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Prepared and Supported by reassuring teachers that they don't have to be experts. She also paired literacy teachers with teachers from other subjects. 

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Prepared and Supported by reassuring teachers that they don't have to be experts. She also paired literacy teachers with teachers from other subjects. 

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pairing teachers up strategically in whose speciality may be in different content areas

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pairing teachers up strategically in whose speciality may be in different content areas

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She identified two focus areas: Vocabulary and Cohesion of Language

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She identified two focus areas: Vocabulary and Cohesion of Language

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She was just as clear with adults as you'd expect to be with students

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She was just as clear with adults as you'd expect to be with students

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Leader had a common definition.  Leader paired a non Lit teacher and lit teacher and picked a objective that you don't need to have a strong grammatical background to analyze 

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Leader had a common definition.  Leader paired a non Lit teacher and lit teacher and picked a objective that you don't need to have a strong grammatical background to analyze 

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All materials ready for teachers to use and collaborate with. 

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All materials ready for teachers to use and collaborate with. 

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Providing examples that teachers see commonly in classrooms

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Providing examples that teachers see commonly in classrooms

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Teachers are looking at student work from different classes.

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Teachers are looking at student work from different classes.

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Leader talked through the difference b/t level 2 and 4 responses for compare contrast using WIDA language

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Leader talked through the difference b/t level 2 and 4 responses for compare contrast using WIDA language

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Looking at the different language level examples to show them side by side to see the differences!

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Looking at the different language level examples to show them side by side to see the differences!

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She gave the teachers examples of a high, medium, low work samples

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She gave the teachers examples of a high, medium, low work samples

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Giving teachers the chance to discuss and calibrate helps them be more accurate in assessing the work of their students.

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Giving teachers the chance to discuss and calibrate helps them be more accurate in assessing the work of their students.

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Pairing teachers from different content areas--using the WIDA rubric as a guide rather than content rubrics

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paired Lit teachers with non Lit teachers

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paired Lit teachers with non Lit teachers

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Concrete examples of language level responses. Time to collaborate with others and calibrate around WIDA levels.

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Clarifying the objective from a teacher perspective (vocabulary and cohesive devices) just as we do with our students. 

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Clarifying the objective from a teacher perspective (vocabulary and cohesive devices) just as we do with our students. 

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Facilitator had several samples that showed a progression on the WIDA rubric. 

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Facilitator had several samples that showed a progression on the WIDA rubric. 

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Analyzing the student work is a great start to look for exemplars and what vocabulary and discourse make them exemplars.

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Analyzing the student work is a great start to look for exemplars and what vocabulary and discourse make them exemplars.

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She provided specific examples as she was walking through the process, defining what different parts and expectations were

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She provided specific examples as she was walking through the process, defining what different parts and expectations were

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Showing multiple examples of student output and naming the similarities between them 

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Showing multiple examples of student output and naming the similarities between them 

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discussed work exemplars by proficiency levels

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discussed work exemplars by proficiency levels

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I like how she mentioned that teachers don't have to feel like experts in grammar to be
successful.

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Teachers understanding what cohesion of language means for their students to better understand their language proficiency

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Teachers understanding what cohesion of language means for their students to better understand their language proficiency

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Purposefully pairing teachers, providing examples, and reassuring teachers that they don't have to be grammar experts. Awesome! 

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Purposefully pairing teachers, providing examples, and reassuring teachers that they don't have to be grammar experts. Awesome! 

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Presenter prepared audience and talked about vocabulary and cohesion

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The exemplar of leveled language objectives and expectations

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The exemplar of leveled language objectives and expectations

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She gave the teachers examples of a high, medium, low work samples

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She gave the teachers examples of a high, medium, low work samples

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Provided clear examples of how to look beyond the word level. Loved how she connected student responses to the WIDA Rubric

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Provided clear examples of how to look beyond the word level. Loved how she connected student responses to the WIDA Rubric

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"Talk me through what that looked like for you..."

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"Talk me through what that looked like for you..."

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How did kids need to address the prompt?

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How did kids need to address the prompt?

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What target language were you looking for?

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"What target language were you looking for" when discussing exempar

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"What target language were you looking for" when discussing exempar

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How did kids need to address languge in exemplar?

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How did kids need to address languge in exemplar?

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Identified specific language forms and even specific vocabulary words that were the target language for the lessons.  They checked the exemplar to make sure that it included the target language. 

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Identified specific language forms and even specific vocabulary words that were the target language for the lessons.  They checked the exemplar to make sure that it included the target language. 

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Grounding in exemplar

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Looking at the end prompt, what did the exemplar, what language needed to be used?

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Looking at the end prompt, what did the exemplar, what language needed to be used?

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"When you were looking at student writing, what were some of the strengths?"

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"When you were looking at student writing, what were some of the strengths?"

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What language do students need in order to address the prompt?

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What language do students need in order to address the prompt?

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How might we ensure equity of voice in DDI and PM meetings?

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How might we ensure equity of voice in DDI and PM meetings?

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Looks fors from the exemplar-what did you see in student work? Strengths and gaps to help with next steps

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Focusing on what language/vocabulary students needed to use for the unit of study and what their strengths, were.  Then identifying gaps. 

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Focusing on what language/vocabulary students needed to use for the unit of study and what their strengths, were.  Then identifying gaps. 

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How is their speaking compared to what you are seeing in their writing?

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How is their speaking compared to what you are seeing in their writing?

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What was the target language? What were the strengths/gaps?

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What was the target language? What were the strengths/gaps?

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"gaps" ...I really don't like this word. It has a deficit-based connotation. I wish we could find a new term that would become as widely used. 

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"gaps" ...I really don't like this word. It has a deficit-based connotation. I wish we could find a new term that would become as widely used. 

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Asking about portability of language

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Determine what the target language and vocabulary is you will be expecting

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Determine what the target language and vocabulary is you will be expecting

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Wondering: How many schools use Thinking Maps to support language both ICLD, ELD?

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Wondering: How many schools use Thinking Maps to support language both ICLD, ELD?

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"How did you answer that question" referring to how they answered the question they were asking students. 

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"How did you answer that question" referring to how they answered the question they were asking students. 

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She recognized teachers' ability to recognize different levels of language development.

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Reminding students of portability of language and continuing to use the sentence frames for Comparing for students to continue to develop

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Reminding students of portability of language and continuing to use the sentence frames for Comparing for students to continue to develop

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they were reviewing students work sample in different levels. Coach was guiding them using specific questions that the teachers were able to answer based on the work samples. They identified the progress and gaps.

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Following a protocol allowed the conversation to be reflective yet data driven.

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I'm wondering if there's an exemplar DDI schedule someone would be willing to share

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I'm wondering if there's an exemplar DDI schedule someone would be willing to share

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Asked teachers to compare what students are saying to what they are writing. 

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Asked teachers to compare what students are saying to what they are writing. 

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Ask teachers about portability and anchor supports

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Ask teachers about portability and anchor supports

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Where can I find more ELD work samples by grade level and proficiency level?

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Where can I find more ELD work samples by grade level and proficiency level?

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The facilitator identified the two focus areas of cohesion and vocabulary which made the task manageable and approachable. Further, she prepared and supported teachers by breaking down how to analyze language cohesion (mortar) and vocabulary (bricks) with specific examples.

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The facilitator identified the two focus areas of cohesion and vocabulary which made the task manageable and approachable. Further, she prepared and supported teachers by breaking down how to analyze language cohesion (mortar) and vocabulary (bricks) with specific examples.

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The facilitator provided specific examples and various WIDA levels.

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The facilitator provided specific examples and various WIDA levels.

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The facilitator started with asking about specific language and the language of the exemplar as a guide.

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The facilitator started with asking about specific language and the language of the exemplar as a guide.

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How does students' written work compare to spoken work?

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How does students' written work compare to spoken work?