwiers.|
Continued focus on Understanding Language Unit and next steps in building capacity within our schools for providing support in best practices in both unit design and instructional strategies.
|Being able to review our reclassification process with the process Napa shared.|
Review of 8 dimensions of PD
|Yes - |
How other districts are utilizing ELD teachers and focusing their time on specific groups of students
|Focus on 7,8,9,10 grades|
What is unique or similar in the LTELs at this level. How can a focused academic language development program target the strengths of these students to engage them in activities that truly promote language proficiency.
|Discussions on where we go from here on reclassification with the onset of the new Common core and smarter balanced testing.||I am new in my position. Everything, literally everything is new and valuable. The connections are endless at the current learning curve.||Yes, the value of relationship building and rapport building and the effects on student achievement||How can we establish a common assessment system so that we can compare data across our network and across the state as a final vision.|
|Beginning the talk on reclassification and determining what are the best protocols for determining whether an English Learner is ready for reclassification or not. Sharing each district's tool or protocol||The ELA/ELD implementation in units, reclassification talk, tackling the issue of Long term Els.||Yes, I think it would be good to go deeper into this article. I felt more time could have been spent at the retreat in this area. I think the area of the two key challenges for professionals and developing strategies to build capacity of teachers to overcome these challenges. Perhaps more work with Jeff Zwiers and Kenji in this area?||What data, other than grades, will show us whether our Secondary ELLs are successfully moving along the continuum of both language development and academics as we move deeper into CCSS and it's demand on language and literacy to be successful? What are effective structures in a Secondary Els day to ensure this success?|
|As a teacher, I appreciated reconnecting with the ELA Persuasion Unit as I get ready to plan instruction|
As a facilitator of training in the district, I appreciated the different perspectives of members int eh room from teacher to superintendent within the connect of the 8 elements of PD to support teachers of diverse learners
As EL coordinator, I appreciated discussion of the need to develop the skills of all content teachers as language teachers.
|I am currently using strategies to promote language and access to content learned in the ELA persuasion unit as I plan a social studies unit|
I will support the new EL Coordinator in building connections with our academic coaches to and site EL Coordinators
|I still wonder if it is not so much the role of ELD teachers but of all teachers as ELD teachers.||With respect to Patrick's suggestion to focus at Middle School:|
1. How will we assess and then differentiate instruction/support for Long Term ELs arriving at Middle School to meet their specific needs with respect to getting the starts to align for reclassification?
2. How will we continue to monitor, support and build language of our reclassified students?
|meeting with other districts; revisiting our past work and the matrix of Dr. Z.||going to work with FSUSD to develop redesignation criteria for EL's with severe disabilities - alternate redesignation.||Ivan would be the best contact for NVUSD.||How can technology and blended learning accelerate language acquisition and engage students more fully in authentic 21st century tasks to prepare them to participate fully in the global workforce and citizenship of the United States?|
|The networking among researchers and district leaders.|
The eight dimensions of professional development.
Changes in the Expertise of ESL Professionals- Reading research and sharing next steps.
|We have applied the interconnectedness of the eight dimensions for PD to seven leadership competencies that all administrators are working on.|
We are finding connections to our current ways of doing PD.
|Yes, with the ELD teachers in the room.|
Napa is open to hosting a PD opportunity for network educators.
|A. How do we educate and activate content teachers to own the success of long term ELLs?|
B. How can we maximize the network alliances to improve services to English Learners?
|As a new member of the network, I really enjoyed meeting with other smaller districts who were also looking for ways to better support our English Learners during this transition to Common Core and the new ELD standards. I also appreciated the time to talk and reflect with my own district to refine our goals and establish next steps (using the district poster and 8 dimensions of PD - Zwiers Google doc).||I continue to make connections between our meeting and my new position as a District Instructional Specialist. I really enjoyed looking at data with Karen Thompson (both at the network and during our last webinar). I know that we need to improve our data analysis practices, especially for our longterm ELs. I hope to share ideas and templates over the next three years as we update our EL master plan, refine our ILP & RFEP process, provide ELD training for all K-12 teachers, and transition to the ELPAC.||I would love to continue the conversation about the role of ELD teachers. It is uncommon for ELD teachers to be perceived as "equal" or "contributing" members of PLCs, especially at the secondary level. This also goes for SDAIE content courses where the rigor may be considered low and the lessons/materials mediocre. Right now, we are so focused on "learning common core" that some sites have not been holding teachers and PLCs accountable for both designated and integrated ELD. I would like to hear how other districts protect ELD minutes across all sites and involve their ELD teachers and coaches in PLCs and trainings. I would also like to hear more from districts who may have tried the co-teaching model for ELD. Also, what about the conflicted role of a primary self-contained teacher? I feel like ELD can be the first thing to get thrown out of a busy day or week, especially if there are low populations of ELs or a lack of accountability, monitoring, and coaching.||1) What innovative and rigorous ELD courses are offered at the secondary level in other districts? How might these classes change as we become more familiar with common core (resources, units, lesson plans, etc.)? What might ELs be sacrificing by taking designated ELD or SDAIE content classes?|
2) What is the confidence level of our secondary teachers both before and after we implement ideas gained from this network (pre/post survey)? What kind of training and coaching has been successful at the secondary level? Is coteaching a viable option for peers, coaches, or support providers?
3) Is there an easier way to share templates, forms, and ideas between districts (rather than just by email)?
|The time to network with other districts and share reclassification criteria/procedures.||Reclassification, how to work with the LTEL student and set up appropriate systems/support.||I unfortunately missed this portion of the day so I am unable to provide an opinion.||What does core instruction and support opportunities look like for the EL student and the LTEL student inside and outside of the classroom?|
|Being present to hear ideas and processes from other districts.||Connections between rigor and ambiguity, much like the Common Core.||No thanks.||Guadelupe Valdes talks about "Bilingual Student" as a proxy for "failed Native speaker." How can we begin to have instructional discussions with core content teachers that suggest ELLs are just as capable as any other student of mastering content, regardless of language acquisition, provided adequate supports. And, what would those supports look like?|
|Two days were very productive days to learn from other district teams and have Dr. Zweirs present. Our Napa team was able to take a lot of best practices and bring them here to implement such as 8 dimensions of PD.||There are many connections with the articles, research, common core, long term els, etc.||Yes, the role of ELD teachers is changing and needs to be more clearly integrated with content teachers. We need to change the way we master schedule ELD classes.||How can we think different when having ELD teachers teach in isolation. We perhaps need to follow the SpEd model of co-teaching and inclusion|
|They way you model instruction to the groups. The SBAC was the only part that I felt from a 1-10 was a 5.||The need to have more coaching efforts for quality ELD instruction in ALL classrooms. The need to emphasize ELD across 6-12 content areas.||How districts are supporting the ELD instruction. How is coaching taking place.||How to create urgency among staff. Every year that goes by it is more difficult to get students to accelerate learning.|
|The event was well thought out and scheduled. Looking forward provided a great start of the year mind set. The Article raised great points (see next response). Focusing on our reclassification criteria and process was helpful. I know LEAs will be updating their criteria etc. but it might be interesting to see what was in place before this project as a baseline and what everyone develops together later and what changes occurred as we implement CCSS and the new ELD standards; CELDT etc. I also thought the SBAC feedback was interesting and wonder what type of feedback the test developers will be getting. The role of teacher attitude was highlighted in both a positive and negative manner which was also interesting.||IN Firebaugh there are a number of natural connections; focus on LTELs, looking at school readiness to identify students at risk of becoming a LTEL; providing additional support at the secondary level. Leveraging resources, data, expertise, relationships etc. to meet the need of the LTELs.||Challenge ourselves and others to acknowledge and accept our responsibility to continue "increasing awareness of the need to establish common screening, identification, and measurement procedures across the network and eventually the state - regardless of the specific ELP standards and assessment used. |
Revisit (1) There is no equality of treatment merely by providing students with the same... and (2) We know that those who do not understand English are...
In order to focus on how can teachers provide "basic English" instruction, particularly to ELLs with less English expertise, while also providing access to the educational program: in this case the new Standards?
The collaboration of both ESL and content area teachers in necessary ....(pg 16). What does this look like and how is it supported?
|If we agree with the article, what prevents us from, and has to be done in order to establish common screening, identification, and measurement procedures across the network - regardless of the specific ELP standards and assessment used. |
I think that looking at our reclassification criteria is a good start. However, if many of our LEAs identified ELS and LTELs as a high need population what are we doing to identity that need, meet that need and monitor growth. I am thinking about our LCAP goals. I would be interested in using that as a point of leverage to realzie the common screening, identification, etc....
|The most valuable part of the two days was the opportunity to network with colleagues and learn about the processes in place for English Learners in other districts.||One of the connections is redefining the role of the EL Specialist from one of compliance forms and monitoring to truly specializing in providing ELD in an inclusive environment, especially at the secondary level.||I would be interested in discussing how to meet the challenges of providing systematic ELD at the elementary and secondary levels in a way which is inclusive of all learners. I would also like to brainstorm the qualities and concerns surrounding various structures of providing ELD and the role of the ELD teacher with respect to the Common Core and the emphasis on language and communication.||How do we help sites and districts develop a structure that matches the vision for ELD and the needs of English Learners?|
|Focus on ELD programs. The article was very informative but it was the discussions regarding the article that was powerful.||Using the graphic organizer to define needs and next steps.||Rubrics for administrators to help coach teachers through the specific language practices required.||Level of Proficiency for Redesignation|
The whole thing was so valuable to me as a new EL coordinator. I really appreciate the opportunity to learn more about my role and gain the perspective of the other districts. For me the discussion of the article was the best part. It really got me thinking about how we can support ELD in the content areas, especially at the middle and high school levels.
I will be presenting information from the article to my EL coordinators and I plan to spend more time coaching them. I am hoping to identify some leaders and concentrate my efforts with them.
Yes, I think it would be interesting to discuss how to encourage the ELD teachers and ELD coordinators to take a more active leadership role, and how to foster collaboration among ELD teachers and content area teachers.
How can we get every teacher that has contact with ELs to take ownership of ELD?