Data Teams Training
Support in the ELAS Role
Salem Keizer School District
February 2016
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
◼ 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?
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)
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
Review the results of a column/group of students:
To begin, teams
will only select
ONE 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
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
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
Let’s Practice
Step 4: Select Common Instructional Strategies
Needs → Inferences → Strategy Selection
Students are not
including enough
supporting details in a
paragraph.
Will these specific
They thinkdirectly
adding one
strategies
impact
detail is enough, so they
this
error?the
are not
making
connection that they need
toDoes
have multiple
it match?
supporting details.
Is it a new strategy or is it
what we’ve always done?
Remember: SPECIFICITY is CRUCIAL
Examples and
Non-Examples
Cooperative
Strip Chant
Paragraph
Select common
instructional
strategies
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:
1. What will I (teacher) do?
2. What will students do?
3. What will I see in their work if the strategy is working?
Determine
Make the procedure explicit so it is replicable
to achieve best results.
Results
Indicators
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?
Part of the
Data
Team
Mentor
Coach
Consultant
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 …
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
www.educationalexcellence.org
[email protected]
Reminders:
1. Please complete a reflection
before you leave (last page).
1. 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
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!