USD

USD 1. > happen
 * w/o classroom management none of the other things can
 * traditional view of classroom management (kids are quiet, seated and working) does not apply...highly engaged students with well managed "chaos" leads to effective learning environment
 * everyone has rules and the teacher can set the tone
 * peer evaluation is a difficult skill to teach for some teachers
 * collaborativly building rubrics
 * explicit definition if roles in the classroom...expectations of the teacher and expectations of the students
 * being proactive when setting expectations and classroom behaviors: students deal with each other respectfully
 * let students know what the expectations are and ask them if the objectives are realistic
 * ask the students what are their gols in learning a language
 * use LinguaFolio
 * be sympathetic to a student's frustration in learning a language
 * trust the teachers to be responsible and professional...how to provide autonomy without micro managing?

Trust: District level trusting leachers, administratoris trutsting teacher; teachers trusting other teachers,teachers trusting students, students trusting other students...to achive the common goal of student learning

2.
 * Provide a curriculum map and then common formative and summative assessments to assess learning.
 * Assessment drives the curriculum
 * Establish benchmarks
 * Establish state-wide end-of-level assessments
 * Would like to use STAMP test but funding is a challenge
 * Form a state cohort to create ways to have a state common assessment
 * Until teachers have common formative assessments to hold them accountable, many do what is easiest and follow the text rather than the curriculum map. An assessment causes them to rethink their practice.


 * 3


 * What research do we cite?
 * Choice and involvement are important as long as we operate within our goals and frameworks.
 * What does ALL mean?
 * Choice for teachers, students, others?
 * Guided choice. Provide a variety. Present a buffet and allow options.
 * Foster collaboration.
 * Focus on results and research that supports it (e.g. brain-based learning)
 * RtI: Response to Intervention, differentiation, connections, research on SLA
 * Common assessments, performance-based, data collection and analysis
 * What is tested gets taught.
 * Performance-based assessment fosters differentiation.
 * Integration of content into instruction (SIOP Sheltered Instruction Observation Protocol)
 * Administrators need to better understand SLA to support effective instruction. Need to educate on best practice.
 * Create teacher leaders, find ways to support them (conference attendance), peer observation and feedback, self video taping, collaboration within district
 * Use technology (Blackboard) to share information, resources, etc.

good assessments capture students' interest, energy, commitment and enthusiasm ~CARLA - common assessments create confidence and buy in from a students' perspective.
 * 4


 * 6
 * Modeling and observing someone else can provide a means for growth.
 * Examining others' work can be an effective method of starting growth and change.
 * The team approach is essential to vertical articulation.
 * Consistency is key.
 * Targeting proficiency levels, appropriate performances, focus on the typical student
 * The model of immersion at elementary is powerful as they study content in the target language. Assessment isn't language-based, it's content based and often in English.