Mell 2013
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Transcript of Mell 2013
Boost ELL Student Achievement with Innovative Supplemental
Programs
Laura Lukens
Lezlie Paden
North Kansas City Schools
Purpose and Rationale for Tutoring Program
Program Overview
Funding, Sites, Staffing, Timing, Student Selection and Enrollment, Technology, Transportation
Lessons Learned
Student Results-ACCESS Data
Agenda
The key is to “supplement, not supplant” what district is mandated to provide
E.g., core instructional program (materials, and personnel) for language instructional program for LEP students
Allowable Uses of Title III Funds
Examples of allowable uses of Title III funds:
Supplemental instructional services (e.g., summer school, tutoring)
Programs to intensify instruction
Technology
Currricular materials for supplemental programs
Community programs and services
Parent involvement and outreach
Family literacy programs
Mentoring, academic, or career counseling
Allowable Uses of Title III Funds
Extend language and literacy opportunities for elementary ELLs at lowest levels of language proficiency in selected schools
Provide dedicated time to focus on four-domain language development as district adopted push-in service model for elementary ELLs
Component of Title III Improvement Plan
Purpose and Rationale
Funded by Title III
Licenses and headphones
Tutor teacher stipends
ELL Instructional Coach
Funded by District
Transportation
Hardware
ELL Administrative and IT Support
Interpreters
Funding
Nine Elementary Schools
Participated
High numbers of ELLs
All but one are Title I schools
Four AM, four PM
Numbers of students ranged from 22-64 Average number served was 42
Total number of students served: 336
Location-Computer lab and/or library
Sites
Most schools had at least two tutor teachers
ELL teacher or other certified teacher(s)
Number of tutor teachers ranged from one to four
Tutor teachers received four hours of IL training at the beginning of the year and an optional refresher session second semester
Staffing
Title III tutoring ran from mid-October through the end of May
Four schools ran tutoring in the AM before school
Four schools conducted tutoring after school in the PM
Total tutoring time frames ranged from 35 minutes to one hour
Session length was from 20-40 minutes
Timing
Students were recommended based on ACCESS composite score
2.5 and below
Teachers could recommend others
ELL Coordinator approves final recommendations
ELL interpreters call parents for verbal permission to participate in tutoring
ELL Administrative Assistant sets up transportation, interpreters call families with information
ELL Instructional Coach assigns license to student
Student Selection and Enrollment
Good relationship with district IT Dept. is critical
A point person within IT to troubleshoot and serve as an IT liaison with IL is important
Tutor teachers must learn how to troubleshoot issues with hardware and sound as well as know how to call the IL support line for issues with software
Toni is very responsive!
Technology
It all starts with Transportation!
Meet with Transportation first to ensure the program is feasible
Ongoing, clear communication with Transportation about student attendance, adds, drops, etc. ensures a smooth-running program
Transportation
PM is best for Title III TutoringBetter attendance (less chance of missing the bus), longer sessions possible
Allow at least one hour total time for tutoring sessionTime to get settled, log on, do session, and pack up. Some PM sessions offered snacks beforehand.
Tutor teachers must be diligent about taking attendance and communicating attendance issues to the ELL Office
Offer attendance incentives to students and tutor teachers to encourage consistent attendanceEncourage tutor teachers to communicate drops to ELL Office in a timely manner in order to allocate licenses to other students
Communicate consistently with principals and Transportation about tutoring schedule throughout the year
District program, not building-based
Lessons Learned
Summary of Student Growth Analysis
This analysis examined matched scores from the Spring, 2012 and Spring, 2013 ACCESS assessments for students who received Imagine Learning tutoring and those who did not.
The entry level skills of students receiving Imagine Learning tutoring were, on average, 18% lower than those students who did not receiving tutoring
Students with lower ACCESS scores were purposefully selected for tutoring as a strategic language and literacy intervention
Unfortunately, K students were not included in this analysis because their pre-test (W-APT) and post-test (ACCESS) scores are not reported in the same way.
Comparison of May, 2012 to May, 2013 ACCESS ScoresAverage Point Gain
Comparison of May, 2012 to May, 2013 ACCESS ScoresAverage Percentage Gain
Laura Lukens
NKCS ELL Coordinator
816 413-5115
Thank you!
Accelerate Elementary ELLs’Language and Literacy Gains with Summer Learning
Kent YocumTeaching and Learning Coach, North Kansas City SchoolsLaura Lukens ELL Program Coordinator, North Kansas City Schools
AgendaI. Welcome and Introductions
II. Why Summer Learning?
III. Program Planning and Implementation Process-Who, What, When, Where, How Fund?
IV. Student Learning Outcomes
V. Lessons Learned
VI. Your turn!
VII. Wrap-Up
Research Base
Summer language and literacy loss disproportionately affects economically disadvantaged children and those who are not proficient in English, which causes the achievement gap to widen
These students can lose up to three to five months of learning over the summer months (Cooper, et. al., 2000)
Lack of reading materials and exposure to English over the summer puts ELLs at additional risk for summer learning loss (Guryan and Kim, 2010)
Why Seven Weeks of Summer Learning for ELLs?
Goals:
Combat summer language and literacy loss among our most at-risk elementary ELLs
Increase acculturation by exposing students to the arts and community resources
Year 1: Outgrowth of the Superintendent’s Leadership Institute
Year 2: “Fed Ex” Project
Meet Our Students
District
• 1200 ELLs
• Site-based model
• Rapid growth
• Influx of refugees
• 87 Languages
Meet Our Students
Summer Program
• Recommended:
194 students
• Attended June: 108
• Attended July: 90
2012 Model
Recommended: Elementary ELLs with composite ACCESS scores of 2.5 and below
Grades Pre-K through 5
Bussed to Crestview Elementary for continuous seven-week session
Dates/Times:
Monday-Thursday: 8:15AM-2:15PM
June 4-July 26; BREAK;
July 2-6
Challenge: Ran “regular” summer school and ELL program concurrently in June
Crestview Elementary
Program Planning, Implementation, and Evaluation
1. Funding
2. Staffing
Administrative, Teachers, IAs, Interpreter, Nurse
3. Student Identification and Enrollment
4. Transportation
5. Food Services
6. Administrative Support: Building and District
Custodial Support
7. Curriculum and Materials
8. Technology
9. Field Trips/Learning Experiences
Mid-Continent Public Library Programs
10. Scheduling
11. Evaluations/Debriefing
Student Data; Stakeholder Surveys; Administrators Meeting
Funding Sources
Title III Funded:
Program Leader, Teachers, IAs, Nurse, materials, technology, field trips, learning experiences
District Funded:
Transportation, Administrative Assistant/ELL Coordinator, interpreters
Federal Summer Seamless program funded school breakfast and lunch
Back Snack weekend program funded by Harvesters and local churches
Staffing
• 8 Certified ELL Teachers, Pre-K through grade 5
• 4 Instructional Assistants
• 1 Nurse
• 1 Full-time Karen Interpreter
• Office Staff
• Administrators
• Cafeteria, custodial
• Volunteers: ELL Practicum Students and A+ Tutors
Staffing
Student Identification
Recommendation Criteria
Composite ACCESS score of 2.5 or below
Teachers able to recommend other students
Intensive recruitment effort with parents
Enrollment
Enrollment was handled centrally through ELL Department
Paper enrollment form and a health questionnaire
Communication and coordination between ELL Department and schools crucial
Interpreters followed up with calls to parents who did not return forms
We provided interpreters scripts to obtain verbal permission
• Planning starts with transportation
• Crucial to the success of the program
Food Service
• Seamless Summer program served all students breakfast and lunch every day
• Harvester’s weekend Back Snack program provides healthy weekend snacks for students
Scheduling
AM Arrival Duties-Bus, Car Rider, Cafeteria
Breakfast
“Brain Break”
Lunch
Computer Lab with Imagine Learning 30 minutes per day
Learning Experiences Once a week, in-house or field trip related to instructional theme
for the week
Public Library “Story Times” Twice a week
PM Dismissal Duties-Bus, Car Riders, Walkers
July 2012 ELL XLT Summer School Program
Kent/Laura Morning Info
8:15 AM Building Open for Students
8:15 AM - 8:30 AM Students have breakfast
8:30 AM Students move to classrooms
Grade Teacher Rm # Transportation Responsiblities
8:15 AM - 8:30 AM
IAs-8:15 AM - 8:35 AM Dismissal Duty
K2K Rivera 131 Café Supervision Route 479
K2K - 0 Tortorilla 129 Café Supervision Rout 475
0 Knipp 132 Café Supervision Route 478
1 -2 Crabtree 136 Car Drop-Off - Front Horseshoe Rout 478
1-2 Markie 133 North Side of Bus Drop-Off Route 477
1- 2 Heitmeier 134 North Side of Bus Drop-Off Walkers
4 Satorius 127 Car Drop-Off - Front Horseshoe Car Riders
4 - 5 Greason 135 North Side of Bus Drop-Off Route 476
K Yaw Paw Car Drop-Off - Front Horseshoe Route 477
Lynn Car Drop-Off - Front Horseshoe Car Riders
Sandlin North Side of Bus Drop-Off Route 478
Lappin North Side of Bus Drop-Off Car Riders
Clark Café Supervision Route 479
Kent/Laura Afternoon Duties
1:25 PM Announce Move to Dismissal Location
1:30 PM Announce Release of Car Riders
Announce Busses as they arrive
Announce to release walkers after all busses have left
Curriculum and Themes
Materials:
Oxford Picture Dictionary Content Areas for Kids-PreK-2nd
Oxford Picture Dictionary for the Content Areas 2nd Edition-3rd-5th
Themes for each week:
Week 1: Friends, Family, Home, School
Week 2: The Community
Week 3: The United States
Week 4: Health
Week 5: Life Science
Week 6: Physical Science
Week 7: Earth and Space
Curriculum and Themes
Curriculum and Themes
Curriculum and Themes
We are Scientists!
Pre-K Class
Learning Experiences
Week 1: Friends, Family
Week 2: The Community
Week 3: The US
Week 4: Health
Week 5: Life Science
Week 6: Physical Science
Week 7: Earth and Space
Music Around the World
KC Fire Department
Public Library Field Trip
Hy-Vee Nutritionist
Zoo to You
Science City Field Trip
Mad Science
Kansas City Young Audiences
KC Fire Department
Zoo to You
Mad Science
Mad Science
Mid-Continent Public Library
Technology
Results
73
68
54
full 7 weeks partial did not attend either session
% students that maintained, or increased reading levels
Results
73
68
54
full 7 weeks partial did not attend either session
% students that maintained, or increase reading levels
19% higher scores
Additional Findings
33 students maintained reading level through the summer
20 students increased one reading level
13 students increased two or more reading levels
Comparison
Highest increased by 8 reading levels
Lowest decreased by 2 reading levels (4 students)
Highest increased by 3 reading levels
Lowest decreased by 3 reading levels (11 students)
Survey Results
Survey Results
Survey Results
Lessons Learned
Guiding Questions
Planning Template-First Steps
Task Assigned To Deliverable Confirmation
PreliminaryStudent ID
Who? What? When?
Site/Facilities
Enrollment
Transportation
Food Service
Curriculum
Schedules
Funding
Questions? Comments?Thank you for attending our session!
Kent Yocum [email protected] Lukens [email protected]
Thank you!Dr. Todd White
Chad Sutton
Allison Clemens
Diana Thornburg
Deyrle Wallace
Curt Fowler
Amy Sieverin
Shirley Patrick
Lon Waterman
Cindy Butts
Carol Kidd
Rob Winter
Cathy Long
Tim Dooley
Eve Mulqueen
Tammy Bissell
Toni Lombardo
Maria Perdomo
Martha Medina Maldonado
Perla Weaver
Paw Wah Tamla