ell reading committee 1 school house road reading, pa 12345 717- 555-1212 x321

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ELL Reading Committee 1 School House Road Reading, PA 12345 717- 555-1212 x321. Improving Reading Performance for ABC School District. Presented to: ABC School Board and Administrators March 8, 2011. Improving Reading Performance for ABC School District. ELL Reading Committee - PowerPoint PPT Presentation

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Page 1: ELL  Reading Committee 1 School House Road Reading, PA  12345 717- 555-1212 x321

E

LL Reading C

omm

ittee

1 School House R

oad

Reading, PA 12345

717- 555-1212 x321

Improving R

eading Perform

ance forAB

C School D

istrict

Presented to: ABC

School Board and

Administrators

March 8, 2011

Page 2: ELL  Reading Committee 1 School House Road Reading, PA  12345 717- 555-1212 x321

ELL Reading Committee 1 School House Road Reading, PA 12345 717- 555-1212 x321

Improving Reading Performance for

ABC School DistrictPresented to: ABC School Board and

Administrators

March 8, 2011

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ABC School District

Number of students 10.984

Poverty Rate 77.4 %

Number of homeless students the district serves over the course of a year 900 +

Number of Special Education Students 210

English Language Learners (ELL) 1924

Gifted and Talented (GAT) 203

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Lindamood-Bell Learning ProcessesLindamood-Bell Professional Learning

Communities are turning around schools across the country. We can be an effective partner in

your Race to the Top, Renewal, Turnaround/Transformation initiatives.

• Proven results with students in Special Education• Proven results in Title I Schools• Proven results with English Language Learners• Proven results for children with learning disabilities,

K-12

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Highlights of Lindamood-BellThis model of high quality, rigorous professional

development, comprehensive program monitoring and evaluation ensures that student academic performance is improved and sustained on a large scale.

Key Features Include:• Leadership & Collaboration• Professional Development• Curriculum & Instruction• Assessment & Progress Monitoring• Technology• Evidence of Effectiveness

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Talkies• Talkies is a primer to the Visualizing and

Verbalizing program, and the goal of Talkies instruction is to develop mental imagery as a base for language comprehension.•   ~Bring nonverbal imagery to consciousness

     ~Establish the imagery-language connection     ~ Increase oral vocabulary     ~ Improve language comprehension

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Visualizing & Verbalizing• This program develops concept imagery for both oral

and written language.• V & V will improve language comprehension, reasoning

for critical thinking, and expressive language skills. • V & V would be implemented in grades 2 through 5

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Lindamood Phoneme Sequencing ProgramLiPS

• LiPS program successfully stimulates phonemic awareness

• Individuals become aware of the mouth actions which produce speech sounds

• It is common for individuals to gain several grade levels in decoding ability in four weeks to six weeks of intensive instruction

• LiPS would be implemented in grades K through 3• Research supports a potentially positive

increase in phonemic awareness , according to What Works Clearinghouse

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Monitoring of ProgramsTeam to monitor

programs starting in 2012: Building Principal Assistant Principal Curriculum Coordinator Reading Specialist ELL specialist 2 to 3 Teacher Leaders

depending on the needs of the monitoring

Each person will play a role in monitoring the programs.

There is a chain of command for any decisions being made based on the programs: Principal to assistant principal Curriculum coordinator Reading specialist & ELL

specialist Teacher Leaders

Monthly meetings will be held to discuss progress of programs.

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Objectives-Oriented Evaluation ApproachOnce the programs are placed within the

school district, it is the job of our team to decide whether the objectives of the programs are being met.

The Objectives - Oriented Evaluation seems the best way to evaluate our programs because we know our objective which is to raise the achievement of the minority group of students specifically in our school the ESL students.

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Monitoring Tasks:The team as a whole have completed the first three

steps of an objective-oriented approach.Establish broad goals or objectivesClassify the goals or objectivesDefine objectives in behavioral termsGoals:

- raise the achievement level of ELL students within the school district with a focus on reading.

- build phonemic awareness in ELL students - help ELL students create a mental connection between

words and meaning to build comprehension. - develop vocabulary - done in small group setting or with partners

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Monitoring Tasks:Next three steps will be split apart among the team

to make sure each task is completed accurately.Find situations in which achievement of objectives can

be shown.Develop or select measurements techniques.Collect performance dataAdministrators and Curriculum coordinator - Will decide what situations and measurements will be

used to monitor the program.Reading Specialist, ESL Specialist and Teacher Leaders - will collect the data which be decided on by the

administrators and curriculum coordinator

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Monitoring Tasks:Items or tests used by

reading specialist, ESL specialist and teacher leaders:DibelsComprehension quizzesForesightsSight word recognition

exercisesVocabulary quizzesPSSA tests

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Monitoring Tasks:Final step: the group as a whole will compare

the performance data with behaviorally stated objectives.

The group will meet as whole to go over the data each month to see how the programs are doing; if things need to be changed or altered based on the results of the data.

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Effective Instruction for English Learners

1. Screen for reading problems and monitor progress

2. Provide intensive small-group reading interventions

3. Provide extensive and varied vocabulary instruction

4. Develop academic English5. Schedule regular peer-assisted learning

opportunities From the Institute of Education Sciences, Dec. 2007

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Recommendation #1Districts need to collect progress monitoring

data more than three times a year for ELL students.

Provide training on how teachers are to use formative assessment to guide instruction

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Recommendation #2Use an intervention program with

students who enter the first grade with weak reading and prereading skills or with older elementary students with reading problems.

Provide training and ongoing support for the teachers and interventionists (reading coaches, Title I personnel, or paraeducators) who provide the small-group instruction.

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Recommendation #3Adopt an evidence-based approach to

vocabulary instruction.

Vocabulary instruction for English learners should emphasize the acquisition of meanings of everyday words that native

Speakers know and that are not necessarily part of the academic curriculum.

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Recommendation #4Teach academic English in the earliest

grades.

Provide teachers with appropriate professional development to help them learn how to teach academic English.

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Recommendation #5Develop plans that encourage teachers to

schedule about 90 minutes a week with activities in reading and language arts that entail students working in structured pair activities.

Also consider the use of partnering for English language development instruction.

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Annual Reporting to U.S. Dept. of Education

Project's overall impact will highlight measurable, positive outcomes

Collection and analysis of quantitative dataObservationsSurveysDemographic data Site visitsInterviews and focus groups to include

students, parents, teachers and administrators.