ELL PDA Webinar Minutes September 28, 2010

Webinar Minutes

September 28, 2010

 

Presentation Schedule

• October 4
  
  • Show great technology integration tools
    
    • http://quizlet.com
      
  • Data Analysis
    
    • Joy will create a PDF of each grade's DEA Test P and email
      
    • Lori will get master EL list, WIDA composite scores, and ELs in the program for over 5 years and email
      
    • Meleighsa will email the Special Education master lists by grade level
      
    • Rebekah will email ARMT data from August/September again
      
    • These documents will be placed in the shared folder as well
      
    • Store in Focus on Results notebook
      
    • Color code testing categories to focus on for each student (ARMT Reading, ARMT Math, DEA P, DEA A, DEA B, EL [WIDA Composite], EL 5 Years +, Special Education)
      

 

• November 1
  

Videotape our meeting in our 7 vertical groups with an EL PDA team member in each group to discuss using Interactive Notebooks (cover Cornell Notes, share interactive notebook website http://interactive-notebooks.wikispaces.com continuing to interact with the notebook's contents, incorporating measurement, benefits of using notebook on tests as an ARMT test taking skill)

• Math: Kamelia Warren, Patricia Huff, Susan Buckelew
  
• Language Arts: Joy Martin and Meleighsa McLaughlin
  
• Science: Maria Burgos-Diaz and Lee Hasting
  
• Social Studies: Lori Ashbaugh, Rachel Black, Aaron Batchelder
  
• Band & PE: Heather Colmenero
  

 

• January 4 (In-service)
  
  • SIOP Jigsaw Activity in vertical groups from 8:15-9:30 (Our team will do the 1^st component Lesson Preparation as a model- Leslie and Lori)
    
  • Group 1 Math: Building Background (Thompson)
    
  • Group 2 Science: Comprehensible Input (Burgos)
    
  • Group 3 PE & Related Arts: Strategies (Lori)
    
  • Group 4 Special Education: Interaction (Martin)
    
  • Group 5 IB: Practice & Application (Hasting)
    
  • Group 6 Social Studies: Lesson Delivery (Black)
    
  • Group 7 Language Arts: Review and Assessment (McLaughlin)
    
  • Have a speaker from the group to present
    
  • Display and continually update chart paper in the teacher's lounge for each of the 8 SIOP components
    
  • Break 9:30-9:50 take a break and view gallery
    
  • Interactive Notebook Museum Gallery during the break
    
  • 9:50-10:00 Show video interviews of ELs reflecting on how SIOP strategies have affected them
    
  • 10:00-11:30 SIOP Chapter 10 discusses ELs in Special Education and distribute rubrics from p222-229 (Renick & Martin)
    
  • 11:30-12:30 lunch
    
  • 12:30-1:20 Language Acquisition BICS and KELP (McLaughlin & Thompson)
    
    • Have a BICS chart and a KELP chart
      
    • Pull words out of an envelope and sort onto the two charts
      
  • 1:20-1:30 Break
    
  • 1:30-2:00 Provide ACCESS samples and explain how to use it (Ashbaugh)
    
  • 2:00-2:30 Move into vertical groups, receive books, and develop plan for reading and utilizing- Build Background, for example a KWL (Renick)
    

 

• February 7
  
  • Gather Perception Data from teachers
    
  • Create a survey together using the rubric from 222-229
    
  • Complete the survey in the Computer Lab
    

 

• Testing: March 7 (no strategy meeting)
  

 

• April 4
  
  • Share results from Perception Data & plans for improvement
    
  • Show & Tell
    
  • Sheltered Instruction Preview
    
    • Show what it looks like
      
    • See who is interested
      

 

• May 2
  
  • Preparing for May 3's tentatively scheduled final face to face meeting
    

 

What to do

• How to use Interactive Notebooks
  
• Diving into data
  
• Reviewing material
  
• http://quizlet.com
  
• Adhering to our part of the CIP
  
  • Staff development
    
  • Using interactive notebooks
    
  • Addressing WIDA domains, writing and reading in particular
    
  • State requires 13% of our students must move .5 on their composite score to meet AMO B (refers to students that have been in the program 5 years or more)
    
  • AMO A refers to students acquiring the language
    
  • AMO C refers to ARMT proficiency (reading and math)
    
  • WIDA Model: progress monitoring tool to prepare for the ACCESS
    
  • Focus on Tier 3 Intervention (RTI)
    
  • Find out when our coach is coming and plan for a professional day to collect and organize our evidence box
    

 

Actual Webinar

• Reviewed the purpose of the three year cycle of the ELL PDA Cohort
  
• This year:
  
  • Gather data in the fall
    
  • Webinar on January 10 about Data Collection and Analysis
    
  • In May present this information at our face to face meeting
    
• We should analyze data information to evaluate our ELL PDA team to drive instruction, monitor student progress, help us meet AMO B, which dictates that we must move 13% of our ELL students .5 on their composite WIDA score.
  
• Work towards continuous improvement
  
  • Examine student learning data to determine student outcomes
    
  • Utilize perception and demographic data to determine organizational change
    
  • Collect process and demographic data according to educator practice
    
• Multiple Measures and Continuous Improvement
  
  • Use multiple forms of assessment tools, not just test results
    
  • Student Learning Data: We use Data Notebooks (7Habits) to record grades, set goals in each core subject, and track progress on benchmark assessments; Interactive Notebooks employ multiple learning strategies, including Cornell Notes, which require students to extract, synthesize, and summarize information, use formative and summative assessments, criterion referenced, and norm referenced
    
  • Perception Data: Do surveys, teacher talk, interviews, and observations to see how teachers feel about this process
    
  • Demographic Data: home surveys, enrollment, special education referrals
    
  • School Processes: instructional methods, classroom practices, scheduling, program delivery
    
• What data to collect this fall
  
  • Demographic: special education and gifted referrals, limited to no formal education, EL retention and honor roll rate, attendance, discipline
    
  • Perception: surveys, self-assessment rubric, interviews, observation
    
  • Process: peer observations, instructional methods, master schedule, walk through data
    
  • Achievement: ACCESS reports, list of ELs that who met annual cut score for "attained", ARMT scores
    
  • Designate people on the leadership team to collect different types of data
    
  • Have weekly data meetings to keep one another updated on the process
    
  • District coordinator will provide data, but you may be able to get information from the web portal as well
    
  • Collecting perception data:
    
    • Complete self-assessment rubric (to be emailed today)
      
      • One was completed in Auburn back in December 2008
        
      • Be sure to include evidence that supports your rating
        
      • Complete individually and then meet as a team to reach consensus
        
      • Complete rubric and email to our coach with a reflection of where we are. This rubric will be compared and contrasted with the action plan that was created last year. This will provide an insight of where are we standing. We can use the rubric from the SIOP MODEL. The coach will provide us more insight on our status. The coach will contact us and will give us the due date for the rubric to be submitted.
        
  • Effective data collection? Focus on what your concerns are. Start with student outcomes, student learning data, and then you can start generating questions as a team
    
  • Not all data you collect will be relevant for you
    
• Fall Site Visits
  
  • EL Coach will contact us to schedule a visit (Marty Hatley)
    
  • Coach will meet with us briefly in the morning
    
  • Coach will observe teachers
    
  • Coach will interview teachers and administrators separately
    
  • In the afternoon, coach will share data analysis tools with entire team (bring laptops)
    
  • Coach will schedule a conference call to debrief our team on the coach's findings
    

 

• Spring Activities
  
  • January 10
    
  • Share "aha" moments and challenges
    
  • This webinar will be based on feedback from school visits from the coaches
    
  • May 3 (tentatively) for our final face to face meeting to present data findings and develop CIP plans
    

BMS ELL PDA Calendar

EL PDA Team Calendar 2010-2011
Day	Objective/Plan
October 4th Faculty Meeting	Showing Great Technology and Data Analysis. Joy will show http://quizlet.com and teachers will break down data and color code testing categoriesto focus on each student. We are listing: ARMT Reading ARMT Math DEA P DEA A DEA B EL / WIDA Composite EL 5 Years + Special Education
November 1st Faculty Meeting	Video tape the meeting. EL PDA Team member in each group to guide the discussion on Interactive Notebooks: Cover Cornell Notes Provide them with Web Site:http://interactive-notebook.wikispaces.com Continue to interact with the notebook's content. Incorporate measurements Benefits of using notebook on tests as an ARMT test taking skills Facilitators: Math: Kamelia Warren, Patricia Huff, and Susan Buckelew Language Arts: Joy Martin and Melighsa McLaughlin Social Studies: Lori Ashbaugh, Rachel Black, Aaron Batchelder Band & PE: Heather Colmenero
January 4th In service 8:00-8:15 Introduction By Dr. Collier 8:15-9:30 SIOP Model (EL PDA Team) 9:30-9:50 Gallery Walk and Break Time 9:50-10:00 Show video interviews of EL'S reflecting on how SIOP Strategies affected them 10:00-11:30 SIOP Chapter 10 which discusses EL in Special Education and distribute rubrics from page 222-229 (Renick and Martin) 11:30-12:30 Lunch 12:30-1:20 Language Acquisition and Academic Language (McLaughlin and Thompson) 1:30-2:00 WIDA and ACCESS, artifacts (Ashbaugh) 2:00-2:30 Book Talk Overview SIOP Component 2 Building Background(Renick)	Shelter Instruction / Siop Model JigSaw Divide by vertical groups and each group gets one component to present with/or a foldable, poster, etc. We will present the first one as a model. Lesson Preparation presented by: Leslie Thompson and Lori Ashbaugh Building Background- Math (Thompson) Comprehensive Input-Science (Burgos) Strategies- PE and Related Arts (Ashbaugh) Interaction- Special Education (Martin) Practice and Application- IB (Hasting) Lesson Delivery- Social Studies (Black) Review and Assessment- Language Arts (McLaughlin) Every group has to have a speaker to present their information to the rest of the faculty Display and continually update chart paper in the teachers lounge for each of the 8 SIOP Components Interactive Notebook Museum Gallery during the break Language Acquisition and Academic Language WIDA and ACCESS, artifacts Book Talk Overview SIOP Component 2 Building Background
February 7th Faculty Meeting	Collect Perception Data through Survey Monkey with the same items from the rubric from our coach (
April 4th Faculty Meeting	Show and Tell and Change and Improvements for next Year Shelter Instruction for Next Year
May 2nd Faculty Meeting	Traveling to Shelby County

Congrats Mrs. Lee Hasting

Congratulations to Mrs. Lee Hasting for receiving the first award for Teacher of the Month for the 2010/2011 academic school year. Mrs. Hasting is a BMS ELL PDA Team member who has worked relentlessly to incorporate both technology and interactive notebooks in her classroom.

SIOP Model: SIOP Model Lesson Plans

SIOP Model: SIOP Model Lesson Plans- useful resource with links to lesson plans in various content areas.

siop

siop- link to video of Echevarria, Vogt, and Short

BMS SIOP IMPLEMENTATION

Students are working on a Greek myth foldable which has key vocabulary on the front and inside bulleted information about each term. Foldables/graphic organizers are pasted inside interactive notebooks.

interactive-notebooks - home

interactive-notebooks - home
Thank you Asbury High School of Albertville, Alabama for sharing your handout and video "Making Great Strides to Bridge the Gap for ELLs." We got great ideas from your handout and especially your video. The above link was provided in the handout as a resource for setting up interactive notebooks.

The purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers. Interactive notebooks are used for class notes as well as other activities where the students will be asked to express their own ideas and process the information presented in class.

ELL Teacher Sheri Swearengin states, "Through notebooking my studets use visual and language skills to record information. Notebooks help students to organize their information systematically as they learn. They also invite students to become actively engaged in their learning through drawing and charts they create and notes in their own words. By processing information in their own way each individual student gains an understanding and makes connections with the text. Finally, these personal creative notebooks becoe a record of my student's growth. Thank you, Decatur, for introducing us to notebooking."

ELL PDA Cohort II

Left to right: Maria Burgos (7th grade Science), Joy Martin, (6th grade Language Arts), Leslie Thompson, (6th grade Science), Lori Ashbaugh (ELL) , and Johnnie Renick (Assistant Principal)

We are excited about sharing our professional developent video of BMS teachers implementing SIOP instructional strategies in the classroom.

AL ELL PDA Cohort II Secondary (Year Two Implementation)

Location: Shelby County Board Of Edcation
Columbiana, Alabama

BMS ELL PDA Team Members Present: Lori Ashbaugh, Maria Christina Burgos, Lee Hasting, Joy Martin, Meleighsa McLaughlin, Johnnie Renick, and Leslie Thompson

Topics of interest:

Biggest Hit Implementation - discussion of which SIOP strategies have been most successful during ths school year. At Brookhaven Middle School, the use of interctive notebooks and using interactive graphic organizers, aka foldables, to teach essential information of content has been extremely successful.

Summer Reading to prevent loss of reading gains made during the year. Check out http://www.scholastic.com/ Read for the Record- a summer reading program where students sign up and record books read to try to break a world record as a student body.

Winged Sandals: Perseus and Medusa: Episode 3

Winged Sandals: Perseus and Medusa: Episode 3

World Myths and Legends in Art (Minneapolis Institute of Arts)

World Myths and Legends in Art (Minneapolis Institute of Arts)

Mythic Warriors: Persephone and the Winter Seeds, pt 3/3

Mythic Warriors: Ulysses and the Trojan Horse, pt 1/2

Ancient Greece Video

SIOP Lesson Plan Template A

SIOP Lesson Plan Template A Click on the link to view SIOP lesson plan template.

Harry & Rosemary Wong: Effective Teaching - Teachers.Net Gazette

Harry & Rosemary Wong: Effective Teaching - Teachers.Net Gazette

ELL PDA Webinar March 11, 2010

The BMS ELL PDA team is most excited about how receptive teachers have been to implementing SIOP instruction in the classroom.

• Our most daunting challenge as a school is still to get reluctant learners motivated.



• Cindy Hunt's blog: http://bazingmysterisunraveled.blogspot.com/



• Cindy Hunt is working on information to give new teachers for SIOP training.



• Dr. Stefanie Underwood has contacted Cindy Hunt concerning additional training with Decatur City School systems. Plan to sit down to discuss specific training needs. Mrs. Renick suggested that Cindy Hunt plan to spend time at New Teacher Academy incorporating SIOP instruction.



• SHARING KEY INFORMATION: faculty meetings, data meetings, and BBSST/LPAC meetings are where BMS shared key student information.



• FOCUSED CLASSROOM VISITS: Faculty and staff observe implementation of SIOP strategies in the specified general education classrooms. Accountability is built in--teachers are to discuss strategies during grade level meetings. Teachers must participate in walk throughs to be able to participate. Dr. Collier said that the team is composed of energetic educators who are getting teachers excited. Mrs. Thompson said that students are so excited about going to class and participating in engaging learning activities.



• Walkthrough Examples- once we have modeled a strategy, the walk-through models the strategy. Our ELL focus is to see who is using the strategies and who needs additional strategies.



• CO-PLANNING- Grade level meetings where we discuss highlighted strategies. Our school is using our model for other schools in the system. State department is using BMS training model of our strategic teaching model.



• PROFESSIONAL LEARNING COMMUNITIES/STUDY GROUPS- BMS ELL PDA meeting has met once monthly and collaborated with emails. Book study this year is Resilience Revolution by Larry K. Brendtro and Scott J. Larson. Book studies are in grade level meetings and are discussed in grade levels. Pam suggests the book Myths and Realities - common myths about ELLs and is very teacher-focused book that is written in chunks that could be divided monthly by topic. Cohort III will be using Jana Echevarria's 4th Edition Sheltered Instruction for ELL with Diverse Abilities as a book study and hopefully led by ALSDE Regional Coaches via distance tools. (Will Dr. Underwood be purchasing this book??) Dr. Underwood is interested in content specific training.



• Cindy Hunt will be on spring break next week and is hoping to meet with Dr. Underwood soon.



• DEMONSTRATION LESSONS



• FOCUS ON VOCABULARY- Kate Kinsella from San Francisco State University. Content-focused vocabulary is needed for all students.We need to foster a school-wide belief that a powerful command of vocabulary and academic language is vital to academic and social mobility and success. Academic language is a constant struggle for ELL students. Google her name and you can add all kinds of links--has individual strategies for teachers.



• DEVELOPMENT OF WORD KNOWLEDGE- word attack skills should include a knowledge of prefixes, suffixes, and word roots. Teachers should help students by asking them how a word is employed in a sentence. Cloze activities are examples of structured opportunities for writing. Structured Oral Practice: 1. Turn to your partner and ask what has happened recently that made him/her _________(put vocab word in blank) 2. What other images might we associate with ___________ Think 1 or 2, then turn to your partner and discuss.



• INDEX CARD DICTIONARY- Once a word is identified, ask the student for related words and for synonyms and antonyms, if they exist. Encourage the student to write each new word on an index card with the meaning, a picture, and/or a sentence on the back. Review the word cards on an ongoing basis.



• INTERACTIVE NOTEBOOK- Hastings said that she varies strategies used in the interactive notebooks. Left side of notebook is used to apply the concept. Lee Hasting will have students write a fictional story using their vocabulary. Students came up with different kinds of accidents related to the three laws of motions. Lee might have to give some students prompts to lead them into a fictional story. Mrs. Thompson will choose fifteen vocabulary words and students will have to write a poem or a rap. Thompson stated that this is working well with students. Hasting said that some students are still early in their English language aquisition and will work with a partner to have some translation in their native language. Burgos uses the Elmo to model the work with them. ELMOs help to provide visual models to ELL and Special Education students.



• Power Teaching- kinesthetic learning, highly condensed teaching. TeacherTube.com has several videos to get examples. (Whole Brain Learning) Hastings and Burgos have used this to do cell cycle in English and Spanish. It took the students just a minute and they got it right away. Students are very engaged.



• TIERS OF EVALUATION- Organizational Change, Teacher Practice, Student Outcomes



• TWO DAY FORUM- May 5 and 6



• Where are we now? Essential next steps as you strive to implement your Action Plan

Start the year focused on Power Teaching because it is whole brained and goes along with 4MAT as well as teach ART strategies with a focus on After Reading Stragies as a refresher because when you hear something a second or third time it can really jump out at you. The After is where a lot of our ELL s are faltering according to Pam. Pam says this is a clever approach. Before and during reading are highlighted in most classes. A lot of assumptions are made in After Reading that could be improved upon per Pam. Burgos discussed how we would like to include a dictionary section in the data notebook. Students will add to this section of the data notebook. Each class will build upon another class. We want students to understand the connections between classes and subjects in the academic vocabulary realm.

BMS ELL PDA Webinar

On February 4, 2010, the BMS ELL PDA Team participated in a webinar with other ELL PDA teams across the state. We shared ideas and steps that have been taken to implement our action plans at our schools. One idea that was generated out of this interactive "thinktank" was the creation of this blog to further open our classroom doors to collaboration, innovation, and technology to enhance the education of not only our ELLs but ALL children.

How to Create and Use Foldable, 3d Graphic Organizers in Your Classroom - Associated Content - associatedcontent.com

How to Create and Use Foldable, 3d Graphic Organizers in Your Classroom - Associated Content - associatedcontent.com This article describes how foldables take 2D graphic organizers to another level by making them 3D and therefore more engaging.

Story mapping

Story mapping
This is an excellent resource from the national clearing house that shows how to use direct, explicit instruction using the story mapping comprehension strategy.

Story Action Map

Story Action Map
This graphic organizer is great to use when teaching the elements of plot (exposition, rising action, climax, falling action, resolution)

Middle Schools SIOP Curriculum

Middle Schools

99 Ideas and Activities for Teaching English Learners with the SIOP Model

99 Ideas and Activities for Teaching English Learners with the SIOP Model Hope to purchase this book soon as a resource for classroom instruction!