. Overview of Two-Year Professional Development

. Needs Assessment

. Conceptual Framework

1.1 Become familiar with the two-year professional development plan via course outline.

1.2 Self-assess knowledge and skills in ELD instruction.

1.3 Demonstrate understanding of the pedagogical principles and CLMER lenses as the foundation for effective instruction for EL students, by creating a visual representation.

. Demystifying Standards

. Knowing Our Students: Understanding Language Development

2.1 Demonstrate an understanding of the elements of the standards-based construct by restating critical attributes.

2.2 Use the student language section of the ELD matrix to calibrate language proficiency levels to video clip samples.

2.3 Demonstrate the understanding that a student's language proficiency is a composite of language skills across four domains.

. The ELD Standards: Pathways to Academic Achievement

. What is Standards-based Assessment?

3.1 Demonstrate an understanding of the ELD standards by identifying and recording the continuity of skills across five proficiency levels.

3.2 Identify both the academic and the ELD content for assigned standards.

3.3 Discuss and record appropriate assessments matched to assigned standards.

4.1 Examine district and state EL identification and assessment processes and summarize in a visual presentation.

4.2 Match the English language proficiency of two EL students using the CLMER ELD Matrix descriptors of students' language skills across the four domains: listening, speaking, reading, and writing.

4.3 Use the CLMER ELD Matrix to identify appropriate differentiated questions and apply them to the English language proficiency of two identified students.

4.4 Use the CLMER ELD Matrix Student Language Skills to identify English language proficiency levels based on student writing samples provided.

. Building Blocks for Standards-Based ELD Instruction: Matching Strategies to Student Skills

5.1 Employ the CLMER ELD Matrix to match ELD instructional strategies to the beginning level of language proficiency.

5.2 Utilize the CLMER Standards-Based Lesson Design Tool to develop an ELD lesson based on one ELD Standard for the Beginning level of language proficiency.

. Building Blocks for Designing, Organizing, and Implementing Instruction: Cluster Two Standards Across Two Domains and Differentiate for Two ELD Proficiency Levels

. Flexible Grouping Strategies as a Tool for Organization of Differentiated ELD Instruction

6.1 Analyze and reflect upon the evidence gathered from implementation of the lesson (after session 5) and identify one area of strength and one area for improvement to guide the planning of the next lesson.

6.2 Design a lesson for implementation in participant's classrooms that differentiates two standards across two domains for two ELD proficiency levels.

6.3 Make planning decisions about the types of groupings appropriate to reach lesson objectives (of the two-standard, two ELD level lesson) and explain the rationale for the choice of grouping strategies.

7.1 Appropriately select and cluster three ELD standards across two domains.

7.2 Design a lesson for classroom implementation, which differentiates three standards across two ELD proficiency levels and one ELA level.

. Designing, Organizing and Implementing Instruction: Differentiating Across Three Domains and Clustering for One ELA and Three ELD Proficiency Levels

. Using Student Work as an Assessment for Planning Differentiated Instruction

8.1 Based on sample student work, design a differentiated lesson to be implemented in the classroom.

8.2 Design a standards-based lesson differentiated for one ELA and three ELD Levels across three of the four language domains (listening, speaking, reading, and writing.)

. Thematic Teaching

. Design a one-week Standards-Based Differentiated ELD Thematic Unit

9.1 Understand thematic teaching and how to use thematic teaching as a tool for managing differentiated instruction by selecting appropriate grade level content and standards for the proficiency levels.

9.2 Design a one-week standards-based differentiated ELD thematic unit.

. Debrief Unit Design and Align with CLMER ELD Matrix

10.1 Complete design of one-week thematic draft unit.

10.2 Review, reflect on, and revise units (to be implemented in classrooms).

. Classroom Observations

. Individual Mentor Coaching

11.1 Practice differentiated lessons from thematic ELD units.

1.2 Mentor Coaches observe and give feedback regarding differentiated lessons and strategies using the CLMER ELD Lesson Observation Guide.

. Developing Action Plans for School Wide ELD Instruction

12.1 Assess the current school-wide ELD Program using the CLMER Differentiated ELD Instruction Program Assessment Rubric.

12.2. Examine several action plan formats and develop one for their school-wide program.

. Overview of Two-Year Professional Development

. Needs Assessment

. Conceptual Framework: CLMER Lenses and Pedagogical Principles

. School-wide ELD Program Action Plan

13.1 Revisit the two-year professional development plan and align School-wide ELD Program Action Plans written at the end of Year One.

13.2 Self-assess knowledge and skills in ELD instruction and compare to last year's baseline assessment.

13.3 Integrate understanding of the conceptual framework into School wide ELD Program Action Plans by identifying how each of the CLMER lenses will be addressed.

. ELD Standards: Pathways to Academic Achievement

. What is Standards-Based ELD Assessment?

. Types of Data that Provide Authentic Assessment of Student Progress

. Vertical and Horizontal Articulation of Assessments

14.1 Demonstrate an understanding of the ELD standards by identifying and recording the continuity of skills across the five proficiency levels and across two domains: reading comprehension and writing.

14.2 Design appropriate assessments matched to the selected standards across the five proficiency levels in one domain.

14.3 Discuss, list, and share two ways that results of the assessments will assist differentiating instruction.

14.4 Evaluate efficacy of assessments according to criteria based on the Pedagogical Principles.

14. 5 Describe the vertical and horizontal articulation of assessments.

.Authentic Performance-Based Assessment to Monitor Student Progress in English Language Development

15.1 Practice calibrating student work to ELD Standards.

15.2 Designate the appropriate achievement level of ELD Standards (Exceeds, Meets, Approaches, Below Standard") through student work samples study.

15.3 Select benchmarks and anchor papers.

15.4 Organize and analyze student work, and through consensus, begin to establish benchmarks and select anchor papers.

. Continuing to Use Authentic Performance-Based Assessment to Monitor Student Progress in English Language Development

16.1 Complete the calibration of student work samples to a variety of ELD Writing Standards across several grade spans.

. Integration and Alignment of ELD and ELA Standards and Thematic Teaching in Classroom Practice

17.1 Practice sequencing and clustering ELD and ELA standards to plan and calendar differentiated ELD instruction in a heterogeneous classroom.

17.2 Integrate ELD standards into content-rich thematic instruction in a one-month unit for classroom implementation.

. Revisiting of ELD Units

. Peer Coaching Techniques

18.1 Apply the CLMER Unit Design Template to an ELD unit and make appropriate modifications in preparation for implementation.

18.2 Brainstorm and self assess their knowledge of peer coaching techniques and create criteria for their own peer coaching process.

. CLMER Facilitators Observe Participants Teaching an ELD Unit with Students

19.1 Plan and present a standards-based ELD unit based on the knowledge they have gained through Sessions Seventeen and Eighteen.

19.2 CLMER Facilitators will gather evidence of learning and application of standards-based ELD approach that include best practices and areas of growth.

. Explication of ELD Unit

20.1 Outline standards-based ELD unit and present to group.

20.2 Highlight best practices through group debrief and apply peer-coaching techniques learned in Session Eighteen.

20.3 Reflect on their standards-based ELD unit using the CLMER Unit Assessment Rubric.

. Meeting Teacher's Individual Needs Through Differentiation

21.1 Prioritize areas of growth in ELD instruction and identify three areas of need by using CLMER Self Assessment Rubric to rate areas of growth.

21.2 Receive differentiated instruction to expand individual knowledge in identified areas of need through focus groups (stations, centers, mini sessions) on topics such as instructional strategies, lesson/unit design, assessment, standards, thematic instruction, collaboration and peer coaching).

. Meeting Programmatic Needs Through Differentiation

22.1 Use the CLMER Differentiated Instruction School- wide ELD Program Assessment Rubric to rate areas of strength and growth in the ELD program and identify the top three priority areas of growth.

22.2 Expand knowledge in the priority areas of growth through focus groups, which will work with a mentor/trainer to begin revision of the program plan.

. Developing Action Plans

23.1 Use the CLMER Action Plan Template to develop a standards-based ELD Action plan for year two.

. Coaching Action Plans

. Next Steps for Year 3

24.1 Use the CLMER School wide ELD Action Plan Template and peer coaching strategies to reflect on Standards-Based ELD Program Action Plans.

24.2 Discuss and outline next steps for Year Three implementation of Standards-Based ELD Program Action Plans.