May+17,+2010

=Collaboration Meeting Agenda:= Pick a name at random to write the minutes: [|random_name_selector_collaboration.ppt]

1. ELL Research Page
 * 8 responders so far (thank you very much). If you haven't done so already, please complete this as soon as you can.
 * Next assignment: Contribute to the discussion on the page
 * Please complete this next assignment by June 7th.

2. Peer Observations
 * Pending schedule: [|ELD PeerObservationSchedule2.xls]
 * Still needs to be cleared with Lori.

3. ECAP > - implementation of ECAP sequence/strategies in class 4. Using the EDGE in Advanced ELD (Tara)
 * I received an e-mail from Cali asking for a copy of an article we used. I replied mentioning that it was one of a few articles we used for our persuasive unit. She responded: "It is fine to have a sequence with multiple texts and we would love to see the whole thing." So...
 * Perhaps a few of us could work on this Wednesday while others of us attend the textbook adoption meeting.
 * As for ECAP pay:
 * - completion of team assignment sequence
 * Keep in mind that we did complete a team assignment sequence with "The Drug that Pretends It Isn't" and we modeled our Q3 writing unit on the ECAP model, using ECAP strategies (and that unit was implemented/planned by ELD and Support teachers).
 * Please give a brief overview.
 * What strategies/best practices have you found to be most effective for ensuring that students learn the vocabulary and the reading strategies?

=Minutes:= Reminder: Please be on time to Collaboration. 1. ELL Research Page 2. Peer Observations: Next Tuesday and Wednesday 3. ECAP: 4. Using the EDGE in Advanced ELD (Tara)
 * Follow directions to complete the next assignment: Contribute to the discussion on the page
 * Please complete this next assignment by June 7th
 * Anthony is working with Lori to create a schedule for next week. The Pending schedule allows people to teach half of the day and observe half of the day on the first day and teach half of the day and observe half of the day on the second day: [|ELD PeerObservationSchedule.xls]
 * Still needs to be cleared with Lori.
 * After Anthony's e-mail from Cali, we now need to document our work. Sophia has the packet, but it needs to be submitted in ECAP's format. Can we work on this during the text book adoption training? We could meet in one of the computer labs to work on this. Can we send a couple of people to the text book training? Jenn is planning on attending since she has been attending all along. Some of our team members feel that we trust the judgment of our colleagues.
 * ECAP pay: Anthony reminded the team that we have implemented the first sequence for ECAP. People should feel free to claim the hours they worked beyond what is documented in sign in sheets.
 * Our team supports ECAP and has implemented ECAP sequences, so now we need to document it. The perception might be that we are not supporting ECAP because we have not attended all meetings. But in a busy year, we need a compromise, where people can attend and bring back information to share with our team. This model has worked for the ELD team.
 * We had to modify the ECAP expectations to meet the needs of EL students. The people from ECAP were not able to tell us how to implement with ELs.
 * TO begin a unit: They discuss the Essential question and explain it in their own words. Prereading, and outside activities to understand the readings better. She checks for understanding with oral and short written quizzes. To prepare for the cluster tests, they play vocabulary games and review games.
 * What strategies/best practices have you found to be most effective for ensuring that students learn the vocabulary and the reading strategies?