Data Teams Training Support in the ELAS Role Salem Keizer School District February 2016

Objectives for Today: Signal Word: Support Review the data team process and come to a shared understanding about which steps ELAS should concentrate most of their time and energy Become more comfortable in the support role Problem solve and build capacity to overcome challenges with supporting the data team process Signal Word: Support

Clock Partners Sign up for 4 clock appointments. You write their name on your 3 o’clock line They write your name on their 3 o’clock line. If needed: Make note of identifying features (example: red shirt) Repeat

Using only your schema, try to fill in as many steps as you can remember Team Process As a table, share ideas and add to your process anything that might be missing

Clock Partners It is time for your 12:00 appointment! Find your partner and address these questions: What is going well with your support of Data Teams? What has been a challenge to supporting data teams in your ELAS role? Jot down some of your common issues/challenges

Where do ELAS fit in? Turn and talk. Really need to be there for steps 3 and 4, but hard to do that without also being present for conversation during step 3. Helpful to be there to plan strategies in unit for whole class during step 1.

Listen and Sketch!

The Most Important Steps for ELAS Support Step 1: Plan and Prepare Instruction How can we plan for the whole class to make language more accessible to English learners as well as meeting the needs of native English speakers? How do we ensure the assessments are not culturally biased and can be accessed by English Learners?

Step 1: Plan & Prepare for Instruction Identify priority standards for the unit Deconstruct the standards Determine what proficiency looks like for the standards Create a common assessment Create a scoring rubric that defines the levels of proficiency Administer the assessment Calibrate scoring* (Add to scoring notes if needed) Unit mapping/planning for whole class

Listen and Sketch! Sketch what will help you remember this step and your role in it.

The Most Important Steps for ELAS Support Step 3: Analyze and Prioritize Needs What are the unique needs of Language Learners? What about their stage of language acquisition may be impacting their errors?

Step 3: Analyze and Prioritize Needs To begin, teams will only select ONE group of students. Review the results of a column/group of students: Determine the performance strengths for each group of students What do the students know and/or understand relative to the standard? Determine the mistakes/misconceptions for each group of students? What errors do you see that demonstrate a simple mistake? What errors do you see that demonstrate a misconception? What inferences can you make? Consider what the student is thinking What trends or patterns do you see in the student errors? Determine if there is evidence to indicate an issue with the assessment. Analyze data and prioritize needs   Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule?

Step 3: Analyze and Prioritize Needs Determine the priority need for the group being intentional about how new or mis-learned skills are sequenced. Analyze data and prioritize needs   Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule?

Listen and Sketch! Sketch what will help you remember this step and your role in it.

The Most Important Steps for ELAS Support Step 4: Select Common Instructional Strategies What high impact strategies will be the most beneficial to Language Learners? Is there a GLAD or SIOP strategy that will work to address the prioritized need?

Step 4: Select Common Instructional Strategies Based on the prioritized need identified in Step 3: Identify research or evidence-based strategies that would meet the need. Agree upon which instructional strategies to teach. Select common instructional strategies Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning. What practices might support increased understanding of the concepts or performance? What experiences does the student need to further learning? Are there any other factors to consider as we begin to explore instructional strategies? If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to... 1. Teach students how to persevere when struggling with tasks 2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies 3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.) 4. Teach students how to share their thinking 5. Teach students how to listen, reflect upon, and respond to the thinking of other students   So, one strategy with multiple steps or sub-strategies inside.

Let’s Practice Step 4: Select Common Instructional Strategies Needs → Inferences → Strategy Selection Will these specific strategies directly impact this error? Does it match? Is it a new strategy or is it what we’ve always done? Students are not including enough supporting details in a paragraph. They think adding one detail is enough, so they are not making the connection that they need to have multiple supporting details. Examples and Non-Examples Chant Cooperative Strip Paragraph Select common instructional strategies Period Story (missing punctuation entirely vs. period at the end of every line) Different thinking error -> different needs Remember: SPECIFICITY is CRUCIAL

Listen and Sketch! Sketch what will help you remember this step and your role in it.

The Most Important Steps for ELAS Support Step 5: Determine Results Indicators How does language level influence what students will do during the instruction of a particular strategy? What can teachers add to the strategy to further scaffold for English Language Learners?

Step 5: Determine Results Indicators Must address: What will I (teacher) do? What will students do? What will I see in their work if the strategy is working? Make the procedure explicit so it is replicable to achieve best results. Determine Results Indicators   This is where the professional learning comes into PLCs. When teams collaborate on unit and lesson design, they have deeper discussions about research based strategies that work best for teaching specific concepts. Expands their toolbox. Remind that students should be doing the heavy lifting. Think deeply about how to get students to engage with the task. What we see in the work is our assessment of whether the strategy is shifting the dial. Explicit is more than just saying the strategy—help teachers walk out of the meeting with an in-depth plan of how to implement. “Modeling” is a great strategy, but all teachers have a different picture of what modeling looks like. We need our picture to be as similar as possible to be able to determine if the strategy was successful in moving the dial for our students.

A Tale of Two Gardeners

Listen and Sketch! Sketch what will help you remember this step and your role in it.

Clock Partner It is time for your 3:00 appointment! Find your partner and discuss how you might logistically support these steps at your sites.

Logistics Looking at running agendas Check-in with teams during the day (if not keeping an agenda) Follow up in classrooms: modeling, co-teaching, observation and feedback, walkthroughs Case study of ELL in the classroom 1:1 coaching Principal check-ins

How do I Interact With Teams? Coach: Experts in empowering others to help themselves through work, challenges and changes. Mentor: Unlike coaches, mentors do give advice based on their experiences. Mentors model and help individuals gain insight into next steps. Consultant: Brings and shares expertise in a particular area in which an organization needs to improve.

Where should we be? Consultant Coach Part of the Data Team Mentor Silent Observer

Clock Partner It is time for your 6:00 appointment! Find your partner and discuss where you tend to fall on the continuum and how you may shift what you are doing to provide better support.

Dear Facilitator … What are you still wondering about? Burning questions? Concerns? Confusion? What are you still wondering about?

Clock Partner It is time for your 9:00 appointment! Thinking back to your successes and challenges from your first conversation, what is one challenge that you now have the tools to turn to a success?

Reflecting on our Objectives for Today: Review the data team process and come to a shared understanding about which steps ELAS should concentrate most of their time and energy Problem solve and build capacity to overcome challenges with supporting the data team process Become more comfortable in the support role

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Reminders: Please complete a reflection before you leave (last page). Bus your own table.

How can we overcome the challenges? Look at the topic on the top of your poster Discuss as a table group and jot down potential solutions Remember to focus on the circle of influence Be ready to share your ideas via a gallery walk Topics for Posters:

Gallery Walk Bring your note-taking tool with you as you Gallery Walk to record good ideas you may want to use. Take a look at the challenges and the solutions Add solutions on a post-it if you have an idea that is not already there

Take a Break!