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Can you please email the principals to relay the message to SASA & Registar about SIS11 form because they do not think it is real

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Can you please email the principals to relay the message to SASA & Registar about SIS11 form because they do not think it is real

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Start small. -Have realistic expectations for yourself and your colleagues. -Look for ‘‘found time’’ for planning, or explore electronic means of communication. -Over time, expand joint planning and parallel teaching to more extensive collaborative initiatives. -Advocate for establishing collaborative teacher practice as an accepted form of professional development.

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Start small. -Have realistic expectations for yourself and your colleagues. -Look for ‘‘found time’’ for planning, or explore electronic means of communication. -Over time, expand joint planning and parallel teaching to more extensive collaborative initiatives. -Advocate for establishing collaborative teacher practice as an accepted form of professional development.

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I enjoyed reading this article because of its practicality. The authors recognized that any co-teaching model requires timely and frequent collaboration. I especially liked their suggestion to start with the Lead Teacher, Support Teacher model which they feel is the most expedient. Co-teaching allows the ESL teacher the opportunity to work with targeted students while assuring that the rigor of the curriculum is not compromised.

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Something I would like to do back at school with "entering" students: "An example for beginners is to use an iPad to take photos and videos of the
school environment and personnel. This will help to familiarize a newcomer ELL with the roles and
responsibilities of personnel and to navigate the school setting."

Instructional conversations and activities that concentrate on the CCSS may include:
1. joint planning: ESL and mainstream teachers contribute to lesson planning collaboratively guided by the CCSS;
2. curriculum mapping and alignment: ESL and C³ =Common Core Collaborations Continued from page 1
general education curricula are mapped and aligned to follow shared CCSS goals;
3. parallel teaching: during a pull out ESL program, the ESL teacher focuses on the same or similar instructional outcomes as the mainstream teacher;
4. co-developing instructional materials: ESL and
mainstream teachers create multilevel, differentiated
instructional resources that help all students make steps
toward meeting the CCSS;
5. collaborative assessment of student work: ESL and
mainstream teachers analyze the same student product
and offer their unique perspectives to each other on areas
of student needs;
6. co-teaching: ESL and mainstream teachers share the
classroom to deliver instruction together that is driven by
the expectations of the CCSS.

Thoughts about baseline assessments given to ELs. Not English test, such as iReady, but NLP assessments to see proficiency in native language:
"If possible, RITELL further recommends that districts test skills in native language upon entry to identify students in need of support as early as possible as is the intent of the secondary regulations."
Perhaps ILL would be a better alternative to an iReady baseline when providing a diagnostic assessments since a native language option is available.

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I like the idea of putting in place all four components of the collaborative instructional cycle—planning,

teaching, assessment, and reflection—learning will flourish. This however leads to lots of complications depending on who it is you are working with and how many you will be working with. Will you be teaming with more than one teacher? In different content areas? The biggest hurdle will be the time it takes to plan. I have to learn more about that.

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This article explained that the focus of ELs in schools today is not just on getting them English Proficient but on meeting the rigorous Common Core expectations. The authors emphasize collaboration amongst teachers to learn new strategies rather than teachers working in isolation.

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Reading:  Critical Education, Critical Literacy, and Co-Teaching for ELLs

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Reading:  Critical Education, Critical Literacy, and Co-Teaching for ELLs

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Critical literacy requires "interactive" engagement with the text to reflect on and better understand human relationships. It allows for critical thinking, as teachers become the facilitators supporting students in analyzing and questioning social issues [and power relationships] and how it impacts everyone differently.

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An iPad allow ELLs access to the Internet, apps, pictures, videos and more at their fingertips -- portable and exciting to use.

Helps English language develop ment and confidence in content  areas at any English proficiency level.

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Reading: Co-teaching 201 How to support ELL's

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Reading: Co-teaching 201 How to support ELL's

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This article gives good general advice on different ways to approach co-teaching.  I would love to dive into co-teaching with my various grade level full time classroom teachers, however, I am afraid to take away from their planned lesson times and don't want to be intrusive.

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Reading - ESL Co-Teaching 101: A Quick Start Guide

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Reading - ESL Co-Teaching 101: A Quick Start Guide

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This is a VERY practical guide for how to set up Co-teaching in a classroom for all students (with ELs in mind). It gives step by step instructions, lesson starters, how to group, etc...

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Coteaching andCollaboration: Opportunities toDevelop Teacher Leadership and Enhance Student Learning

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Coteaching andCollaboration: Opportunities toDevelop Teacher Leadership and Enhance Student Learning

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-There are  7 models of coteaching
- 3 focus on whole class instruction
-3 models focus on a divided class
-the last focuses on multiple small groups with both teachers monitoring
-don't think in terms of my students vs your students
- Start small.
-Have realistic expectations for yourself and your colleagues.
- Look for ‘‘found time’’ for planning, or explore electronic means of communication.
-Over time, expand joint planning and  teaching to more collaborative initiatives.
-Advocate for establishing collaborative teacher practice as an accepted form of professional development.

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Please tell admin to pass on info about this form to registrar / clerk

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SIS-11 Student Information Update Form.pdf

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EL

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EL Guidance Manual

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Hi EL Team Here are Some Resources for You

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Hi EL Team Here are Some Resources for You

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EL Manual Training
KK 8-15-19 Complex Beginning of the Year Orientation

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EL PD/Meetings for Administrators SY 19/20

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EL PD/Meetings for Administrators SY 19/20

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Beth, Could you please share the above doc with me? Mahalo.

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Can Do Philosophy

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Transcript

The can-do philosophy permeates everything that we do at WIDA. Assessment, professional learning, standards. And bringing content and language together is always, always to build upon the assets that children have.

With anything that we do at WIDA, we're constantly thinking about how we can honor and not just celebrate. But really use the assets that children are bringing to the classroom.

Culturally, linguistic, cognitive, and academic. Kids come into our classrooms with many ways of knowing, many ways of learning. And many different experiences that can enrich what we're already doing.

Teachers bring to the classroom a lot of experiences also. And a lot of ways of knowing and doing things that also benefit the classroom.

Our can-do philosophy has many tools built around it. To help you understand and create language-rich, literacy-rich, and culturally appropriate classrooms. And it turns out those classrooms are good for all kids. They're engaging classrooms that work for every learner in your school. But they're particularly important for English language learners. Who need to learn English, but they also have to keep up with rigorous academic content.

We want to make sure that indeed, this can-do philosophy is very much a part of the educational fabric and is infused in everything we do. And you do.

Our can-do philosophy really exemplifies who we are as educators. And how our multilingual learners are indeed a tremendous resource. How their contributions, not only to teaching and learning, but to our educational communities. And to the world.

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Transcript The can-do philosophy permeates everything that we do at WIDA. Assessment, professional learning, standards. And bringing content and language together is always, always to build upon the assets that children have. With anything that we do at WIDA, we're constantly thinking about how we can honor and not just celebrate.