ABC School PP - WilkesED573spring2011

Report
Improving Reading
Performance for
ABC School District
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 District
Presented to: ABC School Board and Administrators
March 8, 2011
 ELL Reading Committee
 1 School House Road
 Reading, PA 12345
 717- 555-1212 x321
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)
 Gifted and Talented (GAT)
1924
203

Lindamood-Bell Learning Processes
 Lindamood-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-Bell
 This model of high quality, rigorous professional
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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 Program
LiPS
• 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 Programs
 Team to monitor programs
starting in 2012:
 Building Principal
 Assistant Principal
 Curriculum Coordinator
 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:
 Reading Specialist
 Principal to assistant principal
 ELL specialist
 Curriculum coordinator
 2 to 3 Teacher Leaders
 Reading specialist & ELL
depending on the needs of the
monitoring
specialist
 Teacher Leaders
 Monthly meetings will be
held to discuss progress of
programs.
Objectives-Oriented Evaluation
Approach
 Once 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 objectives
 Classify the goals or objectives
 Define objectives in behavioral terms
Goals:
- 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 data
Administrators 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:
 Dibels
 Comprehension quizzes
 Foresights
 Sight word recognition
exercises
 Vocabulary quizzes
 PSSA 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 English
5. Schedule regular peer-assisted learning opportunities

From the Institute of Education Sciences, Dec. 2007
Recommendation #1
 Districts 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 #2
Use 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 #3
 Adopt 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 #4
 Teach academic English in the earliest grades.
 Provide teachers with appropriate professional
development to help them learn how to teach
academic English.
Recommendation #5
 Develop 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 data
 Observations
 Surveys
 Demographic data
 Site visits
 Interviews and focus groups to include students,
parents, teachers and administrators.

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