Staff+Development+Meetings

Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents “Learner-Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities.
 * Staff Development Agenda **

It is my goal to address the needs of the primarily Spanish speaking elementary school students at Maplewood elementary in Calcasieu Parish. Since hurricane Rita devastated this area in 2005 there has been a large migration of Spanish speaking children, as a first language. The children have very little English skills. Their needs should be addressed promptly to assure that they receive a well rounded education. The objective of professionally developing ideas shall initially begin with conferring one on one with a teacher from each grade level 1-5. After their ideas and opinions are examined and a course of action is decided upon, a Wiki will be made for all other teachers with Spanish only speaking students, to confer and share ideas. All teachers of these children will offer their ideas for quick acceleration of mastering the English language efficiently enough to learn other subject material. Training sessions shall be implemented for all teachers of grades 1-5. The school counselor shall be enlisted to explain or enlighten the staff of the hurdles involved for a child’s learning ability and frustrations, when he can barely speak or understand the native language that all subject material is taught with. The Spanish teacher shall address the staff and ask for ideas of how she can be helpful with the students. The lab technology teacher shall also make recommendations of how software programs can be helpful in teaching the students. A copy of the TAKS scores will be handed out for data comparison of scoring differences of English speaking and Non-English speaking students. Ideas will be made to help lessen the gap of the scores to ensure a quality education for all of the students of the school The migration of so many Spanish only speaking students is new to this area and teachers, administrators, parents and students need to be made aware of the educational decisions made by the administrator and staff. The staff will follow a clear concise plan of action decided upon by administration after collecting and examining data and ideas. The teachers will be more conscious of the impediment of Language barriers to the students. The staff will make training meetings to ensure the best teaching methods are utilized for these students. || Using the Spanish teacher as mediator for teachers and students. |||| Some software is for English Development and some software is for Spanish Development. || Take ideas and information from the staff. Discuss training sessions. || 10 minutes || **Standards Review Review all 5 Minutes**
 * Session Purpose: To provide educators with the opportunity to give input and ideas of the best way of educating Spanish only speaking students and provide training sessions as a teaching tool for all staff teachers. The principal will organize and utilize all staff members that are deemed helpful in this process. ||
 * Learning Objective to Be Addressed:
 * Approving Principal: Mr. Thad Collins |||||| Presentation Date: 09/15/2009 ||
 * Grade Level:1-5 || Facilitator:Rosalind Ellender |||| Location: Maplewood Gym || Start Time: 3:15 PM || End-Time: 4:30PM ||
 * **Learner-Centered Activity** || **Purpose** |||| **Description** || **Steps** || **Estimated Time** ||
 * Standards and assessments || Review TAKS scores |||| Compare TAKS scores of all students || List the comparison of scores of non English and English speaking students || 15 minutes ||
 * Context of Learning || Review Campus Plan and Campus Intervention Team Plans |||| Review the goals to improve non English speaking student’s scores. || What goals and plans did the Campus Improvement and Intervention teams set? || 15 minutes ||
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Developmental influences on Learning || I will show the staff new learning materials that can be utilized by students. |||| Show the staff the software and teachings tools available for influencing better learning. || Teachers examine the materials and take notes for later placement of feedback on the wiki. || 15 min. ||
 * Individual differences in learning. || The learners can work at their pace rather than be left behind because of language barriers. |||| Tell learners to try to imagine learning material in another language that they do not understand so they can feel. || Have learners write their frustrations and feelings down to share with the group. || 30 minutes ||
 * Construction of Knowledge || The trainer will read to the group the frustrations felt of trying to accomplish a task in another language. |||| The trainer will provide the group with alternatives to learning in English only, like using picture books and programs. || The trainer will allow for discussion of using different materials for learning. || 15 minutes ||
 * Strategic Thinking || The learner will create an activity that may be implemented in front of the group for easier learning for students. |||| Learners shall be creative in teaching students with language barriers. || Write and discuss different teaching techniques and ideas of the group. || 15 minutes ||
 * Social Influences on learning || The trainer will ask the learners to think and share information on cultural and social differences of the students |||| Ask students to share their feelings and ideas of better communication. || Think of ideas to help students understand cultural differences and respect them. || 10 Minutes ||
 * Effects of motivation on effort || Involve English speaking students in the non-English speaking student’s computer software so they can develop an understanding of the Spanish language. |||| Use Journals to help students check their writing skills of English. || Have short plays about other customs and language. || 20 Minutes ||
 * And Assessment previous learning**
 * Materials. **

** Of t **
 * Survey Take a survey 5 minutes**
 * On effectiveness**

Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents “Learner-Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities.
 * Staff Development Agenda **

It is my goal to address the needs of the primarily Spanish speaking elementary school students at Maplewood elementary in Calcasieu Parish. Since hurricane Rita devastated this area in 2005 there has been a large migration of Spanish speaking children, as a first language. The children have very little English skills. Their needs should be addressed promptly to assure that they receive a well rounded education. The objective of professionally developing ideas shall initially begin with conferring one on one with a teacher from each grade level 1-5. After their ideas and opinions are examined and a course of action is decided upon, a Wiki will be made for all other teachers with Spanish only speaking students, to confer and share ideas. All teachers of these children will offer their ideas for quick acceleration of mastering the English language efficiently enough to learn other subject material. Training sessions shall be implemented for all teachers of grades 1-5. The school counselor shall be enlisted to explain or enlighten the staff of the hurdles involved for a child’s learning ability and frustrations, when he can barely speak or understand the native language that all subject material is taught with. The Spanish teacher shall address the staff and ask for ideas of how she can be helpful with the students. The lab technology teacher shall also make recommendations of how software programs can be helpful in teaching the students. A copy of the TAKS scores will be handed out for data comparison of scoring differences of English speaking and Non-English speaking students. Ideas will be made to help lessen the gap of the scores to ensure a quality education for all of the students of the school The migration of so many Spanish only speaking students is new to this area and teachers, administrators, parents and students need to be made aware of the educational decisions made by the administrator and staff. The staff will follow a clear concise plan of action decided upon by administration after collecting and examining data and ideas. The teachers will be more conscious of the impediment of Language barriers to the students. The staff will make training meetings to ensure the best teaching methods are utilized for these students. || Using the Spanish teacher as mediator for teachers and students. |||| Some software is for English Development and some software is for Spanish Development. || Take ideas and information from the staff. Discuss training sessions. || 10 minutes || **Standards Review Review all 5 Minutes**
 * Session Purpose: To provide educators with the opportunity to give input and ideas of the best way of educating Spanish only speaking students and provide training sessions as a teaching tool for all staff teachers. The principal will organize and utilize all staff members that are deemed helpful in this process. ||
 * Learning Objective to Be Addressed:
 * Approving Principal: Mr. Thad Collins |||||| Presentation Date: 09/15/2009 ||
 * Grade Level:1-5 || Facilitator:Rosalind Ellender |||| Location: Maplewood Gym || Start Time: 3:15 PM || End-Time: 4:30PM ||
 * **Learner-Centered Activity** || **Purpose** |||| **Description** || **Steps** || **Estimated Time** ||
 * Standards and assessments || Review TAKS scores |||| Compare TAKS scores of all students || List the comparison of scores of non English and English speaking students || 15 minutes ||
 * Context of Learning || Review Campus Plan and Campus Intervention Team Plans |||| Review the goals to improve non English speaking student’s scores. || What goals and plans did the Campus Improvement and Intervention teams set? || 15 minutes ||
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Developmental influences on Learning || I will show the staff new learning materials that can be utilized by students. |||| Show the staff the software and teachings tools available for influencing better learning. || Teachers examine the materials and take notes for later placement of feedback on the wiki. || 15 min. ||
 * Individual differences in learning. || The learners can work at their pace rather than be left behind because of language barriers. |||| Tell learners to try to imagine learning material in another language that they do not understand so they can feel. || Have learners write their frustrations and feelings down to share with the group. || 30 minutes ||
 * Construction of Knowledge || The trainer will read to the group the frustrations felt of trying to accomplish a task in another language. |||| The trainer will provide the group with alternatives to learning in English only, like using picture books and programs. || The trainer will allow for discussion of using different materials for learning. || 15 minutes ||
 * Strategic Thinking || The learner will create an activity that may be implemented in front of the group for easier learning for students. |||| Learners shall be creative in teaching students with language barriers. || Write and discuss different teaching techniques and ideas of the group. || 15 minutes ||
 * Social Influences on learning || The trainer will ask the learners to think and share information on cultural and social differences of the students |||| Ask students to share their feelings and ideas of better communication. || Think of ideas to help students understand cultural differences and respect them. || 10 Minutes ||
 * Effects of motivation on effort || Involve English speaking students in the non-English speaking student’s computer software so they can develop an understanding of the Spanish language. |||| Use Journals to help students check their writing skills of English. || Have short plays about other customs and language. || 20 Minutes ||
 * And Assessment previous learning**
 * Materials. **

** Of t ** Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents “Learner-Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities.
 * Survey Take a survey 5 minutes**
 * On effectiveness**
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-font-size: 18.5pt;">Staff Development Agenda **

It is my goal to address the needs of the primarily Spanish speaking elementary school students at Maplewood elementary in Calcasieu Parish. Since hurricane Rita devastated this area in 2005 there has been a large migration of Spanish speaking children, as a first language. The children have very little English skills. Their needs should be addressed promptly to assure that they receive a well rounded education. The objective of professionally developing ideas shall initially begin with conferring one on one with a teacher from each grade level 1-5. After their ideas and opinions are examined and a course of action is decided upon, a Wiki will be made for all other teachers with Spanish only speaking students, to confer and share ideas. All teachers of these children will offer their ideas for quick acceleration of mastering the English language efficiently enough to learn other subject material. Training sessions shall be implemented for all teachers of grades 1-5. The school counselor shall be enlisted to explain or enlighten the staff of the hurdles involved for a child’s learning ability and frustrations, when he can barely speak or understand the native language that all subject material is taught with. The Spanish teacher shall address the staff and ask for ideas of how she can be helpful with the students. The lab technology teacher shall also make recommendations of how software programs can be helpful in teaching the students. A copy of the TAKS scores will be handed out for data comparison of scoring differences of English speaking and Non-English speaking students. Ideas will be made to help lessen the gap of the scores to ensure a quality education for all of the students of the school The migration of so many Spanish only speaking students is new to this area and teachers, administrators, parents and students need to be made aware of the educational decisions made by the administrator and staff. The staff will follow a clear concise plan of action decided upon by administration after collecting and examining data and ideas. The teachers will be more conscious of the impediment of Language barriers to the students. The staff will make training meetings to ensure the best teaching methods are utilized for these students. || Using the Spanish teacher as mediator for teachers and students. |||| Some software is for English Development and some software is for Spanish Development. || Take ideas and information from the staff. Discuss training sessions. || 10 minutes || <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-font-size: 18.5pt;">**Standards Review Review all 5 Minutes**
 * Session Purpose: To provide educators with the opportunity to give input and ideas of the best way of educating Spanish only speaking students and provide training sessions as a teaching tool for all staff teachers. The principal will organize and utilize all staff members that are deemed helpful in this process. ||
 * Learning Objective to Be Addressed:
 * Approving Principal: Mr. Thad Collins |||||| Presentation Date: 09/15/2009 ||
 * Grade Level:1-5 || Facilitator:Rosalind Ellender |||| Location: Maplewood Gym || Start Time: 3:15 PM || End-Time: 4:30PM ||
 * <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; text-align: center;">**Learner-Centered Activity** || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; text-align: center;">**Purpose** |||| <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; text-align: center;">**Description** || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; text-align: center;">**Steps** || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; text-align: center;">**Estimated Time** ||
 * Standards and assessments || Review TAKS scores |||| Compare TAKS scores of all students || List the comparison of scores of non English and English speaking students || 15 minutes ||
 * Context of Learning || Review Campus Plan and Campus Intervention Team Plans |||| Review the goals to improve non English speaking student’s scores. || What goals and plans did the Campus Improvement and Intervention teams set? || 15 minutes ||
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Nature of the Learning Process || Reviewing lab software that can be used to implement faster learning tools.
 * Developmental influences on Learning || I will show the staff new learning materials that can be utilized by students. |||| Show the staff the software and teachings tools available for influencing better learning. || Teachers examine the materials and take notes for later placement of feedback on the wiki. || 15 min. ||
 * Individual differences in learning. || The learners can work at their pace rather than be left behind because of language barriers. |||| Tell learners to try to imagine learning material in another language that they do not understand so they can feel. || Have learners write their frustrations and feelings down to share with the group. || 30 minutes ||
 * Construction of Knowledge || The trainer will read to the group the frustrations felt of trying to accomplish a task in another language. |||| The trainer will provide the group with alternatives to learning in English only, like using picture books and programs. || The trainer will allow for discussion of using different materials for learning. || 15 minutes ||
 * Strategic Thinking || The learner will create an activity that may be implemented in front of the group for easier learning for students. |||| Learners shall be creative in teaching students with language barriers. || Write and discuss different teaching techniques and ideas of the group. || 15 minutes ||
 * Social Influences on learning || The trainer will ask the learners to think and share information on cultural and social differences of the students |||| Ask students to share their feelings and ideas of better communication. || Think of ideas to help students understand cultural differences and respect them. || 10 Minutes ||
 * Effects of motivation on effort || Involve English speaking students in the non-English speaking student’s computer software so they can develop an understanding of the Spanish language. |||| Use Journals to help students check their writing skills of English. || Have short plays about other customs and language. || 20 Minutes ||
 * And Assessment previous learning**
 * Materials. **

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-font-size: 18.5pt;">** Of t **
 * Survey Take a survey 5 minutes**
 * On effectiveness**