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 PresentationTRANSCRIPT
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
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
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
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
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
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
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
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
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.
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.
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
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
Monitoring Tasks:Items or tests used by
reading specialist, ESL specialist and teacher leaders:DibelsComprehension quizzesForesightsSight word recognition
exercisesVocabulary quizzesPSSA tests
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.
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
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
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.
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.
Recommendation #4Teach academic English in the earliest
grades.
Provide teachers with appropriate professional development to help them learn how to teach academic English.
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.
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.