· this evaluation assesses the implementation and effectiveness of summer 1 of the limited...
TRANSCRIPT
Dallas Independent School District
INTERIM EVALUATION OF THE SUMMER 2004 LIMITED ENGLISH PROFICIENT STUDENT SUCCESS INITIATIVE
REIS04-175-2
DIVISION OF EVALUATION AND ACCOUNTABILITY
Mike Moses, Ed.D. General Superintendent Dallas Independent School District
Mike Moses, Ed.D.
General Superintendent
INTERIM EVALUATION OF THE SUMMER 2004 LIMITED ENGLISH PROFICIENT STUDENT SUCCESS INITIATIVE
REIS04-175-2
Chara K. Paul
Approved Report of the Division of Evaluation and Accountability
Donna Bearden Robert L. Mendro Executive Director Assistant Superintendent Special Projects Evaluation Department of Research and Evaluation
Cecilia Oakeley Special Assistant to the Superintendent Division of Evaluation and Accountability
Dallas, Texas August 2004
Table of Contents Page
ABSTRACT............................................................................................................................. 1
PURPOSE AND SCOPE OF THE EVALUATION.................................................................. 2
MAJOR EVALUATION QUESTIONS AND RESULTS……………….……………………….. 3
2.1 What was the context of Project T-CALL?……………...………..…………… 3
2.2 How was the first summer of Project T-CALL implemented?…….………… 9
2.3 What were the Summer 1 Outcomes of Project T-CALL?…………………… 23
SUMMARY AND CONCLUSIONS………………………………………………………..……... 28
REIS04-175-2
Interim Report – Summer 2004 Evaluation of the Limited English Proficient Student Success Initiative
Project Evaluator: Chara K. Paul, Ph. D.
Abstract
This evaluation assesses the implementation and effectiveness of Summer 1 of the Limited English Proficient Student Success Initiative or, more specifically, the Teaming and Coaching for Accelerated Language Learning project (Project T-CALL). The project, funded by the Texas Education Agency, targets the needs of recent immigrant limited English proficient (LEP) students in grades six through nine across the Dallas Independent School District (DISD). The primary purpose of Project T-CALL is to ease and accelerate the development of cognitive academic language proficiency (CALP). Project T-CALL has three main components: curriculum development, teacher training, and instructional delivery.
Program Description
The Limited English Proficient Student Success Initiative, or more specifically, the
Teaming and Coaching for Accelerated Language Learning project (Project T-CALL), is led by the
Dallas Independent School District’s (DISD) Multi-Language Enrichment Program (M-LEP) and
targets the linguistic and academic needs of recent immigrant limited English proficient (LEP)
students in grades six through nine. The grant, funded by the Texas Education Agency (TEA),
runs from May 1, 2004 through December 31, 2005. Its overarching strategy is to design and
implement six week-long, content-based interdisciplinary lessons during summer school to
accelerate language acquisition and increase content-area academic achievement among recent
immigrant LEP students. Although Project T-CALL provides rigorous explorations of foundational
Texas Essential Knowledge and Skills (TEKS) from the areas of science and social studies, its
primary purpose is to ease and accelerate the development of academic language skills in all
modalities, including speaking, listening, reading, writing, and comprehension.
Project T-CALL is a multifaceted summer intervention for immigrant language learners,
including extensive training for instructors and administrators, innovative curriculum reform for
recent immigrant language learners, and interdisciplinary teaming between content and ESL
1
instructors and student interns to deliver instruction. The project runs concurrently with other
DISD summer school classes; however, the structure and curricular emphasis of Project T-CALL
differs from traditional summer school programs. The Project T-CALL Lesson Guide Book,
developed over the course of Summer 2004, is comprised entirely of ESL lessons that are
topically organized around the foundational Texas Essential Knowledge and Skills (TEKS) of
science and social studies. The lessons provide extended hands-on activities that integrate
single exploratory topics each week. ESL and content teachers are teamed to deliver the
interdisciplinary lessons within the Project T-CALL Lesson Guide Book. Student interns, former
LEP students who are English proficient, serve in each participating classroom as peer language
coaches, assisting the instructors and students. Concurrent with their classroom obligations, ESL
instructors participate in regular biweekly training. This training introduces instructors to teaching
strategies beneficial to LEP students, facilitates teachers’ personal reflections regarding
successes, and identifies possible areas within the Project T-CALL Lesson Guidebook in need of
revision.
The project will be implemented in a series of phases. The first phase, the subject of the
current report, occurred during Summer 2004. During phase one, the Project T-CALL Lesson
Guide Book was developed and revised based on the immediate feedback provided by biweekly
debriefings between instructors and project staff. The second phase of Project T-CALL will take
place during Summer 2005. It will incorporate any modifications that may be suggested by the
results from the project evaluation. Upon completion of these two phases, Project T-CALL will be
a self-sustaining and replicable instructional and curricular model for all future DISD training in
ESL and “sheltered” content instruction.
PURPOSE AND SCOPE OF THE EVALUATION
This document contains context data and findings from the first summer of the Teaming
and Coaching for Accelerated Language Learning project, or Project T-CALL. A final evaluation
report will be submitted in December 2005.
2
MAJOR EVALUATION QUESTIONS AND RESULTS
2.1 What was the context of Project T-CALL?
Methodology
Student and teacher demographic data for participants of the Teaming and Coaching for
Accelerated Language Learning project was obtained from the July 2004 district database. Intern
demographic data for participants of Project T-CALL was obtained from the May 2004 district
database.
Results
Demographics of Participants
Student demographics. Tables 1 and 2 report the number of students involved in Project
T-CALL and their demographics. Six middle schools and five high schools hosted at least one
Project T-CALL classroom during Summer 2004. A total of 329 students across grades six
through eleven participated in Project T-CALL, with the majority of students (63.2%) in grade
nine.
3
Table 1
Student Enrollment in DISD Project T-CALL by School and Grade
Grade Total School 6 7 8 9 10 11 N %
Middle Schools Browne 0 2 4 0 0 0 6 1.8 Cary 0 12 24 15 0 0 51 15.5 Comstock 0 3 8 3 0 0 14 4.3 Gaston 0 0 10 2 0 0 12 3.6 Greiner 1 4 9 5 0 0 19 5.8 Rusk 0 3 15 0 0 0 18 5.5
High Schools Molina 0 0 0 44 5 0 49 14.9 North Dallas 0 0 1 30 4 2 37 11.2 Hillcrest 0 0 0 70 9 0 79 24.0 Samuell 0 0 0 24 0 0 24 7.3 Wilson 0 0 0 15 5 0 20 6.1
Total 1 24 71 208 23 2 329
More than half (52.3%) of participating Project T-CALL students were male (Table 2). Hispanics
(94.8%) made up the majority of Project T-CALL students. Blacks (3.3%), Asians (1.5%), and
Whites (0.3%) were also represented in the Project T-CALL student population. Most of the
students were economically disadvantaged (87.2%). Less than 1% of the students were
considered special education students. The overwhelming majority (96%) of students were
categorized as limited English proficient (LEP). Spanish was the predominant language spoken
by students (94.2%). Across all grades, a plurality of Project T-CALL students (95.0%) had been
in the district for fewer than three years.
4
Table 2
Demographic Characteristics of Students Participating in Project T-CALL by Grade
Grade 06 07 08 09 10 11 Total
Characteristics N % N % N % N % N % N % N %
Gender Male 1 100.0 14 58.3 38 53.5 107 51.4 11 47.8 1 50.0 172 52.3Female 0 00.0 10 41.7 33 46.5 101 48.6 12 52.2 1 50.0 157 47.7
Total 1 24 71 208 23 2 329
Ethnicity Hispanic 1 100.0 23 95.8 69 97.2 196 94.2 21 91.3 2 100.0 312 94.8Black 0 00.0 1 4.2 1 1.4 8 3.8 1 4.3 0 00.0 11 3.3Asian 0 00.0 0 00.0 1 1.4 3 1.4 1 4.3 0 00.0 5 1.5White 0 00.0 0 00.0 0 0.00 1 0.5 0 00.0 0 00.0 1 0.3
Total 1 24 71 208 23 2 329
Economic Status Disadvantaged 1 100.0 24 100.0 67 94.4 178 85.6 15 65.2 2 100.0 287 87.2Advantaged 0 00.0 0 00.0 4 5.6 30 14.4 8 34.8 0 00.0 42 12.8
Total 1 24 71 208 23 2 329
Special Education Status Non-Special Ed. 1 100.0 24 100.0 71 100.0 207 99.5 21 91.3 2 100.0 326 99.1Special Ed 0 00.0 0 00.0 0 00.0 1 0.5 2 8.7 0 00.0 3 0.9
Total 1 24 71 208 23 2 329
English Proficiency LEP 0 00.0 24 100.0 66 93.0 202 97.1 22 95.7 2 100.0 316 96.0Non-LEP 0 00.0 0 00.0 4 5.6 6 2.9 1 4.3 0 00.0 11 3.3Exited 1 100.0 0 00.0 1 1.4 0 00.0 0 00.0 0 00.0 2 0.6
Total 1 24 71 208 23 2 329
Language Spoken Most of the Time by Student Spanish 1 100.0 23 95.8 68 95.8 195 93.8 20 87.0 2 100.0 309 94.2Amharic 0 00.0 0 00.0 0 00.0 5 2.4 0 00.0 0 00.0 5 1.5Farsi 0 00.0 1 4.2 1 1.4 2 1.0 0 00.0 0 00.0 4 1.2Other 0 00.0 0 00.0 0 00.0 2 1.0 1 4.3 0 00.0 3 0.9Afro-asiatic 0 00.0 0 00.0 0 00.0 2 1.0 0 00.0 0 00.0 2 0.6English 0 00.0 0 00.0 0 00.0 0 00.0 2 8.7 0 00.0 2 0.6Vietnamese 0 00.0 0 00.0 1 1.4 1 0.5 0 00.0 0 00.0 2 0.6Spanish/English 0 00.0 0 00.0 0 00.0 1 0.5 0 00.0 0 00.0 1 0.3
Total 1 24 70 208 23 2 328
Years in DISD 0 years 0 00.0 2 8.3 18 25.4 72 34.6 5 21.7 0 00.0 97 29.51-2 years 0 00.0 19 79.2 47 66.2 133 63.9 16 69.6 2 100.0 217 66.03-4 years 1 100.0 3 12.5 4 5.6 1 0.5 1 4.3 0 00.0 10 3.05 years or more 0 00.0 0 00.0 2 2.8 2 1.0 1 4.3 0 00.0 5 1.5
Total 1 24 71 208 23 2 329
5
Intern demographics. A total of 18 interns participated in Project T-CALL during Summer
2004 (Table 3). Six interns were assigned to middle schools, while the remaining 11 served at
high schools. The majority of interns (9, 50%) were in the 11th grade during the 2003-2004
school year.
Table 3
Number of Interns Participating in Project T-CALL by Grade and School
Grade Total School 9 10 11 12 N %
Middle School Browne 0 1 0 0 1 5.6 Cary 0 1 0 0 1 5.6 Comstock 0 0 1 0 1 5.6 Gaston 0 0 0 1 1 5.6 Greiner 0 0 1 0 1 5.6 Rusk 0 0 1 0 1 5.6
High School Hillcrest 1 0 2 0 3 16.7 Molina 0 1 2 0 3 16.7 North Dallas 0 1 1 0 2 11.1 Samuell 1 1 0 0 2 11.1 Wilson 0 0 1 0 1 5.6
Total 2 6 9 1 18
The overwhelming majority of student interns (16, 88.9%) was female (Table 4). Interns were
primarily Hispanic (17, 94.4%) and economically disadvantaged (14, 77.8%). Over half (10,
55.6%) had exited the Limited English Proficient program. Spanish was the predominant
language spoken among interns (14, 77.8%). The majority of Project T-CALL interns (13, 72.2%)
had been in the district for five or more years.
6
Table 4
Demographic Characteristics of Project T-CALL Interns by Grade
Grade 9 10 11 12 Total
Characteristic N % N % N % N % N %
Gender Female 1 50.0 6 100.0 8 88.9 1 100.0 16 88.9Male 1 50.0 0 00.0 1 11.1 0 00.0 2 11.1
Total 2 6 9 18
Ethnicity Hispanic 1 50.0 6 100.0 9 100.0 1 100.0 17 94.4White 1 50.0 0 00.0 0 00.0 0 00.0 1 5.6
Total 2 6 9 1 18
Economic Status Advantaged 1 50.0 3 50.0 0 00.0 0 00.0 4 22.2Disadvantaged 1 50.0 3 50.0 9 100.0 1 100.0 14 77.8
Total 2 6 9 1 18
English Proficiency Non-LEP 1 50.0 0 00.0 0 00.0 0 00.0 1 5.6LEP 0 00.0 2 33.3 4 44.4 1 100.0 7 38.9Exited 1 50.0 4 66.7 5 55.6 0 00.0 10 55.6
Total 2 6 9 1 18
Language Most Often Spoken by Student English 1 50.0 0 00.0 0 00.0 0 00.0 1 5.6French 1 50.0 0 00.0 0 00.0 0 00.0 1 5.6Spanish 0 00.0 6 100.0 7 77.8 1 100.0 14 77.8English/Spanish 0 00.0 0 00.0 2 22.2 0 00.0 2 11.1
Total 2 6 9 1 18
Years in DISD 1-2 years 1 50.0 0 00.0 1 11.1 0 00.0 2 11.13-4 years 1 50.0 1 16.7 0 00.0 1 100.0 3 16.75 or more years 0 00.0 5 83.3 8 88.9 0 00.0 13 72.2
Total 2 6 9 1 18
7
Teacher demographics. Project T-CALL employed 43 teachers during Summer 2004.
This total included 12 science teachers, 9 social studies teachers, and 22 ESL teachers. Two
ESL instructors also taught social studies in order to compensate for the lower number of social
studies instructors involved in the project. The majority of teachers was female (65.1%).
Teachers were primarily Black (39.5%), White (34.9%) and Hispanic (20.9%). Across all grades
a plurality of teachers (76.7%) had five years of experience or less. Approximately one-sixth
(16.3%) of the teachers were certified through alternative certification. The majority of teachers
(65.1%) had their bachelor’s degrees, while 23.2% had earned graduate degrees.
Table 5
Demographic Characteristics of Project T-CALL Teachers by Subject Taught
Subject Characteristics Science Social Studies ESL Total
N % N % N % N %
Gender Female 8 66.7 6 66.7 14 63.6 28 65.1 Male 4 33.3 3 33.3 8 36.4 15 34.9
Ethnicity Black 7 58.3 3 33.3 7 31.8 17 39.5 White 2 16.7 4 44.4 9 40.9 15 34.9 Hispanic 2 16.7 2 22.2 5 22.7 9 20.9 Pacific Islander 1 8.3 0 00.0 1 4.5 2 4.7
DISD Experience 0 years 2 16.7 2 22.2 4 18.2 8 18.6 1-5 years 6 50.0 5 55.6 14 63.6 25 58.1 6-10 years 4 33.3 2 22.2 3 13.6 9 20.9 11-15 years 0 00.0 0 00.0 1 4.5 1 2.3
Alternative Certification Non-AC 11 91.7 8 88.9 17 77.3 36 83.7 AC 1 8.3 1 11.1 5 22.7 7 16.3
Highest Degree Earned Bachelor’s 10 83.3 5 55.6 13 59.1 28 65.1 Master’s 2 16.7 2 22.2 5 22.7 9 20.9 Doctorate 0 00.0 0 00.0 1 4.5 1 2.3 Unspecified 0 00.0 2 22.2 3 13.6 5 11.6
Total 12 9 22 43
8
2.2 How was the first summer of Project T-CALL implemented?
Methodology
A combination of interviews with the program manager and staff, surveys of participating
Project T-CALL students, observations of Project T-CALL classrooms and reflection meetings,
and intern and teacher focus groups was used to collect program implementation data.
Results
Program Structure
Project T-CALL was administered through the district’s Multi-Language Enrichment
Program (M-LEP). The Director of ESL and Bilingual Programs (K-12) served as the Project T-
CALL Grant Project Manager, overseeing all operations. A Lead Coach Planner assisted the
Grant Project Manager in administering daily operations, including project timeframe monitoring,
the coordination of meetings and project personnel, and communication between all participants.
The Lead Training Coach organized and delivered Project T-CALL teacher training and reflection
meetings. Due to the late inception of the grant, the Lead Training Coach was appointed several
weeks after the start of the Project T-CALL Summer School. Additionally, ESL and content
teachers were paired to deliver all aspects of the Project T-CALL Lesson Guidebook, which was
concurrently developed by several of the participating teachers. Student interns were embedded
in each participating classroom to assist the instructors and the participating students. Student
interns received $7.50 an hour as compensation for their services. Interns were selected on the
basis of their demonstrated maturity, leadership potential, academic success in science and
social studies, and overall English proficiency.
During Summer 2004, Project T-CALL consisted of three components that occurred
simultaneously: training, curriculum development, and instructional delivery.
Curriculum development. Several of the Project T-CALL teachers were selected to
develop the lessons in the Project T-CALL Lesson Guidebook. The Guidebook is composed
entirely of ESL lessons that are topically organized around the foundational TEKS of science and
social studies. Separate science lesson plans were developed for middle and high school
9
students. With social studies, however, the same lesson plans were used for middle and high
school students. These lesson plans will be compiled and bound for use by next summer’s
Project T-CALL summer school.
The high school and middle school science lesson plans were based upon the Life
Science Full Option Science System (FOSS) kit. FOSS, developed at the Lawrence Hall of
Science at the University of California at Berkeley, is a research-based science curriculum for
students in kindergarten through grade eight. FOSS seeks to obtain at three important goals:
scientific literacy, instructional efficiency, and systemic reform. FOSS helps to develop basic
skills within the context of learning science through student readings, science journals, student
projects, and use of mathematics to quantify and communicate results of investigations and
experiments.
The social studies curriculum was based upon the fifth grade History Alive! program.
History Alive!, a product of the Teachers’ Curriculum Institute (TCI), is a theory- and standard-
based active instructional program, tapping Gardner’s seven intelligences (verbal-linguistic,
logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, and
intrapersonal). The program contains interactive activities that allow students to remember
important details about history and to see connections between history and their own lives. Since
TCI programs are based on high level concepts and historical information, they can be used for
most grade levels with modifications.
Reflection meetings. There were 12 reflection meetings over the course of the Summer
2004 Project T-CALL. Reflections occurred in the afternoons after instructional delivery on
Tuesdays and Thursdays. Reflection meetings allowed English as a Second Language (ESL)
and content-area teachers to practice and reflect upon their experiences with interdisciplinary
teaming and content-based ESL instruction. Reflection meetings typically contained four
components: reflection questions, presentation of teacher strategies, teacher sharing, and
bounce forward. Reflection questions were given to the participants as they entered the reflection
meeting. These questions were designed to focus participants on the selected teaching strategy
10
to be presented during the meeting and activate prior knowledge. Effective teaching strategies
for use with ESL students were explored from Marzano, Pickering and Pollock’s Classroom
Instruction that Works: Research-based Strategies for Increasing Student Achievement, its
accompanying workbook, as well as other resources identified by the Lead Training Coach, an
experienced ESL teacher. Participating ESL and content teachers were also given the
opportunity to share instructional techniques used during Project T-CALL that had been
successful with ESL learners. The reflection meetings typically ended with bounce forward,
which consisted of questions designed to prepare the teachers for the next reflection meeting.
Videos of successful Project T-CALL lessons and teachers were periodically viewed and
discussed by teachers during reflections.
Instructional delivery. Eleven campuses, 5 high school and 6 middle schools, were
selected to host Project T-CALL classrooms. The schools providing venues for Project T-CALL
were chosen based on two criteria: attendance zones collectively served the highest number of
new immigrant students within DISD in grades six through nine, and immigrant students living
outside chosen zones had a minimum distance to travel to their closest campus. The number of
sections per campus was determined to accommodate a preferred limit of 15 students per class.
All students were integrated into mixed age group classes. Students in middle school Project T-
CALL classrooms ranged between sixth and ninth grade. Students in high school classrooms
ranged between eighth and eleventh grade. ESL instructors across the district as well as the
DISD Intake Center identified eligible immigrant students in grades six through nine during May
2004.
Project T-CALL classes were conducted during similar time frames as regular summer
classes. Project T-CALL ran from Monday through Thursday for a total of six weeks. For middle
school, the day started at 7:30 a.m. and lasted until 12:30 p.m. For high school, instruction began
at 8:30 a.m. and ended at 1:15 p.m.
Individual campuses determined the structure of Project T-CALL classes. Some
campuses divided the instructional day between social studies and science, the two content
11
areas; others rotated the two subjects on a daily basis, with science being taught on one day and
social studies the next. The decision was primarily based upon the availability of content
teachers, with some campuses having to share content teachers.
ESL teachers were paired with social studies and science teachers to team-teach the
lessons in the Project T-CALL Guide Book. Content and ESL teachers shared the instructional
load, providing assistance and instruction in their respective area of expertise to Project T-CALL
students. ESL teachers worked collaboratively with the content teachers, interweaving ESL
lessons within content-based instruction. Few teachers had difficulty in making the transition from
traditional, independent teaching to collaborative, interdisciplinary teaching.
Student interns were embedded in each of the Project T-CALL Classrooms to serve as
instructional assistants and translators. These bilingual interns were former LEP secondary
students who are English proficient. Interns were required to be present during all classroom
instruction. On campuses hosting more than one section of Project T-CALL, interns rotated
between classrooms.
12
Student Satisfaction Survey Results
The Student Satisfaction Survey was analyzed for those students participating in Project
T-Call. Overall, a total of 225 students (67.2%) from all schools (5 high schools, 6 middle
schools) responded to the survey. Of those students reporting their grade, 10 were in seventh
grade, 45 in eighth, 25 in ninth, and 85 in tenth. The largest percentage of Project T-CALL
students had been in the United States (85, 37.8%) and enrolled in DISD (96, 42.7%). between 6
and 11 months.
The overwhelming majority of students (81.3%) who responded to the survey attended
Project T-CALL to improve their language skills (Table 6). Few participated in Project T-CALL for
other reasons (10.2%).
Table 6
Reason for Participating in Project T-CALL
Reason N % To improve language skills 183 81.3 To study science 5 2.2 To study social studies 4 1.8 Required by parents 4 1.8 Thought it would be fun 1 0.4 To become acquainted with school district 1 0.4 Other 8 3.6 Multiple responses 19 8.4
Total 225
13
Overall, Project T-CALL met participating students’ expectations, in that, the program provided
students with what they wanted (Table 7). Over 70% (177) of students responding to the survey
felt that Project T-CALL met their expectations. After participating in Project T-CALL, the majority
of students (200, 88.9%) felt more confident about the 2004-2005 school year. Most of the
students (204, 90.7%) would recommend Project T-CALL to their friends. The top reason cited
by the students for recommending Project T-CALL to friends was learning in general (70
responses out of 228; 29.4%) and, more specifically, learning English (38 responses out of 228;
16.0%). The top reason cited by students who would not recommend Project T-CALL to their
friends was that the program was not interesting (6 responses out of 10; 60%).
Table 7
Student Satisfaction with Project T-CALL
Yes No Unsure N % N % N %
Did summer school provide you with what you wanted? 177 79.4 27 12.1 19 8.5
Do you feel more confident about school next year? 200 89.7 2 0.9 21 9.4
Would you recommend this summer school to your friends? 204 91.5 10 4.5 9 4.0
14
Overall, the overwhelming majority of students felt they were treated fairly by teachers and interns
(Tables 8 and 9). Over 80% of students said they were always treated respectfully by both
teachers and interns.
Table 8
Respectful Treatment of Students by Summer School Teachers as Reported by Students
School Always Usually Sometimes Never
No Response Total
Middle Schools Browne N 6 0 0 0 0 6 % 106.0 00.0 00.0 00.0 00.0 Cary N 23 0 3 1 0 27 % 85.2 00.0 11.1 3.7 00.0 Comstock N 12 0 1 0 0 13 % 92.3 00.0 7.7 00.0 00.0 Gaston N 10 1 1 0 0 12 % 83.3 8.3 8.3 00.0 00.0 Greiner N 14 0 0 0 0 14 % 100.0 00.0 00.0 00.0 00.0 Rusk N 14 0 0 0 1 15 % 93.3 00.0 00.0 00.0 6.7
High Schools Hillcrest N 60 3 3 0 1 67 % 89.6 4.5 4.5 00.0 1.5 Molina N 17 2 2 0 0 21 % 81.0 9.5 9.5 00.0 00.0 North Dallas N 16 0 2 0 0 18 % 88.9 00.0 14.3 00.0 00.0 Samuell N 13 3 2 0 0 18 % 72.2 16.7 11.1 00.0 00.0 Wilson N 11 0 1 0 2 14 % 78.6 7.1 14.3 00.0 00.0
Total 196 9 15 1 4 225 87.1 4.0 6.7 0.4 1.8
15
Table 9
Respectful Treatment of Students by Summer School Interns as Reported by Students
School
Always Usually Sometimes Never No
Response Total
Middle Browne N 6 0 0 0 0 6 % 100.0 00.0 00.0 00.0 00.0 Cary N 20 3 4 0 0 27 % 74.1 11.1 14.8 00.0 00.0 Comstock N 11 0 2 0 0 13 % 84.6 00.0 15.4 00.0 00.0 Gaston N 8 1 2 1 0 12 % 66.7 8.3 16.7 8.3 00.0 Greiner N 12 1 1 0 0 14 % 85.7 7.1 7.1 00.0 00.0 Rusk N 15 0 0 0 0 15 % 00.0 00.0 00.0 00.0 00.0
High Schools Hillcrest N 59 6 2 0 0 67 % 88.1 9.0 3.0 00.0 00.0 Molina N 19 1 0 0 1 21 % 90.5 4.8 00.0 00.0 4.8 North Dallas N 16 1 1 0 0 18 % 88.9 5.6 5.6 00.0 00.0 Samuell N 13 3 1 1 0 18 % 72.2 16.7 5.6 5.6 00.0 Wilson N 10 2 2 0 0 14 % 71.4 14.3 14.3 00.0 00.0
Total 189 18 15 2 1 225 84.0 8.0 6.7 0.9 0.4
According to the students, the best part of this year’s Project T-CALL was learning in
general and, more specifically, learning English and studying about science and social studies. A
total of 116 responses fell into this category, with 18 referring to learning in general, 11 to
coursework, 28 to English, 26 to science, and 33 to social studies. The hands-on activities and
group projects were also popular among the students, with 25 responses referring to hands-on
activities and 14 to group projects.
Fifty-nine students did not find anything difficult about this year’s Project T-CALL. Of the
remaining students, 48 found using the English language to be the most difficult part of Project T-
CALL. Fifty-five responses referred to the difficulty of the coursework, including the exams:
16
• Thirteen responses referred to the difficulty of the exams;
• Thirteen referred to science being the most difficult part of Project T-CALL;
• Fourteen referred to social studies being the most difficult part of Project T-CALL;
and,
• Fifteen referred to the difficulty of the coursework in general.
The schedule was also considered a difficulty among students; 37 responses pertained to the
schedule. Of the 37 responses, 31 referred to the early schedule.
The top suggestion for improving Project T-CALL was scheduling. Sixty responses
indicated this as a suggestion for improvement. Students suggested starting later or finishing
earlier in the school day, having longer or more frequent breaks, and rotating between subjects
every day. Eight students thought Project T-CALL should include additional subjects, such as
mathematics, athletics or English. Twenty-four students suggested improvements to current
course offerings, including field trips and additional science experiments. Three respondents
experienced difficulty understanding the course content due to their level of English proficiency,
suggesting the need to differentiate among students based on their language ability. Other
suggestions for improvement pertained to the logistics of summer school, with students
requesting transportation (4 responses), larger and cleaner school facilities (17 responses), lunch
and better snacks in the cafeteria (7 responses).
Focus Group Results for Interns and Teachers Focus group results for interns. Fifteen of the eighteen student interns were in
attendance at the Focus Group Session on July 13, 2004. Of the eight who were not born in the
United States, three did not speak English upon entering the country, while the remaining five
were limited in their English-speaking abilities.
The student interns learned about Project T-CALL through their teachers. All said they
enjoyed the experience and would like to intern again next year. They described performing a
variety of tasks, including making copies, planning lessons with the ESL and content teachers,
translating, assisting with small groups, teaching lessons, and rotating from classroom to
classroom. The interns said the interaction with students was what they enjoyed most about their
17
role. The hardest days for the interns occurred when students were not interested in the subject
matter or were asked to write paragraphs or essays, since some students had difficulty with
English vocabulary.
Interns learned about LEP students, ESL teachers, instructional techniques, and the
power they have as one individual in making a difference in the lives of others. They acquired an
understanding of the difficulties of ESL teachers in teaching English and LEP students in learning
to speak English in conjunction with acquiring academic content. Interns described the qualities
of an effective educator: positive attitude, motivated, respectful to students, knowledgeable of
every student’s needs and level of understanding, excited about subject matter, and confidence in
their students’ abilities. As a result of this understanding, student interns said they were more
appreciative of their own educational experiences, vowing to use their time within the classroom
more productively.
Two questions were addressed in both the student and teacher focus groups:
1. What did you like about Project T-CALL?
2. How could Project T-CALL be improved for next summer?
18
The responses provided by the student interns to Question 1 are grouped by categories
in Table 10.
Table 10
What Interns Liked About Project T-CALL
Category Responses Curriculum Favorite class was science Helping with labs Fun activities (games), hands-on activities Demonstrations/acting
Communication Hand movements, physical movements to help explain vocabulary
Students Helping students figure out words (translation) Seeing academic growth by students Students had confidence to ask student intern Acquiring an understanding/appreciation of students’ backgrounds Interaction with students
Responsibility Allowed to teach a lesson Feeling of responsibility by being an intern, importance Helping other people, namely teachers and students
Teachers Team approach: ESL teacher, content teacher(s), and intern Motivation of teacher(s) Background of teacher, similar to students Sharing of personal experiences by teacher
Budget Provision of school supplies
The main concern expressed by student interns was the language diversity among
students in each class. Some students could understand the content better than others. Others
could not understand at all due to their limited English proficiency. Given the wide differences
among students, the interns recommended having different classes for varying levels of student
knowledge and English proficiency so that instruction could better meet individual needs.
A second concern was the need for additional training and development. Interns
recommended three types of training: orientation, reflections, and teacher meetings. Orientation
should introduce interns to the program and its purposes, the characteristics of the student
population to be served, and the curriculum. Interns wanted to receive sample lesson plans so as
to familiarize themselves with the content. They wanted to meet their assigned content and ESL
teachers ahead of time, and also wanted to meet and exchange contact information with other
interns. Reflections and teacher meetings should occur more frequently for student interns,
19
perhaps once per week. Reflections allowed interns to share successful instructional strategies
and learn from one another in order to be more effective in their work with students. Meetings
with the ESL and content teachers allowed the interns to become familiar with lessons and have
input into the structure of lessons. In addition, the meetings would help to define the role of the
interns as instructional assistants.
Focus group results for teachers. The responses provided by the teachers to Questions
1 and 2 are grouped by categories in Tables 11 and 12, respectively.
Table 11
What Teachers Liked About Project T-CALL
Category Responses Curriculum, Content Building academic vocabulary Balance between English and content History Alive! Enrichment rather than remediation Opportunity to be exposed to content FOSS kits
Curriculum, Activities Involvement of students with materials Hands-on activities and time to do them
Students Students Class size Eager to learn English Being able to teach without discipline problems
Student Interns Bilingual interns Active teaching by interns Collaboration (lesson planning across interns and with interns)
Teaming of Teachers Pairing content teachers with ELI teachers Co-teacher informally assessed students, helped to clarify Having a team approach Support to call if needed Collaboration (lesson planning across content) Team teaching done well
Reflection Meetings Learning ESL/ELI strategies Reflection sessions Learned new strategies
Budget Having supplies for students Class size Free for students
Project Staff Excellent and accessible supervisors
Atmosphere Atmosphere conducive to learning
20
Table 12
Teachers’ Suggestions for Improving Project T-CALL
Category Responses Orientation and Training Meet interns ahead of time Orientation—Start with what we learned Protocol, structure, timeline (in terms of organization) Training for interns, teachers Meet in content areas Reflection only once per week Lesson plans available from beginning
Curriculum Alignment Levels/Differentiation in content and English Ensure classes across schools are aligned, more consistent
Curriculum, General Analyze curriculum (for improvement) Add to curriculum (i.e., math, life choices, technology) Field trips Partner with Dallas Public Library
Curriculum, Language Add third class, maybe English Vocabulary list for each content area More time on language learning
Curriculum, Science Different curriculum for science, one that integrates with what students learn in high school
Curriculum, Social Studies Cover less content, especially in Social Studies
Time Frame Shorter time frame, length of summer school, blocks of time
Selection of Interns Intern for each class, more interns Guidelines for selection of interns Interns—harder to get position Select interns from this year’s students
Assessment of Students Goal setting with students Study of TEKS not mastered, focus on these Ways to measure growth for students (pre- and post-testing)
Selection Student selection based on language ability (placement of students) Recruit students from ELI teachers
Selection of Teachers Enough teachers to cover Consideration of assignment, especially if assigned two schools
Protocol Transportation, school buses Charge for course
Marketing Marketing—be clear on program goals Clear communication with principals and parents Add incentives for students
On-going support M-LEP Science/Social Studies specialist to go to classes during year On-going support for students (i.e., continue to meet together) Staff development in M-LEP Science and Social Studies Common planning times for teachers
21
Comparison of results for interns and teachers. Student interns and teachers liked
several of the same things about Project T-CALL. Both, for example, liked the concept of team
teaching, pairing Social Studies and Science teachers with ESL teachers and student interns.
This team approach provided new learning experiences for all, especially interns who had the
opportunity to teach. Interns and teachers enjoyed the hands-on activities that were in the
Project T-CALL Lesson Guidebook and appreciated that the supplies needed to conduct the
activities were provided. Both interns and teachers liked the eagerness of the students to learn.
Training was the major concern shared by both teachers and student interns. Interns and
teachers suggested two ways to improve training:
1. Allow student interns and teachers to meet one another prior to the start of summer
school.
2. Provide student interns and teachers with a program description, operating procedures,
and all lesson plans prior to the start of summer school.
The diversity in students’ language abilities was also a concern for both teachers and interns.
Some students spoke English fluently, while others struggled to learn English and master content.
Teachers and interns recommended differentiating students based on their language ability,
perhaps having separate classes.
22
Project T-CALL Budget The grant provides $425,000.00 to DISD for the entire length of Project T-CALL,
spanning from May 1, 2004 to December 21, 2005 (Table 13). Summer 2004 expenditures
totaled $116,844.18, with the majority of monies directed toward payroll costs (58.7%).
Table 13
Budget and Expenditures of Project T-CALL
Use of Funds Budgeted Expended (as of
8/31/04)
Percent Spent
Payroll Costs (Extra Duty Pay) $277,360 $68,598 24.7Professional and Contracted Services
Professional/Consulting Services 19,000 3,864 20.3Evaluation Services 21,250 0 00.0Printing 10,000 0 00.0Professional and Contracted Services Total 50,250 3,864 7.7
Supplies and Materials General Supplies/Materials 25,890 8,521 32.9Textbooks/Reading Materials 70,000 35,755 51.1
Supplies and Materials Total 95,890 44,276 46.2
Other Operating Costs (In-State Travel) 1,500 106 14.1Grand Total $425,000 $116,844 27.5
2.3 What were the Summer 1 Outcomes of the Teaming and Coaching for Accelerated Language Learning project?
Methodology
Information regarding accomplishments of the Teaming and Coaching for Accelerated
Language Learning project was collected from documentation provided by project staff and from
meeting notes and informal observations and interviews conducted by the evaluator. Data were
sorted and analyzed by the evaluator. Attendance data for teachers and students were obtained
from documentation provided by DISD Project T-CALL staff.
23
Results
Summer 2004 Project T-CALL Accomplishments
Accomplishments of the Teaming and Coaching for Accelerated Language Learning
Project during Summer 2004 are listed below.
• Development and refinement of Project T-CALL Lesson Guidebook, containing six
week-long social studies and science lessons and totaling over 100 instructional
hours;
• Training of content and ESL teachers on curriculum and instructional strategies
useful for LEP students;
• Establishment of Project T-CALL classrooms on 11 campuses; and
• Instructing over 300 recent immigrant LEP students using the Project T-CALL Lesson
Guidebook and an interdisciplinary team approach.
Attendance Data for Students and Teachers
Attendance data for students. No attendance data were received for students at
Woodrow Wilson High School (Table 14). Twelve students participating in Project T-CALL at
Hillcrest High School did not have attendance data. Although all students had attendance data at
Molina, three students dropped, two reportedly moved, and one entered Project T-CALL summer
school late. Over 70% of the students with attendance data attended 90% or more of summer
school.
24
Table 14
Summer School Attendance for Students Participating in Project T-CALL by School
≥90% <90% Dropped No Data Schools N N % N % N % N %
Middle Schools Browne 6 6 100.0 0 00.0 0 00.0 0 00.0 Cary 54 34 63.0 20 37.0 0 00.0 0 00.0 Comstock 14 11 78.6 3 21.0 0 00.0 0 00.0 Gaston 12 12 100.0 0 00.0 0 00.0 0 00.0 Greiner 19 5 26.3 14 73.7 0 00.0 0 00.0 Rusk 18 18 100.0 0 00.0 0 00.0 0 00.0
High Schools Molina 51 30 58.8 18 35.3 3 5.9 0 00.0North Dallas 37 31 83.8 6 16.2 0 00.0 0 00.0Hillcrest 80 50 63.0 18 23.0 0 00.0 12 15.0Samuell 24 23 95.8 1 4.2 0 00.0 0 00.0Wilson 20 0 00.0 0 00.0 0 00.0 20 100.0
Total 335 220 65.7 80 23.9 3 0.9 32 9.6
25
Average daily attendance was high across all schools, with the mean daily attendance lowest for
Greiner (19.5 days) and highest for Rusk (24 days).
Table 15
Average Number of Days in Attendance by Students Participating in Project T-CALL by School and Attendance Rate
≥90% <90% Total School N Mean SD N Mean SD N Mean SD
Middle School Browne 6 23.7 0.5 0 6 23.7 0.5 Cary 34 23.4 0.8 20 15.5 5.6 54 20.5 5.2 Comstock 11 23.1 0.7 3 20.7 0.6 14 22.6 1.2 Gaston 12 23.6 0.8 0 12 23.6 0.8 Greiner 5 22.2 0.4 14 18.6 2.5 19 19.5 2.7 Rusk 18 24.0 0.0 0 18 24 0.0
High School Molina 30 23.1 0.8 18 17.0 4.5 48 20.8 4.1 North Dallas 31 23.4 0.8 6 20.0 1.5 37 22.8 1.6 Hillcrest 50 23.1 0.8 18 18.8 3.6 68 22.0 2.7 Samuell 23 23.6 0.7 1 21.0 24 23.5 0.8 Wilson 0 0 0
Total 220 23.3 0.8 80 17.7 4.3 300 21.8 3.4 Note. Total number of days of summer school=24. Means are not reported for Woodrow Wilson because attendance data were not received.
Attendance data for teachers. Teachers taught in the mornings four days per week,
totaling 24 days. The average number of days in attendance during summer school by all
teachers was 20.4 days, with ESL teachers (21.6 days) having the highest average daily
attendance. Reflection meetings were held two afternoons per week, totaling 12 meetings.
Reflection meetings allowed teachers time to collectively debrief, plan and discuss teaching
strategies. ELI teachers were required to attend; attendance by content teachers was
encouraged but optional. Average attendance at the reflection meetings was relatively high for all
teachers, with the mean attendance lowest for social studies teachers (7.1 meetings) and highest
for science teachers (8.5 meetings).
26
Table 16
Average Number of Days in Attendance during Project T-CALL Summer School and at Reflection Meetings by Attendance Rates
≥90% <90% Total Subject N Mean SD N Mean SD N Mean SD
Project T-CALL Summer School Science 6 23.7 0.8 6 15.8 5.4 12 19.8 5.5 Social Studies 3 23.0 1.0 6 16.3 6.7 9 18.6 6.3 ELI 14 23.9 0.3 8 17.5 4.6 22 21.6 4.1
Total 23 23.7 0.6 20 16.7 5.3 43 20.4 5.1
Reflection Meetings Science 4 11.8 0.5 8 6.9 3.6 12 8.5 3.7 Social Studies 1 11.0 8 6.6 3.1 9 7.1 3.2 ELI 8 11.5 0.5 14 5.7 2.6 22 7.8 3.5
Total 13 11.5 0.5 30 6.3 3.0 43 7.9 3.5
Achievement Outcome Measures
No acceptable data were available to measure students’ and interns’ academic
achievement. No pre- or post-test was given. The achievement measures that were available
were given eight weeks after the end of the program, thus allowing confounding variables (i.e.,
quality of instruction received after summer school) to influence achievement test scores. At the
focus group meeting, teachers recommended that Summer 2005 Project T-CALL students be
tested immediately before and after Project T-CALL summer school, so that teachers are aware
of their students’ academic needs and program effects on students and interns are identified.
27
28
SUMMARY AND CONCLUSIONS
The Limited English Proficient Student Success Initiative, or more specifically, the
Teaming and Coaching for Accelerated Language Learning project (Project T-CALL), is a
summer school project, spanning two summers. Three main activities occurred during Summer
2004 of Project T-CALL: development and refinement of the Project T-CALL Guidebook,
containing six week-long lessons totaling over one hundred instructional hours; intensive training
of participating ESL and content teachers on the use of the guidebook; and teaming of ESL and
content teachers and bilingual student interns in the delivery of the guidebook. Summer 2005 will
include further refinement of the Project T-CALL Lesson Guidebook as it is implemented and
reflected upon by ESL and content teachers. After Summer 2005, Project T-CALL will no longer
be a project but will be a self-sustaining and replicable instructional and curricular model for all
future DISD training in ESL and “sheltered” content instruction.