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Don't know where to put what in the house

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We gave them a house and they want bigger better, but they can't fix it themselves. Is it the packaging or do they really want to know what to do.

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Shift in giving materials to building teacher ability to plan and implement appropriatly

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Participants want lessons - how do we support teachers with efficacy in planning

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More training, More resources, A want to continue the work.

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Many participants are advocating for resources they want/need.

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Open it up for teachers to share what they are doing with specific structures in ELD

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Participants spent a lot of time transitioning from one small group to another; suggestion was made about switching presenters instead

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Interesting comment about listening center (books on tape) ... I wonder is that a listening task or a reading task? Scaffolded independent reading? All of the above? What is a listening task?  Paired tasks?  Listening/Speaking ... Reading/Writing

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Interesting comment about listening center (books on tape) ... I wonder is that a listening task or a reading task? Scaffolded independent reading? All of the above? What is a listening task?  Paired tasks?  Listening/Speaking ... Reading/Writing

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We have great teachers doing great things, let's get some videos and voice over what they're doing so we can use them and post them.

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Many participants found many sessions the most helpful.  I am interpreting (subjectively, I know) that this means our programming catered to many needs. 

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Many participants found many sessions the most helpful.  I am interpreting (subjectively, I know) that this means our programming catered to many needs. 

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There is a need for more resources. I believe this is a reflection of the (low) understanding of how to utilize the current resources in ways that are accessible to students of different levels.

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A common thread I see is timing and amount of information covered - many indicated that it was too much in not enough time.  Perhaps we want to consider after-school specials or collaborate sessions on some of the topics to help participants continue to process and dive deeper into the work.

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What does ELD look like in small v. large programs ... I think this goes to our collective understanding of what is ELD and may inform conversations of what ELD looks like in a multi-level classroom.

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What does ELD look like in small v. large programs ... I think this goes to our collective understanding of what is ELD and may inform conversations of what ELD looks like in a multi-level classroom.

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I believe the training sparked interest in "how to" differentiate in the ELD classroom.

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Desire for more support in ELD classroom structures (Guided Reading, Guided Writing, etc.) Wondering if these "special topics" could be provided in a web-based asynchronous PD?

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Teachers seem to want work sheets and other tangibles. Perhaps a planning tool or a planning workshop would be helpful 

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Teachers seem to want work sheets and other tangibles. Perhaps a planning tool or a planning workshop would be helpful 

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Greater comfort in the Workshop Model seemed to be a trend (Guided Writing, Guided Reading ...)

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Greater comfort in the Workshop Model seemed to be a trend (Guided Writing, Guided Reading ...)

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32.8% of teachers did not find the collaborative planning time useful

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Positive response to teachers who shared their expertise with concrete examples to take back to their classrooms.

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Writing was well-received, and the teachers want more PD in guided writing.

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Writing was well-received, and the teachers want more PD in guided writing.

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Overall, there seemed to be a positive shift in comfort level of supporting ELD

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Overall, there seemed to be a positive shift in comfort level of supporting ELD