# data[].attributes.body
We like that the teachers will be able to choose the workshop that they feel will be more beneficial for them.

# data[].attributes.body
I like the examples given to highlight the difference b/w Diff and Scaffolding

# data[].attributes.body
This was the most asked question from teachers, so this is placed very well to begin with. It also continued to reinforce that teachers are intentionally planning instruction to address the needs of the MEL individual(s) in class. So thank you for this! Hope this was beautiful ☺️

# data[].attributes.body
When talking abut Collaborative groups could we add some language about the importance of that collaboration being structured and intentional? With clear outcomes and necessary scaffolds to ensure all students are meaningfully participating in the collaboration.

# data[].attributes.body
Can we structure the table talk in such a way that educators provide more precise examples? (maybe a frame?) This may avoid responses such as "I use a lot of visuals."

The hope is to get to more intentionality with scaffolding.

# data[].attributes.body
Weaving in a task where teachers discuss scaffolds on CJUSD Monitoring Forms

# data[].attributes.body
Have intentional protocols embedded for sharing out full group.

# data[].attributes.body
Very helpful. Would be good to give teachers more examples of how a skill is both differentiation and scaffolding. Also examples like the open ended to multiple choice. Concrete list/examples to help the more reluctant teachers.

# data[].attributes.body
This was a wonderful example of both. It chunked the information and allowed us to discuss in a non-threatening situation. it honored those who were reticent about speaking out and strengthened knowledge before asking us to venture out.

# data[].attributes.body
Structure, structure, structure.

District wide we've seen an increase in collaboration and student talk (woohoo).

However, much of that talk/collaboration lacks stucture and intentionality and therefore, is having varying degrees of effectiveness.

# data[].attributes.body
Provide the graphic in the notes or separate

# data[].attributes.body
Maybe incorporate scaffolding strategies from our Ellevation form

# data[].attributes.body
Making connections: QTEL: scaffolding: modeling, bridging, schema building, contextualization, text re-presentation, and metacognitive ...

# data[].attributes.body
Provide the slideshow for future reference.

# data[].attributes.body
I think it would be helpful for teachers to think about their own classes and students in terms of what specific strategies they want to use. In order to support them in doing this, perhaps the facilitator could ask:

Think about your classes.

What is 1 strategy you plan to use in order to differentiate?

What is 1 strategy you plan to use to scaffold?

This could be a quick pair-share moment. I feel that this moment for learning application needs to be added to this portion of the professional learning.

# data[].attributes.headline
Our teachers were asking for specific examples of differentiation so I think that would also be really helpful with specific content areas.

# data[].attributes.subject
Our teachers were asking for specific examples of differentiation so I think that would also be really helpful with specific content areas.

# data[].attributes.body
By introducing these definitions of differentiation and scaffolding, and comparing/ contrasting both it allows educators to intentionally plan their lessons with either component in a clear and cohesive manner.

# data[].attributes.body
Add structure to each activity as they would in the classroom and add "steal the slide" for teachers to use the structure in their classroom

# data[].attributes.body
I think the facilitators should put clearly visible timers on the slides during pair-share/ collaborative moments

# data[].attributes.body
The specific examples are helpful, include more. Also provide more structures during the table talk time, with sentence stems.

# data[].attributes.body
Provide a slide for each proctol you used as a facilitator so teachers can copy that slide and use it later

# data[].attributes.body
Potential prompt before watching: What strategies are discussed? What is missing? Acknowledges that differentiation isn't always this simple, but what is mentioned is worthwhile.

# data[].attributes.body
When giving time to dive into ELPAC scores and continuum of ability for students. Maybe have a graphic organizer.

# data[].attributes.body
Reorder ELPAC & differentiation slides:

1. ELPAC example

2. ELPAC w/differentiation

3. Differentiation Scaffolds

# data[].attributes.body
Give them time to group their kids by ELPAC proficiency level over all and by strand...make practical use of the info

# data[].attributes.body
After the learning environment section, could there be a quick moment to pair-share?

I just noticed that there was a lot of information and little to no processing time for participants. What about integrating more pauses to allow participants to understand the information that was presented?

# data[].attributes.body
Be specific about which tech tools may be helpful. Include where in out district to get support for those tools.

# data[].attributes.body
How can the information be delivered so that participants take ownership of their learning and remain engaged?

# data[].attributes.body
Include the table that shows the ELPAC Levels and ELD Standards Levels in the note booklet.

# data[].attributes.body
How can participants be engaged in the learning?

# data[].attributes.body
One clear message

# data[].attributes.body
If EL is mentioned somewhere that would be helpful.

# data[].attributes.body
It was mentioned that some sites received learning on differentiation already (the continuum). If so, how can the information be adjusted so that previous participants are getting something new? or expanding on their previous learning?

# data[].attributes.body
indicate where and how our teachers locate and interact with this information lives. Point back to ELLevation as much as possible.

# data[].attributes.body
After teachers do the "Hand Up, Pair Up" could we provide an opportunity to share all the different/creative ways to use Frayer Model other than only using it to Pre-teach vocabulary.

For some reason, Frayer has been diminished to a single use scaffold.

# data[].attributes.body
The question is unclear and not deep enough.

# data[].attributes.body
Please make sure that participants do not have to turn around to see the display and that there are less participants per table.

# data[].attributes.body
I can imagine my colleagues tuning out lol so perhaps a purpose for viewing question for group discussion prior to the video such as being focused on the importance of relationship and knowing the students to build most effective differentiation strategies.

Also, making an emphasis on the class objective/standards and not dumbing down the lesson for the sake of student. engagement.

# data[].attributes.body
Add to the notes so teachers can note ones they may not know or use

# data[].attributes.body
I love this video. I think teachers will take a lot away from this and it will challenge some pre-held beliefs/values. I imagine that some of the tables will have some intense debrief conversations.

# data[].attributes.body
make sure that the tables and graphics on the slide can be seen. Provide more talk time--but not necessarily share out time.

# data[].attributes.body
I think many teachers are familiar with the Frayer model. I don't mind reviewing it quickly, but I would prefer learning strategies I may be more unfamiliar with.

# data[].attributes.body
We liked the information. Could we have some quiet time to go through the information on our own? It was a lot of direct instruction and presenting slides. It might be a better use of time to give the participants some of the information (regarding the strategy) and then give them about 10 minutes to go through the information on their own. Perhaps they could do a notice and wonder about the strategy.

# data[].attributes.body
I think showing how frames vary based on proficiency levels was very helpful. If time permits it would nice if teachers had a chance to create 3 frames for their content and grade level.

# data[].attributes.body
More grade level examples of text so there can be meaningful creation of sentence frames

# data[].attributes.body
Having an example of differentiating the text is GREAT! The simple one is great as a whole and specific grade levels would be great after break

# data[].attributes.body
Ask for/provide examples from other curricular areas. (i.e. How could you use this strategy in science?)

# data[].attributes.body
I think it's a good idea to include student profiles ( i.e. ELPAC level, home lang, etc) And have teachers practice differentiating using this information

# data[].attributes.body
Make sure there can be multiple groupings so you get multiple perspectives and don't only stay with group from your school.

# data[].attributes.body
Giving teachers sample EL students and having them create sentence frames for emerging, bridging and expanding would be great practice.

# data[].attributes.body
Thank you for clarifying the limited role of part 3 of the ELD standards. I think this should be emphasized with teachers as well.

# data[].attributes.body
I would like to spend more time on the strategies, scaffolding discussion protocol, and talk moves that we saw at the end.

# data[].attributes.body
I like the overall structure of the session. Facilitators should be very careful that the last 30 minutes (at least) is protected for teachers to tie specific standards to strategies. Essentially, they should have protected time to plan.

# data[].attributes.body
I don't think there should be a lot of lecturing about ELD standards. More time should be given for teachers to apply their knowledge

# data[].attributes.headline
Translating the ELD standards into Practice

# data[].attributes.subject
Translating the ELD standards into Practice

# data[].attributes.body
I felt the chart with the instructional strategies would be the most helpful for teachers. Our group also discussed the importance of afternoon time for teachers to apply their knowledge.

# data[].attributes.body
Each task leads the teachers to apply this to their own subject area.

# data[].attributes.body
Will there be some type of feedback for teachers to make sure they are on the right track? Trying to limit the number of people walking out of the room with misconceptions that have been reinforced.

# data[].attributes.body
Splitting up the work time into shorter chunks with specific tasks may increase productivity.

# data[].attributes.body
By the end of this session, teachers will be able to...

I think facilitators could share this with teachers at the beginning of the professional learning session.

# data[].attributes.body
Make groups by grade level and have plenty of time to create

# data[].attributes.body
Love showing how you can pull the designated ELD lessons from an integrated lesson

# data[].attributes.body
As a math teacher I appreciate looking at a math example about how to incorporate language development into everyday math lessons.

# data[].attributes.body
Maybe at the secondary session, the designated reference could be pulled. Our collaboration with the ELD teachers to this depth is not yet at this level.

# data[].attributes.body
It was a lot of direct instruction. Can we make sure teachers have time to think about what integrated ELD can look like in their own classes?

The information about the the 2 strategies today seemed a bit repetitive.

# data[].attributes.body
It would be beneficial for participants to experience some of the examples.

# data[].attributes.body
Like the examples to be able to use in class everyday

# data[].attributes.body
Great resources included that will help plan lessons

# data[].attributes.body
Since this is so specialized, I am wondering if teachers can set a personal learning goal a the beginning.

# data[].attributes.body
Is there an expectation of producing a product? If so, how long will they have to produce this product?

# data[].attributes.body
2 hours: morning

2 hours: small group instruction

Lunch

2 hours: Plan and Do

# data[].attributes.body
The title of this session implies that it is a dedicated teacher planning time. Teachers will most likely come to this session with the expectation of planning. If we can limit the amount of info we share it will probably be appreciated by the teachers.

# data[].attributes.body
All 4 small groups have AMAZING information, need to give more time for teachers to process and work with the info

# data[].attributes.body
Breakout sessions: 4 hours

2 hours with slides and learning

2 hours implementing and planning

# data[].attributes.body
More focused on teaching practice and planning

# data[].attributes.body
For example

Read slides 2-5 on your own.

Now that you've, write down 2 notices and wonderings

Pair share

# data[].attributes.body
Its hard to remember or take notes when the slide models don't match the handouts, especially Frayer Model.

# data[].attributes.body
the guide can be frustrating because of formatting. The notes columns need to be font size 11, 12, or 14, remove bolf and make sure it is left justified. If using Padlet, allow 'Likes".

# data[].attributes.body
Provide reference sheets on differentiation and scaffolding for future reference.

# data[].attributes.body
Let participants choose the ELD standard they want to focus on.

# data[].attributes.headline
Differentiation versus Scaffolding definitions 

# data[].attributes.subject
Differentiation versus Scaffolding definitions 

# data[].attributes.body
Modification is a specific SpEd term and may lead to confusion about modification versus accommodation. Adjustment is a synonymous option that does not have the same issue with multiple meaning.

# data[].attributes.body
Explaining what's written on the slide, vs. engage participants in a thinking task connecting to the topic

# data[].attributes.body
I like that you are incorporating items that we already use (monitoring forms) with this training.

It would be beneficial to demonstrate how to access examples of the checklist through Ellevation.

Keep in mind that not all staff complete monitoring forms, so it might be their first time seeing this. It was good to give time to look at the checkboxes along with the red explainations/examples.

# data[].attributes.body
This video doesn't seem to address language development differentiation strategies. Is there a video that would show better examples for language development differentiation?

# data[].attributes.body
I like to use the program Seesaw to have students share their knowledge or read something and record for me to listen to later.

# data[].attributes.body
Install Natural Reader on student chromebook. This will read any content aloud so student can complete assignments/research.

# data[].attributes.body
For the informational slides, when reading the information, might you ask participants to read it instead of the presenter? May be using a reading strategy, like "drop in" reading, or popcorn reading, etc.

# data[].attributes.body
We see that teachers are using a lot of collaboration through the walk through tool, but the concern is that they are not going beyond the approaching level in their feedback. Teachers need to understand the importance of having structured collaboration and not just talk time.

# data[].attributes.body
Please be sure to give teachers practice time when trying these strategies. This may mean eliminating other things.

# data[].attributes.body
A suggestion was made to tie this to the ELPAC and give examples for teachers to use in the science content area so teachers know how to use this with their content

# data[].attributes.body
add differentiation question for the planning slide at the end.

# data[].attributes.body
The math example can translate to other subject areas

# data[].attributes.body
Add a slide at the end during planning time with steps.

# data[].attributes.body
A concern was raised that teachers need help other than stems, frames, etc, but one ELD teacher said he found the linguistic support example helpful. Another suggestion was made to provide samples in the different content/geometrcy,etc.

# data[].attributes.headline
not sure about sentence frame versus sentence starters, but resources were helpful

# data[].attributes.subject
not sure about sentence frame versus sentence starters, but resources were helpful

# data[].attributes.headline
take a chunk of text and model a designated ELD lesson with an ELD standard as a focal standard

# data[].attributes.subject
take a chunk of text and model a designated ELD lesson with an ELD standard as a focal standard

# data[].attributes.headline
Collaborative activity: use science or social studies sequential text

# data[].attributes.subject
Collaborative activity: use science or social studies sequential text