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