english language development (eld) intervention program · context lennox, ca: unincorporated area...
TRANSCRIPT
Presentation Overview
Context
Curriculum
Field Work
Partnerships & Parent Involvement
Teacher Professional Development
Evaluation Process
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters.
Context
Lennox, CA:
Unincorporated area – 1.1 sq. miles
Population of 22,950 with 5,235 housing units
Lennox School District:
5 elementary schools
1 Middle School
1 Charter High School
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters.
Purpose/Rationale
Large population of English Language Learners
High numbers of Beginning & Early Intermediate levels of English Proficiency according to CELDT
Far Below Basic & Below Basic in English Language Arts according to CSTs
Had been in school for 4 years & not making progress
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton
© 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters.
“Long-Term English Learner”
(LTELs)
Concept of “Long Term English Learners” is defined in the literature primarily for middle and high school English Learners
59% of secondary ELs in the California are “LTELs”
California school districts do not have a shared definition of LTELs
“Few districts have designated programs or formal approaches designed for Long Term English Learners” (Olsen, 2010)
(Olsen & Jaramillo, 1999; Freeman & Freeman, 2002; Menken & Kleyn, 2009, 2010; Olsen, 2010)
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
What is the Program? Design, pilot and implement a district-wide supplemental
intervention program focused on English language learners.
Project-Based After School Program: Journalism Theme
11 Week Cycle
After school program [2 days/week for 2 hours/day in 5 elementary schools and 1 middle school (6th grade only)]
Focused on 4 domains: Listening, Speaking, Reading, and Writing
Small Group Instruction: 4 to 7 students per certified teacher (2-4 teachers/site)
Friday is for planning (1-2 hours)
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Partnerships
Parents & Students
Teachers / Administrators
Community
District Personnel / School Board
University Partners / Evaluators
Weingart Foundation
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Student Eligibility
English Language Learners in Grades 3 - 6
Have been in school for at least 4 years
Are a Beginning or Early Intermediate level of English proficiency (CELDT)
Are Far Below Basic or Below Basic in CA Language Arts standardized test (CSTs)
Have received multiple intervention services
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Goals: Results:
Provide differentiated, data-driven instruction in skills that lead to the acquisition of English to a targeted group
Create a model of intervention to be used District-wide
Involve parents to support English acquisition
Increase student achievement in California Content Standards, API, and CST scores
Raise students’ enthusiasm for learning and English acquisition
Expand the number of parents who are partners in their child’s education
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Why the program works? Interactive/Engaging
Purpose/Audience - Accountable
Broadens student’s experiences & prior knowledge
Small Group Instruction- Target missing skills
Balanced: Includes the 4 domains
Informal & Formal Assessments
Conduct Research/Prepare Questions
Field Trips/Interview
Write Articles - Writing Process (Graphic Organizers)
Edit their Writing
Type Article/Publish
Distribute Newspaper
Incentive: Include Technology
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Teacher Professional Development
Teacher Collaboration – Developed Curriculum
Share Strategies, Modifications
Observations
Bi-annual Trainings & Weekly Planning Meetings
Teacher voice, input, feedback
Evidence from Research Practice
District Professional Development
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Curriculum
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Field Work
Karla interviews an LMU basketball
player
Student journalists interview a giraffe
specialist at the L.A. Zoo
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
PROCESS EVALUATION APPROACH
STAGES OF PROCESS EVALUATION
• Form Collaborative Relationships
• Determine Program Components
• Determine Methodology (Evaluation Design)
• Develop Logic Model
• Consider a Management Information System
• Implement Data Collection and Analysis
• Write Report
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
LENNOX SCHOOL DISTRICT EVALUATION DESIGN
PROJECT GOAL
To develop and operate an
Intervention Program to improve the English
skills and academic achievement of long-term English Learners
ACADEMIC ACHIEVEMENT
REPLICABLE MODEL
PARENT/COMMUNITY
INVOLVEMENT
FORMATIVE
ASSESSMENT SUMMATIVE
ASSESSMENT
Collaborative Conversations
Program Modifications
Objective #1: ACADEMIC ACHIEVEMENT
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
• ELD Intervention Data
Profiles
• Project-based Writing Tasks
(Lennox Voices)
• Small group student feedback
sessions
• Monitoring progress toward
criteria for Redesignation
• CST English Language Arts
Data
• CELDT Annual Data
• IPT (Pre and post)
• District-wide Writing Tests
STUDENT DEMOGRAPHICS # of students
ENROLLED
# of students COMPLETED
Girls Boys Gr 3 Gr 4 Gr 5 Gr. 6 Special Education
RSP
Spring 2008 Cycle 1 One School: Felton
24
24 13 11 10 8 6 0 6 5
Fall 2008 Cycle 2 Three Schools: Felton –LMS 6 -Jefferson
70 (12 return
participants)
55 27 43 14 25 14 17 9 7
Spring 2009 Cycle 3 Six Schools: Felton – LMS 6 – Jefferson Moffett – Buford - Huerta
105 (31 return
participants)
80 (4 students
L’d out; data for 76
students)
52 53 48 28 14 15 15 9
Fall 2009 Cycle 4 Six Schools: Felton – LMS 6 – Jefferson Moffett – Buford - Huerta
94 80 50 44 41 21 18 14 13 7
Spring 2010 Cycle 5 Six Schools: Felton – LMS 6 – Jefferson Moffett – Buford - Huerta
99 75 43 32 39 13 14 9 3 4
TOTALS
392 314 185 183 152 95 66 55 46 32
CELDT Results – Cycle 3 California English Language Development Test
Pre-Program Post-Program 76 students from 5 Elementary Schools & 1 Middle School - Grades 3-6
1 = Beginning English Language Proficiency Level 2 = Early Intermediate 3 = Intermediate 4 = Early Advanced 5 = Advanced
CELDT - Overall- 09-10
4%
19%
69%
7%
1%
1
2
3
4
5
IPT Results – Cycle 4 The Idea Proficiency Test (IPT) (Ballard, Tighe, and Dalton, 1979, 1982, 1984, 1991, 2005)
Pre-program Post-program 77 students from 5 Elementary Schools & 1 Middle School (LMS) - Grades 3-6 1 = Beginning 2 = Early Intermediate 3 = Intermediate 4 = Early Advanced 5 = Advanced
IPT-Overall - Pre
51%
43%
6%
0%
0%
1
2
3
4
5
IPT-Overall-Post
8%
43%39%
10% 0%
1
2
3
4
5
CST English Language Arts Results – Cycle 3 California Standards Test, Spring 2008 results versus Spring 2009
Pre-program Post-program 76 students from 5 Elementary Schools & 1 Middle School - Grades 3-6
1 = Far Below Basic 2 = Below Basic 3 = Basic 4 = Proficient 5 = Advanced
CST 07-08 (C3)
34%
39%
27%
0%
0%
1
2
3
4
5
CST 08-09 (C3)
20%
36%
37%
6% 1%
1
2
3
4
5
Reclassified Fluent English
Proficient (RFEP) – Lennox SD
YEAR Students Reclassified as FEP DISTRICT-WIDE
Percent of English Learner Population DISTRICT-WIDE
2006-07 467 9.7%
2007-08 415 8.8%
2008-09 877 19.8%
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
RFEP: Road to Reclassification Elementary Level Criteria CRITERIA #1: CST scaled score 325 or above (Basic Level)
CRITERIA #2: Overall CELDT score is EA (Early Advanced) or above and CELDT L/S/R/W subtests are Intermediate or above
CRITERIA #3: District writing test score of 3 or above
# of Students who
Met CST Criteria
# of Students who
Met CELDT Criteria
# of Students who
Met District Writing Test
Criteria
# of Students who Met
all 3 criteria
Cycle 1
6 5 2 2
Comparison
Group
4
3
1
0 Cycle 2
7
5
4
2 Cycle 3
5
3
3
2 Cycle 4
TBD – Spring 2010 results
TBD – Fall 2010 results
TBD
TBD
Cycle 5
TBD – Spring 2010 results
TBD – Fall 2010 results
Objective #2: REPLICABLE MODEL
FORMATIVE ASSESSMENT SUMMATIVE
ASSESSMENT
Formative feedback through scheduled
discussion sessions about:
• Program Description & Timeline
• Modifications to Program Design
• Professional Development
Components
• Implementation Calendar
• Link between Intervention Program
and “regular day” classroom instruction
• Teacher Implementation
Survey (Content Analysis)
• Program Manual (Content
Analysis)
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
TEACHER DEMOGRAPHICS CATEGORY RESULTS
Years Teaching 14.89 Mean (Average)
Years Teaching
in Lennox
14.11 Mean (Average) – Experience from Pre-K-Adult (Majority 5th grade, 61%)
Type of Program 54.5% teach in Structured English Immersion, 9.1% in Bilingual, and 36.4% in Mainstream
Type
of Credential
89% Multiple Subject
11%Special Education
Additional
Authorization
89% BCLAD; 11% CLAD
Highest Degree 100% hold a Master’s Degree
Ethnicity 78% Hispanic/Latino; 11% White/Anglo; 1 declined to state
Gender 82.4% Female – 17.6% Male
Age Range 33.3% between 31-35 years old
22.2% between 36-40 years old
16.7% between 26-30 and the rest 41 and older
Spanish
Language
Fluency
88.9% speak Spanish well or very well
88.2% read Spanish well or very well
77.7% write Spanish well or very well
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Teacher Survey:
RIGOROUS & RELEVANT CURRICULUM
Definition: The curriculum is cognitively complex, coherent, relevant, challenging, and appropriate for linguistically diverse populations.
Mean Score
2008-09 – 2.78 2009-10 - 2.76
What decisions do you make about the delivery of curriculum to ensure that you meet you students’ needs? Scaffolding Use reading material at instructional level High Expectations & Modeling (provide examples of product
(newspaper) Survey students to determine needs Use ELD reading/writing levels to differentiate instruction
Self-reported Rating Scale: 1- Never 2- Sometimes 3- Often Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Teacher Survey:
CONNECTIONS Definition: Teachers are mindful about providing opportunities for
students to link content to their lives, histories, and realities in order to create change.
Mean Score
2008-09 – 2.88 2009-10 – 2.89
What strategies do you use to help ELs make connections to content or daily lives? Real life connections Discuss current events Connections from their community Ask students about prior knowledge (KWL charts) QEIA strategies Use videos and books to illustrate content and connect to lives
Self-reported Rating Scale: 1- Never 2- Sometimes 3- Often
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Teacher Survey:
COMPREHENSIBILITY Definition: Instruction allows for maximum student understanding and
teachers utilize effective strategies to help students access content.
Mean Score 2008-09 – 2.94 2009-10 - 2.63
What strategies do you use to make sure that students understand what you are teaching? Students restate/retell information Use signals (Thumbs up, middle, down) Thinking Map frames to scaffold Use L1 to explain Use visuals, realia and technology Think-pair-share Ask questions Informal assessments and observations
Self-reported Rating Scale: 1- Never 2- Sometimes 3- Often
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Teacher Survey:
INTERACTIONS
Definition: Varied participation structures allow for interactions that maximize engagement, leadership opportunities, and access to the
curriculum.
Mean Score 2008-09 – 2.91 2009-10 – 2.64
How do you vary the interactions and/or grouping in your after school ELD Intervention classroom to promote maximum engagement and differentiated instruction? Think-Pair/share Round Table Use homogenous & heterogenous groupings Change groupings for flexibility Peer tutoring Group by interest and abilities Because of small class size in Intervention program can individualize
instruction
Self-reported Rating Scale: 1- Never 2- Sometimes 3- Often
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Objective #3: PARENT/COMMUNITY INVOLVEMENT
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Formative feedback through
scheduled discussion sessions
about:
• Parent/Family Involvement Plan
Description & Timeline
• Connection between district-
wide/school-wide parent
involvement plan and Intervention
plan
•Parent Survey (Quantitative &
Qualitative Analysis)
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
PARENT DEMOGRAPHICS Category Results
N = 88
Gender 22.7% male
77.3% female
Age Majority between 31-40 (59.3%)
17.4% between 22-30
19.8% over 41
3.5% under 21
Ethnicity 100% identified themselves as Latino/Hispanic
Language (s) Spoken in the Home 67% reported speaking only Spanish
29.6% reported speaking Spanish/English
3.4% reported speaking only English
Number of Children in Lennox
School District
63.2% have 2-3 children in Lennox SD
25.3% have only 1 child in Lennox SD
11.5% have 4 or more children in Lennox SD
Number of Children in ELD
Intervention Program
82.8% have 1 child in ELD Intervention Program
15% have 2-3 children in ELD Intervention Program
2.3% reported having NO children in program
Knowledge of child’s participation in
programs for English Learners
(yes/no response)
76.7% - yes
12.8% - no
10.5% - “I don’t know.”
OVERALL SATISFACTION
Using a 5-point
scale,
1 = unacceptable
5 = very well
Parents’ Overall Rating of
District Support
Parents’ Overall Rating of
ELD Intervention Program
Support
ELD Intervention
Program Parent
Respondents
N=88
Mean % Grade Mean % Grade
4.28 96 A 4.10 82 B
Lennox School District ELD Intervention Program Parent Satisfaction
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
PROGRAM COMPONENTS
3.4
3.6
3.8
4
4.2
4.4
4.6
Parent Rating - Scale 1-5, Low to High
Parent Rating - Scale 1-5,Low to High
PROGRAM COMPONENTS
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
OPEN RESPONSES Question: What helped your child the most?
COMMON THEMES:
MOTIVATION – CONFIDENCE INCREASED ENGAGEMENT – RELEVANT CURRICULUM
“La pasión de mi hija [en aprender inglés] viene del periódico (My daughter’s passion to learn English comes from the newspaper).”
“El ahora se comunica más y se espresa más seguro [en inglés] – He now communicates more and expresses himself with more confidence, in English.”
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
REFLECTIONS MAIN MESSAGE:
Focus on long-term English Learner student achievement with an emphasis on:
Vision and Distributed Leadership
Relevant & Differentiated Curriculum
Partnerships
Reflective Practice
Evaluation Processes
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Thank you!
Contact Information: Rosalinda Barajas, M.S. [email protected] Magaly Lavadenz, Ph.D. [email protected] Elvira G. Armas, Ed.D. [email protected]
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters
Research on LTELs Freeman, Y. & Freeman, D. with Mercuri, S. (2002). Closing the
achievement gap: How to reach limited-formal-schooling and long-term English learners. Portsmouth, NH: Heinemann.
Menken, K. & Kleyn, T. (2009). The Difficult Road for Long-Term English Learners, Educational Leadership, 66:7.
Menken, K. & Kleyn, T. (2010). The long-term impact of subtractive schooling in the educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, v. 13, no. 4, July 2010, 399-417.
Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Californians Together: Long Beach, CA. www.californianstogether.org
Olsen, L. & Jaramillo (1999) Turning the Tides of Exclusion: A Guide for Educators and Advocates for Immigrant Students. Oakland, CA: California Tomorrow.
Unity Conference Presentation: California Chicano-Latino Intersegmental Convocation/California Latino School Boards Association October 1, 2010 - LAX Sheraton © 2010 No part of this presentation may be reproduced or repurposed without written permission from the presenters