What can we do as a department to support understaffed grade levels? In MS and HS each grade level has its own ESOL teacher, but ES still struggles to meet the needs of students and collaborate with teachers across many grade levels. We have seen MS staffing change as a function of overall enrollment. Do we believe that we need one teacher per grade level in order to have the most effective program? This certainly aligns with our emphasis on collaboration as an important part of our program. If so, what rationale can we give to ensure kids get the support they deserve? How can we ensure program consistency year-to-year?
What's the right staffing model and is it articulated in the document? (i.e. Program & Model)
State how the staffing proposal is going to meet the needs of the community.
Justify from an educational standpoint.
Clustering Do we have a K12 philosophy on how students should be grouped into homeroom classes? Are there ways to cluster students that will maximize our collaboration or is this streaming unfair to kids? We started talking about this at Radisson.
Atlas
How can we use Atlas to record our own work with pull out students? How can we best use Atlas as a tool for collaboration? For example, do we want to discuss with the new curriculum coordinators how teachers who teach common classes might use a Collaborative Map in order to allow specialists (ESOL, AS, tech, PE) to build interdisciplinary connections and support with specific skill development? Should common course = common map?
Question for High School. Advocacy for collaborative maps?
*ADD AS A CONDITION FOR SUCCESS: "Curriculum development will be done in collaboration with teams of teachers."
Placing strategies for differentiation into collaborative maps in Atlas.
ESOL fee How does it impact our program in our relationship with parents and students? How might it negatively impact program decisions? What are the long-term plans for this fee?
Response to Intervention (RTI)
How can we best collaborate with AS? How can we build program consistency in identifying and meeting the needs of the students who continue to struggle year after year and get passed up to the next grade level? How can we share interventions across grade levels to make sure kids get the support they need? How can we best monitor students to see when interventions are not working and discuss other interventions or next steps?
Need to discuss procedures/agreements with A.S.
Use of data
*CAN WE IDENTIFY A SYSTEM WITH WHICH WE CAN COLLECT DATA MORE EFFECTIVELY?* YES! - work with PowerSchool staff. The goal of the system and the method needs to be defined first. "Inform" will allow us to collect, aggregate and disaggregate data. We can look at this as a tool.
How can we have a more systematic approach to recording data (quantitative and qualitative) about students and their English proficiency on PowerSchool? (E.g. in HS we have to enter WIDA scores by hand into our report cards even though they are already on the ESOL Data page.) Can we create a more systematic way of transitioning student data from one year to the next? Where will student data live? (Bento, MS Word, Excel, PowerSchool?) Will PowerSchool allow us to see all the available data for a single student on one page? Do we have a grade level roster function so teachers can get a list of all students designated as receiving ESOL support? Will we examine English proficiency data of SAS students as part of our program review, and as a K12 group can we regularly look at data as a way to inform curriculum or program design?
We need a group to work on centralizing data communications. We need to put a workgroup on this.
Add as condition for success.
"Rosetta Stone" in High School
Using SRA, WIDA, etc. and correlating scores between assessments.
Mid-Year Admissions/Entries - Modifications?
Students that enter in the middle of the year - push-ins should possibly go into pull-out so that they can be supported?
Table of Contents
BURNING ISSUES & QUESTIONS:
Staffing
What can we do as a department to support understaffed grade levels? In MS and HS each grade level has its own ESOL teacher, but ES still struggles to meet the needs of students and collaborate with teachers across many grade levels. We have seen MS staffing change as a function of overall enrollment. Do we believe that we need one teacher per grade level in order to have the most effective program? This certainly aligns with our emphasis on collaboration as an important part of our program. If so, what rationale can we give to ensure kids get the support they deserve? How can we ensure program consistency year-to-year?What's the right staffing model and is it articulated in the document? (i.e. Program & Model)
State how the staffing proposal is going to meet the needs of the community.
Justify from an educational standpoint.
Clustering
Do we have a K12 philosophy on how students should be grouped into homeroom classes? Are there ways to cluster students that will maximize our collaboration or is this streaming unfair to kids? We started talking about this at Radisson.
Atlas
How can we use Atlas to record our own work with pull out students? How can we best use Atlas as a tool for collaboration? For example, do we want to discuss with the new curriculum coordinators how teachers who teach common classes might use a Collaborative Map in order to allow specialists (ESOL, AS, tech, PE) to build interdisciplinary connections and support with specific skill development? Should common course = common map?Question for High School. Advocacy for collaborative maps?
*ADD AS A CONDITION FOR SUCCESS: "Curriculum development will be done in collaboration with teams of teachers."
Placing strategies for differentiation into collaborative maps in Atlas.
ESOL fee
How does it impact our program in our relationship with parents and students? How might it negatively impact program decisions? What are the long-term plans for this fee?
Response to Intervention (RTI)
How can we best collaborate with AS? How can we build program consistency in identifying and meeting the needs of the students who continue to struggle year after year and get passed up to the next grade level? How can we share interventions across grade levels to make sure kids get the support they need? How can we best monitor students to see when interventions are not working and discuss other interventions or next steps?Need to discuss procedures/agreements with A.S.
Use of data
*CAN WE IDENTIFY A SYSTEM WITH WHICH WE CAN COLLECT DATA MORE EFFECTIVELY?* YES! - work with PowerSchool staff.The goal of the system and the method needs to be defined first.
"Inform" will allow us to collect, aggregate and disaggregate data. We can look at this as a tool.
How can we have a more systematic approach to recording data (quantitative and qualitative) about students and their English proficiency on PowerSchool? (E.g. in HS we have to enter WIDA scores by hand into our report cards even though they are already on the ESOL Data page.) Can we create a more systematic way of transitioning student data from one year to the next? Where will student data live? (Bento, MS Word, Excel, PowerSchool?) Will PowerSchool allow us to see all the available data for a single student on one page? Do we have a grade level roster function so teachers can get a list of all students designated as receiving ESOL support? Will we examine English proficiency data of SAS students as part of our program review, and as a K12 group can we regularly look at data as a way to inform curriculum or program design?
We need a group to work on centralizing data communications. We need to put a workgroup on this.
Add as condition for success.
"Rosetta Stone" in High School
Using SRA, WIDA, etc. and correlating scores between assessments.
Mid-Year Admissions/Entries - Modifications?