Professional Documents
Culture Documents
Purpose of this assignment: This is the third and final phase of the three-part course
Data-Driven Decision-Making Project and will be completed individually based on the
Phase II group work. The goal of this assignment is to plan step-by-step actions for
implementation of a level-wide data-driven improvement plan for students. An individual
multi-media presentation, in which the student reflects on planning collaboratively and
using data as a base for discussions and improvement will also be included in the
submission.
1. Why did I choose this initiative and what learning will it support?
From the Phase I and Phase II projects, an examination of the data showed
Therefore the LEP initiative was designed to explore strategies to increase language
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2. What data was used to substantiate my choice of this initiative?
In order to evaluate the need for a LEP initiative, proficiency levels on the
The graph below shows the relationship between students with LEP and overall
proficiency on the MSA. The majority of the students that are LEP scored Basic on
both the MSA Math and Reading assessments, specifically 43% and 33%,
implement initiatives that aim at promoting language literacy among students with
Selection of the LEP initiative was also based on the data analyzed regarding
the scores for both the learning objectives and homework among LEP students.
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From the data it was concluded that there was a direct relationship between LEP
3. What group of students will this initiative best serve? In what curriculum area?
overall language proficiency. The initiative plan was directed to elementary aged
The initiative supports the Maryland State Curriculum and the WIDA English
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4. What are the learning objectives for this initiative?
Students with LEP need to construct meaning from oral and written language
The student will be able to identify language that indicates narrative point of
The student will be able to recognize specific vocabulary and content area
language
The student will be able to compare and contrast narrative points of view
The student will be able to sort, sequence, and connect information presented
in complex sentences
In order to achieve the learning objectives, the initiative plan will incorporate
the following instructional strategies: (1) Hands-on learning tools; (2) Promotion of a
The initiative plan will use hands-on learning as a constructivist tool to engage
students with course materials. Instructional materials will integrate visual and
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interactive supports to clarify meaning and solidify learning building a connection
with course content. Therefore, the initiative will implement blended learning tools
that include auditory and visual exposure to personalize instruction and provide
displays throughout the classroom will promote comprehension and respect for
cultural differences.
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The initiative will promote a reassuring learning community that will foster
for students with LEP to articulate and formulate responses. Moreover, instructors
will refrain from correcting a students spoken language directly, but will model
Scaffolding techniques
proficiency. The scaffolding of instruction will focus on the development of the four
language modes (listening, speaking, reading, and writing). This strategy will be
instructional materials and tools will present new information in small sequential
steps using visual aids and repetition. Moreover, the course content will create links
through analogies and use visual representations that will support literacy-learning
connections.
Peer collaboration
The initiative will use social interaction as a tool to improve cognition and
communicative skills. Students with LEP learn through academic language and
communicative and interpersonal skills. In the beginning, LEP students will work in
content area activities will be devised between students with LEP and native English
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speaking students to examine the meaning of new concepts. Through group
supports and technology that would assist the interaction between students.
Integration of technology
The initiative will use technology that will support and improve language
proficiency based on the Universal Design for Learning (UDL) model. The Universal
Design for Learning provides a framework for students with LEP as it reduces
challenges, and maintains high achievement expectations for all students, including
students with disabilities and students who are limited English proficient (UDL, p. 1).
The tools will combine the online delivery of educational content and integrate
language resources that promote cross linguistic understanding. Refer to the Figure
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languages.
Music and Dance Drive Academic Achievement Why UDL? Pay special
attention to how the
Watch this video to see an example of arts integration to integration of the arts benefits
promote academic achievement. Opening Minds Through English Language
the Arts (OMA) is a student-achievement program that Learners. Linking to content
uses music, dance, and visual arts to teach skills used in that crosses language
reading, writing, math, science, and other subjects. barriers, while taking steps to
Age Group: All ages develop vocabulary and build
Content Area: All communication skills are
Cost: Free effective examples of
Technology Involved: Internet connection to access promoting cross-linguistic
video; many of the strategies modeled require no understanding!
technology. See also:
2.5: Illustrate through multiple
media
Doing What Works: Develop Academic English Why UDL? This site provides
excellent examples as to how
On this Doing What Works site, understand the to support vocabulary and
research-based recommendation to develop academic grammar development in the
English, watch videos on how actual schools are classroom.
developing academic English, and find a collection of See also:
tools and ideas to help you develop academic English in 2.1: Clarify vocabulary and
your classroom. symbols
Don't miss the great videos! 2.2: Clarify syntax and
Age Group: K-5 structure
Content Area: Literacy
Cost: Free
Technology Involved: Internet connection to explore site;
many of the strategies suggested require no technology.
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Simple English Wikipedia Why UDL? "Wikipedia Simple
English" entries are designed
Wikipedia's "Simple English" entries scaffold the reader to be accessible to readers
by using straightforward language, by chunking the who are acquiring the English
information, and by providing links for further inquiry. language. Simple English
"Simple English" is listed under the Language options. entries are also beneficial for
Age Group: All readers who have limited
Content Area: All vocabularies or for readers
Cost: Free who are interested in the
Technology Involved: Internet connection major features of the entry
rather than detailed
descriptions.
See also:
2.2: Clarify syntax and
structure
student progress prior to the state examinations. In Maryland for students in grades
3-8, the MSA assessment tests for Reading and Math are conducted in March, and
Thus the implementation for the initiative is targeted to begin during the first quarter
of the calendar school year. This would allow faculty to collaborate to evaluate
After each quarter, a progress report along with parent-teacher conferences will be
7. Who will be involved and be responsible for the successful implementation of this
the school community including teachers, support staff, and administrators. Teacher
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aides, media support, and ESOL teachers will be involved in the implementation of
the instructional strategies, professional developing initiatives (i.e. lesson study), and
8. What role will each member play in the implementation process and when?
initiatives including WIDA workshops and lesson study. Teachers will receive
ongoing training throughout the initiative via lesson study and attendance to WIDA
Support staff will receive ongoing training in order to support the teachers and
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Parents will receive interim progress reports and regular communication
9. What will be the assessment(s) of different parts of the implementation? How will
with LEP are understanding content and participating in classes. There will be
incorporated into the students portfolio. It is through the formative assessments that
instructors will obtain information on what and how well students are learning.
monitoring, and portfolios will be used to assess student learning. This prepares
them for the subsequent summative assessments including the English Language
Lesson study focuses on gathering the data and analyzing student learning
Moreover through lesson study, the lesson is reviewed and analyzed both before
and after the instruction to determine areas for improvement. As far as the process
for lesson selection, the group will use existing data to select a lesson that has either
been difficult to teach in the past or that the data previously showed low scores. By
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using data analysis, the teachers are able to concentrate on lessons that need
development and that achieve worthwhile goals. In addition, the group can use this
opportunity to consider new lessons that will incorporate blended learning tools.
The lesson study will incorporate the WIDAs Model Performance Indicators
(MPIs) to achieve the standards for reading and literature, writing & research,
language development and speaking. Teachers can then transform the MPIs to
create language objectives and thus identify clear assessment criteria. Through the
MPIs teachers can also plan to integrate the sensory, graphic, and interactive
supports (refer to Figure 1) in the instructional design that align with academic
content.
10. Overall how will I know whether or not this initiative will be a success? What
The committee will review data that summarizes proficiency scores, student
evaluation, and parent feedback concerning the effectiveness of the LEP initiative
proficiency levels. The benchmark expectation is that 25% of LEP students will
This achievement is expected during the current school calendar year after
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Summary:
The goal of this initiative is to implement a plan for improved learning for
elementary students with LEP. This initiative aims at using collaboration with peers
and faculty, blended learning strategies, and technology to engage students with
LEP and yield greater language proficiency that supports WIDA English Language
Conclusion: (Leave the reader with something to think about, and point to a new idea
and level of language literacy. This affects the way students with LEP interpret and
comprehend academic content. The diversity also makes it challenging for teachers
Reaching) (WIDA, p. 6). Thus future initiatives could focus on planning opportunities
that specifically support language learning from one domain to another differentiating
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References
from https://www.osepideasthatwork.org/udl/intro.asp
http://www.wida.us/standards/eld.aspx
WIDA (2013). 2013- 2014 WIDA Professional Development Dates and Topics.
Retrieved from
http://www.wida.us/membership/states/MD/WIDA%20Professional%20Developm
ent%20Plan%20for%202013-14.pdf
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