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Effective ELL Liaison Meeting Strategies | Encourage Collaboration and Progress

Enhance ELL liaison meetings through specific strategies, incorporating UDL principles, feedback mechanisms, and corrective actions. Learn about compliance, special education, and program development for diverse learners. Explore ways to measure progress and ensure effective service delivery.

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Effective ELL Liaison Meeting Strategies | Encourage Collaboration and Progress

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  1. ELL Liaison Meeting October 11th, 2011 Maria Della Ragione & Enrique Garcia Find us at: http://sites.google.com/site/cfn102/

  2. Welcome • Enrique Garcia – ELL compliance, Data IT • Maria Della Ragione – ELL & Special Education Instruction, ELL compliance • Valerie Valentine – Special Education compliance

  3. Community Building Find Someone Who

  4. Why we are doing what we are doing…. • List of corrective actions

  5. Parent Choice in ATS • ELPC • Ensuring date matches

  6. Extension of Services • Narrative • Be specific with: program; frequency; the license of the person delivering service (not named). • How will you measure progress? • Email early for feedback • Sign Principal Cert in BLUE • Turn into Maria & Enrique by October 21st

  7. Encounter Attendance with Valerie • Calling in First Attend • Training • October 15th deadline (15th of every month) • Turn & Talk, how has this looked at your site? +

  8. State & City Visits = Binders • Big Areas of Things to Tab • HLIS • Letters • Reports • Licenses • More?? • Turn & Talk, what else should be tabbed?

  9. Break!

  10. Inquiry Groups • Turn & Talk: What are you seeing at your school (Spring data, current assessments, current need?) • Inquiry form

  11. Instructional Focus • Laura Rodriguez Letter • Universal Design for Learning (UDL)

  12. UDL is… • a set of principles for curriculum development that give all individuals equal opportunities to learn.

  13. UDL provides… • a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

  14. UDL is necessary because… • individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.

  15. UDL activates three brain networks…

  16. Recognition Networks • The WHAT of learning • How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

  17. Strategic Networks • The HOW of learning • Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

  18. Affective Networks • The WHY of learning • How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

  19. What we know… • We differentiate and find the “in” for our students in their settings on a daily basis • We know that students that are ELL and Special Education students face a different set of needs • We think a lot about comprehensible input and output • We put time into thinking about different, non-traditional ways our students can show what they know

  20. UDL Next steps… • Exploring and learning more about UDL as a group through PDs and small group work at sites • Sharing at our liaison meetings • Sharing work through visits to other schools as we progress with our understanding of UDL

  21. Feedback & Closing • Reminders: • Encounter Attendance by October 15th • Extension Narrative due by October 21st to CFN • First draft of LAP to Enrique & Maria early for feedback • LAP due October 31st (if you were not picked for early turn-in) • We meet again December 13th

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