LDC English Learner PoP by Natividad https://padlet.com/nrozsa/wfnd2x7dkttq Given data, what might be a problem of practice for ELs in LDC? en-us 2017-12-13 02:21:49 UTC 2017-12-15 19:57:34 UTC hello@padlet.com PoP https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602402 EL student needs are not being met, socially they are feeling disconnected and academically, they are not succeeding.

How might providing flexibility, particularly when it comes to grouping of ELs, affect social and cognitive student needs?

]]> 2017-12-15 19:11:06 UTC https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602402 1. How might we implement a comprehensive and transformative approach to support ELs (social-emotional learning, building community, academics) to meet literacy and language goals in all content areas, so that they are college and career ready? https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602613


]]> 2017-12-15 19:11:56 UTC https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602613 https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602684 How might project based learning tap into a student’s social-emotional needs and give them a chance to use language in a real world context?]]> 2017-12-15 19:12:11 UTC https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602684 https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602919 How might we contribute to growth mindset culture?
How might intentional student grouping affect relationships (Student to Student, Educator to Educator and Student to Educator/Stakeholder)?]]> 2017-12-15 19:12:59 UTC https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602919 EL students need to build language as they are learning content in order for them to become proficient across all content areas as evidenced by SBAC data. https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602991 2017-12-15 19:13:15 UTC https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216602991 How might we address students’ needs for socio-emotional learning? https://padlet.com/nrozsa/wfnd2x7dkttq/wish/216604213 Why is this a problem?
1.     Differentiated strategies may not be implemented with fidelity
2.     The PD is not clear and cohesive to school site data
3.     PD may be compliance driven but not instructionally focused 
4.     Instructional leadership team at the school site may be disjointed, stifled, resistant and/or lack capacity (may be caught up with compliance)
5.     Leadership skill set to balance district initiatives/mandates with instructional needs of the school may be off or lacking.   

Theory of Action
·      If school leaders had the professional learning to prioritize instruction, then they will be better equipped to support their school’s instructional needs.
·      If school instructional leadership teams had resources and time to develop a true Collaborative Inquiry cycle, they could make an impact on instruction
·      If leaders use delegation to empower team members to effectively meet the school needs.
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