Thompson High School ELL PDA Final Presentation

Evaluation Year III

Spring 2011

GOALS• To demonstrate

the effectiveness of the EL PDA

• To be able to analyze four types of data using the data sequence cycle

• To use data analysis for continuous improvement planning

What’s been going on at THS for the past three years?

Neely Woodley Jake Parker Kadrian Delaine Allison Lackey Ruth Greathouse Betty Barton Brandy Mitchell

Foldables Great for individual and group work

Students have a sense of ownership

Student – centered instruction

Vocabulary / specific topics / etc.

Small Groups Groups of 4 easily become

partnerships for projects (more accountability)

Homogenous heterogeneous as they feel more confident in their abilities & sense of comfort

Directions are short, sweet, and tailor-made based on student levels (Ex. more descriptive pictures in place of descriptive writing)

Always show a GREAT example…and a BAD one

Personal Connections Bellringer Activities – vocabulary

Combination comprehension & Parts-of-Speech

Compare/Contrast Activity – puzzle piecesOriginal Bill of Rights // Modern Mexican

Constitution Extended Activity – journal prompts

Connect BIG IDEA to past experiences (ex. Patrick Henry’s Speech – Have you ever faced opposition when standing up for an ideal? Describe the situation. How did you attempt to persuade people to your line of thinking? Did it work? What methods of persuasion did you use that mirrors Paine’s approach?

Reaching Out to the Community Fall Parent Meetings – PP presentations

in Spanish help parents understand their students’ responsibilities at school

Alabaster ESL Community Celebration- Potluck

Student awards (APLA and exiting certificates)

County ESL Department International Festival

ESL students serve as bi-lingual guides at summer registration and a community event.

Teacher Training and Involvement ESL Inclusion teacher training

session, August 10, 2010 SIOP video lesson “Which Beak Is

Best” ELL- PDA team present successful

methods. ESL staff discuss language levels,

CAN DO descriptors, and procedures. Classroom teachers present ELL tips

during the year. BLOG established to share ideas. Core teachers volunteer in after-

school tutoring for ELLs.

Demographic• Referrals – Special

Ed, GT• Limited to no

formal education• EL retention rate• EL honor roll • Languages• Attendance• Discipline• Credit accrual• Other

Perception • Surveys• Self-

assessment rubric

• Interviews • Observations

Process• Peer

Observations• Type of

Instructional methods

• Master schedule

• Walkthrough data

• Other

Collect 3 years of data for longitudinal trend analysisData Collection

Achievement • ACCESS Reports• List of ELs who met annual cut score for “attained”• AHSGE – all • grades tested• Grad Rate

Demographic Data 6% of students at Thompson

High are ELLs (this includes Flep I and Flep II)

3.6% of students actually took the ACCESS test

6.4% 9th grade 5.2% 10th grade 6.5% 11th grade 6% 12th grade

Achievement Data Include ACCESS scores for the past

three years with a focus on 2010.

Classroom connections

9th Grade ACCESS Data 2010 THS

1 2 3 4 50

2

4

6

8

10

12

School Frequency Report Grade 9, 2010

listening

speaking

reading

writing

WIDA ELP Levels

# o

f Stu

dent

s at

Lev

els

Classroom Connections

• Reading is a strength among the 9th grade EL students.

• Visual support in the classroom, as well as, chunking, small groups, and pre loading vocabulary are strategies that have been used to improve reading skills.

• Speaking is a weakness.

• More small group instruction would provide opportunities to speak.

10th Grade ACCESS Data 2010 THS

1 2 3 4 50123456789

10

School Frequency Report Grade10, 2010

listening

speaking

reading

writing

WIDA ELP Levels

# o

f Stu

dent

s at

Lev

els

Classroom Connections

• Listening and reading are strengths.

• More focus on speaking.

• Small group instruction may assist with speaking skills.

• Vocabulary development and reading techniques such as chunking, visual support, and personal connections have assisted with above average reading and listening scores.

11th Grade ACCESS Data 2010 THS

1 2 3 4 5 60123456789

10

School Frequency Report Grade 11, 2010

listening

speaking

reading

writing

WIDA ELP Levels

# o

f Stu

dent

s at

Lev

els

Classroom Connections

• Speaking is a strength and a weakness. Several students transferred from schools in California and other states who were already native speakers. We need to continue to work on speaking skills with those students who made level four or lower.

AMAO Scores 2008-20102008 2009 2010

% making APLA

54.5 52.5 57.4

% of students proficient

11.8 17.6 26.4

Process Data Teacher Observations

Classroom connections

SIOP TEACHER DATA

Opportunities f

or interac

tion

Grouping c

onfigurati

ons

Wait

time

Clarify

key c

oncepts

in L1

Hands-o

n mate

rials

apply

content &

langu

age kn

owledge

Integration of a

ll lan

guag

e domains

00.5

11.5

22.5

33.5

4SIOP Interaction & Practice/Application

Teacher A

Teacher B

Teacher C

4 =

Hig

hly

Evid

ent,

3 =

Evi

dent

, 2=

Som

ewha

t Ev-

iden

t 1 =

Not

Evi

dent

, 0=

N/A

Content Objecti

ves

Language O

bjective

s

Content Conce

pts

Supplementary

Materials

Adaptation of Content

Meaningful Acti

vities

0

0.5

1

1.5

2

2.5

3

3.5

4

SIOP Lesson Preparation

Teacher A

Teacher B

4 =

Hig

hly

Evid

ent;

2 =

Som

ewha

t Evi

dent

0 =

Not

Ev

iden

t

Teacher C

Concepts

explici

tly lin

ked

Links

explici

tly m

ade

Key Voca

bulary

Speech

Appropriate

Clear Exp

lanation of tasks

Variety

of tech

niques

learning strategies

Scaffolding te

chniques

Higher Order T

hinking

0

0.5

1

1.5

2

2.5

3

3.5

4

SIOP Building Background, Comprehensible Input, Strategies

Teacher A

Teacher B

4 =

Hig

hly

Evid

ent;

2 =

Som

ewha

t; 0

= N

ot

Teacher C

Content objecti

ves c

learly su

pported

Languageobjecti

ves c

learly su

pported

Students

engaged 90-100%

Pacing/abilit

y leve

l

Review of k

ey voca

bulary

review of k

ey conce

pts

Regular feedback

Assessm

ent of c

omprehension and le

arning0

0.51

1.52

2.53

3.54

Lesson Delivery & Review/Assessment

Teacher A

Teacher B

4 =

Hig

hly

Evid

ent;

2 =

Som

ewha

t; 0

= N

ot

Teacher C

Classroom Connections

• All teachers observed have been trained in the SIOP model, part of the ELL PDA.

• Overall, the teachers did a great job of using the SIOP model and instructional strategies that coincide with this model.

• Areas of focus would include speech appropriateness and learning strategies.

Perception Data Teachers

School staff

Administrators

Perception DataSURVEY ON RESPONSIVE ENGLISH LEARNER PEDAGOGY OF THE LEARNING ORGANIZATION

Infusion of academic language

link home, school, and community

teachers' capacity to teach English Learners

recognizing differences among ELs

Responsibility for educating ELs

celebrate the culture of EL population

assessment practices for ELs.

L1 & L2 literacy development of the ELs

participation of ELs in programs and activities

school’s comfort level in using SIOP Model

strengths and weaknesses using SIOP model

Leadership involvement and support

Principal 4 4 3 3 5 4 5 3 5 4 4 5

Group 3 4 3 2 5 2 3 2 2 4 3 3

Asst Principal 3 4 3 3 5 2 3 4 3 3 3 5

Classroom Connections

• All three groups perceived THS as having a responsibility to educating ELLs.

• An area of weakness includes recognizes differences among ELLs. The team should continue to focus on training teachers on how to interpret ACCESS scores in all skill areas.

Comprehensive Data

02468

10

Comprehensive Data Use

BaselineSummative

Criteria Indicators

Emer

ging

= 1

-2.9

; Bas

ic =

3-6

; Ad

vanc

ed =

7-9

Building Back

ground

Interaction

Differentiating In

structi

on

Review & Asse

ssment

0

1

2

3

4

5

6

SIOP COMFORT LEVEL

Baseline

Summative

Criteria Indicators

Emer

ging

= 0

-3; B

asic

= 3

.1-5

.9; A

dvan

ced

= 6-

9

Classroom Connections

• School climate of acceptance and professional learning increased significantly.

• While teacher buy in increased, that goal should still be an area of focus.

So What Now?

Next Steps1. Ell PDA team will continue to

meet monthly.2. Continue training all faculty on

instructing EL students3. Continue to have community

events with EL parents4. Use all ELL data to create a

school improvement goal each year.