Train the Trainer

English Language Learner Program

Volunteer Tutor Training

Project Proposal for UMCM Suncoast, Tampa, Florida

Compiled by:
Deborah Amos
Eliza Brumbaugh
Felipe Cepeda
Jennifer Cobb

Table of Contents

Executive Summary…………………………………………………………………………...2
Problem Statement and Learning Goals…………………………………………………..3

Analyzing the Learning Context…………………………………………………………….7

Analyzing Learners…………………………………………………………………………....9

Task Analysis……………………………………………………………………………….12

Assessing Learning………………………………………………………………………….18

Formative Evaluation Plan………………………………………………………………….29

Annexed Documents………………………………………………………………………...31

Executive Summary
UMCM Suncoast is a nonprofit agency located in Tampa, Florida. The agency’s mission is to
alleviate the symptoms and address the causes of poverty through innovative educational
programs. The agency offers 11 programs that address food insecurity, homelessness, and
education. The agency has 20 full-time employees and 10 part-time employees and relies heavily
on volunteers to implement their programs.

One of UMCM Suncoast’s key areas, is the support services to immigrants. Programs were
developed to help immigrants and English Language Learners (ELLs) successfully adapt to and
navigate their community. An important initiative is the English language instruction classes offer
to immigrants with limited English skills. This class is seen as a critical step to the success of
ELLs in their new community.

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To be able to offer enough classes to support the ELL community in the Tampa area, UMCM
relies on volunteers to facilitate English classes. Without their involvement, English language
classes would not be offered due to the limited staff. Volunteers are not experts in teaching
English as a second language and therefore receive an orientation that covers the agency’s
values, expectations, teaching curriculum/lesson plans, and policies.

The key stakeholders, the Program Director, Volunteer Engagement Manager, and former ELLs
in the program, have shared some feedback about the effectiveness of the Tutors and believe
that additional training could be the solution. These stakeholders will work with a team of
Instructional designers to explore the problem and design an effective training for all volunteer
tutors to receive.

Problem Statement and Learning Goals

The problem arises from the need to prepare ELLs as much as possible for success in their new
environment, both in social and work settings. The most critical tool for their success is the use of
the English language. So the agency offers English language instruction to those who have
difficulty completing community activities due to limited English skills. Due to the limited budget
of this non-profit based agency, community volunteers (called Volunteer Tutors) are critical to the
success of the program and provide English instruction to ELLs in a classroom setting.

While volunteer tutors receive an orientation prior to their start in the classroom with ELLs, many
key stakeholders have discovered inconsistencies in the success of ELLs and in the effectiveness
of the tutors. The Program Director, Volunteer Engagement Manager, and former ELL students
have shared feedback around the cultural awareness of the tutors. Some volunteers demonstrate
a deep understanding of ELLs barriers to success and offer a great deal of patience in the
classroom. Other tutors verbalize their frustration with varying levels of skill attainment by ELLs.
These tutors do not demonstrate patience and understanding in the classroom. This lack of
patience and understanding does not reflect the values of the agency. The agency values every

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volunteer tutor and believes that they can all be highly effective English teachers with the proper
training.

The Volunteer Engagement Manager, Program Director, and former ELLs identified the problem.

The Program Director, Volunteer Engagement Manager, and English Language Learners (ELLs)
have provided anecdotal evidence that some volunteer tutors are not completely equipped to
provide effective English instruction to ELLs. The Program Director observes all volunteers tutors
at least twice during their service. In these observations, the Program Director has noted
inconsistencies in the level of understanding of the varying needs of ELLs in the classroom. For
example, one tutor used 3 different teaching strategies in the classroom to accommodate multiple
ELLs, while another tutor used just one teaching strategy for all ELLs in the classroom. The
Volunteer Engagement Manager and several former ELLs have offered similar anecdotes. While
these stakeholders report a great deal of excitement from all volunteer tutors, there is a lack of
foundational knowledge the tutors need to be as effective as they can be.

The following stakeholders should be engaged in the development of learning goals for this
training:

Charge How does it contribute to the achievement of the expected learning?

Volunteer Engagement Provides all key information about the learners, including
Manager demographics, schedules, and availability.

This person coordinates the training activities and has clear ideas
about how effective or not these training instances can be depending
on the group of volunteers available and the topics addressed.

Program Director This person is the SME and develops language instruction courses
that volunteers deliver to ELLs. This person is also a potential
instructor.

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 Experienced Volunteer This person is also an SME. Knows the daily work and interactions
that are necessary to carry out teaching processes to new volunteers.
Take the role of Senior Volunteer Instructor and supports the
instructor during instruction.

ID Director It will bring together all administrative and social needs to develop
courses that meet the requirements of the Agency, volunteers and
new members of the community.

Community member The presence of this individual can help lay the foundations for a
who has similar reality check of the proposals, based on what the people who
experiences to the integrate into the community really need thanks to the work of the
English Language volunteers.
Learner

During interviews with the stakeholders outlined above, the Instructional Designer will ask
questions to understand the following:

● How does the problem impact your mission and organizational goals?
● What are the competencies volunteer tutors must possess at the start of their service?
● What characteristics does an effective volunteer tutor display when delivering language
instruction?
● What characteristics does an effective volunteer tutor display when interacting with
ELLs?
● What are the behaviors that ineffective volunteer tutors display when working with ELLs?
● What are the learning objectives for the current training that volunteer tutor receive
before the start of their service?
● What behaviors do you want to see volunteer tutors exhibit that they are currently
exhibiting?
● What topics are not currently covered in the existing pre-service training that you believe
should be covered?

The Instructional Designer utilizes the input from the program director and volunteer engagement
manager and combines this with their instructional design knowledge in order to develop the
relevant goals. The following goals were identified for this training:

Volunteers tutors should be able to:

● Use trauma-informed teaching strategies in their delivery of English language instruction
to ELLs in the classroom

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 ● Understand the challenges of SLIFE (students with limited and interrupted formal
education) and revise their teaching methods to accommodate those ELLs in the
classroom
● Articulate the benefits of bilingualism
● Compare and contrast assimilation and integration and understand the benefits and
challenges of each approach

The Program Director (PD) is the most knowledgeable about the topic and will serve as the SME
(subject matter expert). With guidance from the instructional design team, the PD will present
these goals and accompanying research that justifies these goals to the key stakeholders
(Volunteer Engagement Manager, Program Director, experienced Volunteer, former ELL
students). Stakeholders will then work together to prioritize the goals from most critical to least
critical and provide a justification for their rankings.

The current level of attainment of the goals by the target learners is unclear. So, the Instructional
Designer will work with Program Director and Volunteer Engagement Manager to create surveys
to poll volunteer tutor. This survey will help us understand the tutors’ familiarity with these goals
and determine the degree to which tutors are employing these behaviors in the classroom. In
addition, feedback will be acquired from Volunteer Engagement Manager and Program Director
on their perspectives of the level of goal attainment based on volunteer performance.

During their first 4 weeks of service as volunteer tutors, they should reach 90% attainment of all
learning goals. Tutors will be observed on-the-job and assessed by the Program Director and
Volunteer Engagement Manager after 4 weeks of service to determine the level of attainment.
Volunteer tutors should demonstrate 90% attainment of the learning goals at the time of their
observation. Students who do not demonstrate 90%, will participate in coaching from the Program
Director and additional on-the-job observation and feedback.

The need for this training is demonstrated by the anecdotal feedback provided by the Program
Director, Volunteer Engagement Manager, and former ELLs. In addition, the Volunteer
Engagement Manager reviewed and shared the volunteer retention statistics for the past 2 years.
Most volunteers are retirees, however they do not stay with the agency for longer than one year
of service. To increase the effectiveness of tutors and give them more opportunities to gain
knowledge and become more confident in their work, stakeholders believe this additional training
is critical.

None of these goals are being reached in the existing volunteer tutor orientation. These are new
goals developed by the instructional design team and key stakeholders due to the problems that
have been observed in the program outlined in the background section of this document.

The following stakeholders should be involved in prioritizing unreached goals: Volunteer

Engagement Manager, Program Director, and Instructional Designer

The goals have been listed in order of importance:

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 ● Use trauma-informed teaching strategies in their delivery of English language instruction
to ELLs in the classroom
● Understand the challenges of SLIFE (students with limited and interrupted formal
education) and revise their teaching methods to accommodate those ELLs in the
classroom
● Articulate the benefits of bilingualism
● Compare and contrast assimilation and integration and understand the benefits and
challenges of each approach

None of the identified goals above are currently included in existing instruction and all of the goals
listed above appear to be reachable with the new training. The goals are research-based and
have concrete philosophies and strategies that should be shared with volunteers to create
consistency and increase effectiveness of the program. With a SME supporting the instructional
design team and serving as the instructor, research-backed strategies will be identified and taught
to volunteer tutors. When used correctly, these strategies will ensure consistency amongst tutors
in their delivery of English instruction to ELLs and increase the effectiveness of their teaching.

This information is not easily accessible to volunteer tutors and should be delivered to tutors by a
Subject Matter Expert in a classroom setting. The SME will help students process the new
information they are receiving and help them apply it to their work in the classroom.

Analyzing the Learning Context

This training will require a human instructor. The ideal instructor will have the following
characteristics:

● Dynamic speaker
● Excellent written and spoken English language skills
● Extensive experience with written and spoken foreign languages
● 5+ years experience teaching English as a second language
● Given the limited time, the instructor will be able to kindly redirect ideas and push
forward
● Preferably experience with the agency, either as a volunteer or staff member
● Confidence

In addition, the instructor will hold values that are congruent with the organizational values of
celebrating diversity and being sensitive to all humans and their experiences.

Currently the available instructional hardware and software include the following: screens to
project powerpoint, dry erase white board, Microsoft Office (powerpoint), wifi, portable tablets,
and laptops.

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There is a standard boardroom set up in meeting rooms at the organization’s office that serve as
classrooms - moveable tables, computer chairs, two windows, two private bathrooms, water
fountains. Food can be provided if needed. Each room can comfortably seat 20 people.

The head instructor calls the students to a room where they are exposed ppt, which shows the
processes and the key points of the work as volunteers. The class is a participatory process where
students learn to interpret the needs of the people they help in their different contexts.

Learning will take place in meeting rooms at the organization’s main office. The organization in
non-profit and community-based. The organization is human-centered and relies heavily on
grants, donations, and volunteers. The Program Director oversees the language instruction
program, in addition to several other programs that serve their new community members. The
Volunteer Engagement Manager works closely with the PD to recruit and train volunteers to help
implement the programs offered by the organization.

Instructional materials are selected by the Program Director and Volunteer Engagement Manager
based on the available budget. The Program Director and Volunteer Engagement Manager to
partner with the IT team to communicate technology needs and secure devices/software.

Often volunteers are recruited from local churches. This can present a dilemma of differently
aligned ideas of success. Extra attention must be paid to helping church members understand
that education is paramount, skills attainment must be developed, and that making effort and
failing can sometimes be harmful to those we want to help. Volunteers must serve with dedication
and determination. We also must be clear that classes are not opportunities to proselytize and
the purpose of class is not to gain new church members. Volunteers are typically retirees and
stay with the agency for one full year.

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The Target Audience - Volunteer Tutors
Detailed below are the relevant characteristics known regarding the volunteer tutors. Any
information that is unknown will be gathered in a pre-training survey distributed by the Volunteer
Engagement Manager.

The requirement for volunteer tutors at UMCM Suncoast is for them to be 18 years of age or older
for many reasons, one of them being that tutors are expected to be at the formal operational level
of Piaget’s levels of cognitive development. This means that they must be capable of abstract
thought and reasoning in moral, philosophical, ethical, social, and political issues that require
theoretical and abstract reasoning. They must be capable of using deductive logic: reasoning
from a general principle to specific information. They must also demonstrate a predilection for
collaborative and cooperative work.

Volunteer tutors must be fluent in English, or have at least a C1/C2 level on the Common
European Framework of Reference Scale (CEFR).

C1

1. Can understand a wide range of demanding, longer texts, and recognize implicit
meaning.
2. Can express ideas fluently and spontaneously without much obvious searching for
expressions.
3. Can use language flexibly and effectively for social, academic and professional
purposes.
4. Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organizational patterns, connectors and cohesive devices.

C2

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 1. Can understand with ease virtually everything heard or read.
2. Can summarize information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation.
3. Can express him/herself spontaneously, very fluently and precisely, differentiating finer
shades of meaning even in the most complex situations.

In terms of educational background, volunteer tutors are expected to have attained a bachelor’s
degree or, in lieu of a bachelor’s degree, have some college education with additional 2 years of
work experience. In order for volunteer tutors to be most effective they must be able to see and
interpret data in English, be able to understand graphic representations of messaging, and be
culturally fluent in symbols and signs.

Tutors are preferred to be abstract-random cognitive processors because this will allow them to
function better as educators to the ELLs (who are often concrete-random cognitive processors).
Being abstract-random cognitive processors will allow tutors to think abstractly about the way
ELLs think, and will allow them to be flexible when dealing with learners who process randomly.

Regarding world knowledge, volunteer tutors must demonstrate knowledge or interest in other
cultures, in bridge building across cultures, and in world events, politics, conflicts, and history. On
a specific level, tutors must have knowledge of English language, social skills, compromise,
collaboration, and information regarding the local community.

Due to the expected language barrier between students and volunteers, volunteers should be
able to process what they see and what they see to help them teach and respond to ELL students.
Some accommodations can be made to ensure the program remains inclusive. Volunteers must
be able to stand for at least 45 minutes at a time, lift 20 pounds, and must be 18 years of age.

It is anticipated that all volunteers will have an interest in helping others adapt to a new community,
teaching a new language, and serving their community. Their motivations include a desire to help
locally, and a desire to see change realized. Learning is motivated by a desire to be successful
and effective in service to the community. All volunteers are expected to show interest in being
part of the volunteering process, learning about new topics, and learning about the new ELLs in
the community. They must have a commitment to actively participate in the training opportunities
provided and possess a desire to increase and expand their teaching skills over time.

Recognizing mediation as a tool of daily work with ELLs, fellow volunteers, and program staff is
fundamental for volunteers in this program. Volunteers will generally feel positively about their
experiences and achievements and recognize that these things can contribute to their success.
Volunteers will be self assured and will be able to consistently present a calm and positive
demeanor when in the presence of ELLs.

Volunteers must agree with the belief that volunteer work can help the welfare and integration of
new members of the community. They feel that their success is their own, for the majority,

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however there is variation within the group. To compensate for those who believe the locus of
control is external, the training will provide all the possible necessary tools.

The background of volunteers is mixed, however, the majority of volunteers are white, liberal,
religious, and older. They are generally from a higher socio-economic background, simply due to
the fact that those with time to spare to volunteer are usually more financially stable. Their role
models are usually activists, policy makers, and religious leaders. They have reached Kohlberg’s
Stage Five of moral development, understanding that rules exist for the common good, but may
not serve in the interest of specific individuals, therefore, developing their own set of standards
based upon individual situations.

Volunteers often value cooperation over competition in the work environment. They are involved
in volunteering for the social aspect, therefore do not wish to compete with others. They are often
respectful to peers, ELLs, and authority. They do not often have issues with cultural and socio-
economic differences. If there are issues, they are open to feedback and coaching because it
provides direction to success.

In order to accommodate our specific learners, the volunteer tutors, we must design learning
instances that are consistent with the time that volunteer tutors have, ex: after work hours or on
weekends. Additionally, we must consider the budgetary reality of the organization to pay for
learning resources that help meet the needs. The materials required for such a training can be
pared down to Powerpoint Presentations and training manuals, so that there is not a high budget.

To accommodate learners from different backgrounds and belief systems, we will create material
that is suitable for different work groups which will be presented at the basic level of education. In
addition, we will provide learning materials in a variety of formats to account for varied learning
styles and preferences, audio, visual, written, active observation, etc. In order to expand learner
involvement and interaction, we will provide various opportunities during instruction for learners
to work collaboratively.

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Task Analysis

Our learning goals to prepare our volunteers that need to teach English to English Language
Learners. The objective is to prepare our volunteer tutors to understand the diversity and
perspective of English Language Learners (ELLs) in order to build strong, successful relationships
in the English Language Classroom.

Our learning outcomes are as follows:

Intellectual skills
● Identify the advantages and obstacles of bilingualism in family contexts and labor
insertion according to the capacities of ELLs.
● Identify the possible variables of the contexts and immigration reasons of the ELLs.
● The tutors should know how to continue working with the diagnostic survey to determine
the particular future task for each ELL.
● Identify the possible traumatic scenarios that impact on the processes of social insertion
of immigrants ELLs.

Our cognitive strategies

● Propose concrete progressive strategies for the use of the English language in personal
and work environments of the ELLs.
● Determine a work strategy to address language differences from the context of each ELL
to meet their needs
● Determine the appropriate strategy, considering the trauma antecedents detected
according to the work schemes of the Agency.

Attitude
● Detect the differences in perspective from ELLs context to according to collaborative
work strategies.
● Analyze individual opinion from ELLs context to according to collaborative work
strategies.

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 ● Evaluate which school of thought is best for language learners
● Consider perspectives from ELLs - different learners will hold different opinions

We have identified the 4 units of instruction for tutors in our information processing
steps:

1. Benefits of Bilingualism
1. Read and analyze case studies
2. Small group discussion of case studies
3. Watch videos of ELLs and use observations forms for notations
4. Wrap up discussion on the benefits of bilingualism
2. SLIFE (students (ELLs) with limited and interrupted formal education)
expectations for the classroom
1. Introduction with video about the experience of living in conflict zones
2. Discuss the circumstances for access
3. View the Powerpoint slides that outline ELLs perception of the world
4. Discussion about the differences between perception of Western
intelligence
5. Through role-play, identify the possible traumatic scenarios that impact
the education and social integration of ELLs.
6. Discuss process to work with ELLs who fit into the “SLIFE” category
3. Trauma-informed care strategies
1. Discuss what trauma is and ask tutors to define and identify potential
trauma scenarios for ELLs
2. View the Powerpoint slides that outline a list of examples
3. Provide scenarios and have tutors identify strategies to employ
4. Based on the antecedent trauma, determine the appropriate teaching
strategies, through role play scenarios.
5. Guided discussion on boundaries and confidentiality
1. Sign confidentiality document that outlines policies and
expectations
4. Assimilation vs Integration
1. Define terms and compare and contrast using a T Chart
1. First compare/contrast from their personal viewpoint and then
from the perspective of ELLs
2. Discuss pros/cons of both perspective in a mock debate to argue for their
preferred perspective
3. Through role-play, evaluate which perspective is best for ELLs based on
their individual values and goals
4. Wrap discussion on how understanding both perspectives will benefit
ELLs

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The Information Processing Map:

Our identified prerequisite skills for the learners are in each unit and content:

1. Benefits of Bilingualism
1. Analyze data detailing the process of learning for bilingual children and adults
2. Read data on the benefits of native languages at home
3. Evaluate case studies on cultural connection’s effects on self esteem and identity
4. Discuss socio-emotional development in bilingual children

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 5. Discuss the empowerment of parents when their children are encouraged to
speak their native tongue
6. Discuss the power dynamics of having a bilingual child and a monolingual adult
7. Discuss the psychological effects on families when children are encouraged to
reject their native language
8. Identify expanded job opportunities for multilingual speakers
9. Observe children and adults that are multilingual
10. Identify the strengths of multiple language learners across various educational
disciplines

2. SLIFE (students with limited and interrupted formal education) expectations for the
classroom
1. Understand the context and impact of living in conflict zones
2. Identify the extenuating circumstances on the ELLs access to necessities
3. Identify how ELLs without formal education perceive the world
4. Identify the strengths and skills of ELLs outside of western definitions of
intelligence
5. Understand the process used to work with ELLs with limited or interrupted formal
education

3. Trauma-informed care skills

1. Define trauma
2. Define traumatic scenarios that ELLs may have experienced
3. Learn how to diffuse situations and lower anxiety
4. Learn how to establish safety for ELLs
5. Learn how to facilitate choice in the English classroom
6. Learn how to make space for collaboration between volunteers, staff, and ELLs
7. Learn how to establish trustworthiness
8. Learn how to create empowerment in ELLs
9. Learn what behaviors are triggering to ELLs
10. Define boundaries around confidentiality
11. Learn about boundaries between ELLs, Tutors, and Staff

4. Assimilation vs Integration
1. Distinguish each term
2. Analyze the differences between assimilation and integration
3. Establish the pros and cons of each viewpoint
4. Utilize learned knowledge from previous trainings to determine which viewpoint is
healthiest for ELLs
5. Utilize case studies to understand the impact of each school of thought on ELLs
6. Evaluate first person accounts on ELLs personal opinions on each school of
thought

The Prerequisite Analysis Map:

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The learning objectives for the tutors in each unit were identified as followed:

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Unit 1: Benefits of Bilingualism
Terminal Objective:
Link the benefits of using English and ELL’s native tongue in employment, social situations,
family contexts, and academic applications.
Enabling objectives:
1.1 Tutors will be able to correctly identify all advantages and challenges of bilingualism in the
workplace.
1.2 Tutors will be able to provide 3 strategies to English language learners that help them
employ their newly acquired English skills in the appropriate contexts.

Unit 2: SLIFE (students with limited and interrupted formal education)

Terminal objective: Evaluate the vulnerability context of ELLs to address the best English
language learning strategy according to their needs and opportunities.
Enabling objectives:
2.1 Tutors will be able to correctly identify the variables that make up each ELLs immigration
story and analyze how they impact the ELLs learning needs.
2.2 Tutors will be able to analyze the SLIFE Diagnostic Survey completed by program staff for
each ELL.
2.3 Tutors will determine the best teaching strategies to employ, based on SLIFE Diagnostic
results, for each ELL to meet their needs.

Unit 3: Trauma-informed care skills

Terminal Objective: Evaluate, case by case, the traumatic context that may inhibit learning and
prevent ELL’s social integration in their communities.
Enabling objectives:
3.1 Tutors will be able to correctly identify the possible traumatic scenarios that impact the
social integration of ELLs.
3.2 Tutors will determine the appropriate teaching strategies, based on the antecedent trauma.

Unit 4: Assimilation vs Integration

Terminal Objective: Differentiate between assimilation and integration of ELLs, and assess
which perspective is most beneficial for each learner.
Enabling objectives:
4.1 Tutors will correctly summarize the differences between assimilation and integration
4.2 Tutors will be able to correctly recognize which perspective is best for ELLs based on their
individual values and goals

Assessing Learning

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We work on a model of Assessment on Criterion-referenced, it is for this reason that we have structured
the purpose of assessment on our future tutors. To begin their service, volunteer tutors should
understand the ELL theories presented in all 4 units and be able to demonstrate the tutoring strategies
presented in each unit. Assessment in this instruction will determine the extent to which volunteers have
met the desired learning goals and assess their preparedness for working with ELLs in the classroom.

When to Assess Type of Assessment Purpose

Entry-Level Assessment Attitude Assessment Estimate the level of motivatio

willingness to work as a volun

Pre-Instruction Assessment Knowledge Assessment Estimate the knowledge base

instruction to know the entry l
participants who will become

During-Instruction Assessment Ability Assessment Evidence the own developme

● Collaboratively Solving problems and the resolution of conflicts and
enacting scenarios arise in simulated cases

Post-Instruction Assessment Knowledge Assessment Estimate if expected learning

are being met by learners prio
Ability Assessment with ELLs.

Skills/Performance Assessment

And this is list the kinds of assessments that are necessary and where they should occur with regard to
the instruction:

When to Assess Type of Assessment Where Assessment Occurs

Entry-Level Assessment Attitude Assessment Weeks prior to Instruction; Data

will support the learner analysis

Pre-Instruction Assessment Knowledge Assessment Diagnostic assessment prior to

instruction will establish a
baseline and inform the scope of
instruction

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During-Instruction Ability Assessment Assessment will occur in 3 units
Assessment ● Collaboratively Solving (Units 1, 3, 4)
problems and enacting
scenarios

Post-Instruction Assessment Knowledge Assessment Knowledge and Ability

Assessments will occur at the
Ability Assessment end of Unit 4

Skills/Performance Assessment Skill/Performance Assessment

will occur on-the-job within the
first month of volunteer service

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Table 1. Assessment Item Specifications
OBJECTIVE #1
Objective:
Supply the objective to which these
specifications apply
Description of Test Form:
Describe the form of assessments
to be used for this objective.
Sample Item:
Provide a sample assessment item
that is appropriate for this objective.
Include directions for the item.
Question Characteristics:
Describe any relevant characteristics
of the question or assessment
situation to be provided. These
characteristics will delimit
and describe the tasks that are
appropriate for this objective.
Response Characteristics:
Describe any relevant characteristics,
of the responses or activities of
learners who engage in this assessment.
Number of Items:
Prescribe the number of items of the sort
described which will be needed to assess
learning of this objective.
Linking the benefits of using English and ELL’s native
tongue in employment, social situations, family
contexts, and academic applications.
Recall information by answering short-response
questions, and multiple choice
Multiple choice:
Which of the following environments should you
encourage ELLs to employ their English language
skills?
For more details see the Table 3. Assessment
samples
Questions will direct tutors to recall information and
when given specific scenarios, make the right
choices and apply rules.
Short-response questions will direct learners to recall
information, so responses should be consist of words
or phrases acquired during instruction. Scenarios will
require learners to demonstrate their knowledge
acquisition through key behaviors and exhibited
during role-play.
Answers should demonstrate the ability to identify,
analyze, and evaluate ELLs needs and deliver
instruction tailored to their needs.
One item for each enabling objective related to the
terminal objective.[JB11]
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Mastery Criteria:
Describe, preferably in quantitative terms,
how well a learner must perform in order
to reflect mastery of this learning
objective.
OBJECTIVE #2
Objective:
Supply the objective to which these
specifications apply
Description of Test Form:
Describe the form of assessments
to be used for this objective
Sample Item:
Provide a sample assessment item
that is appropriate for this objective.
Include directions for the item.
Question Characteristics:
Describe any relevant characteristics
of the question or assessment
situation to be provided. These
characteristics will delimit
and describe the tasks that are
appropriate for this objective.
Response Characteristics:
Describe any relevant characteristics,
of the responses or activities of
learners who engage in this assessment.
To reach mastery, learners will answer the short-
response questions correctly. In the scenario-based
questions, learners will demonstrate the strategies
covered in the unit through role-play.
Evaluate the vulnerability context of ELLs and select
the best teaching strategy based on their needs and
opportunities.
Recall information by answering short-response
questions and multiple choice
Short-response questions:
List the 5 components of the SLIFE Diagnostic
Survey that should be performed for each ELL.
For more details see the table 3. Assessment
samples
Questions will direct tutors to recall information and
when given specific scenarios, make the right
choices and apply rules.
Short-response questions will direct learners to recall
information, so responses should be consist of words
or phrases acquired during instruction. Scenarios will
require learners to demonstrate their knowledge
acquisition through key behaviors and exhibited
during role-play.
Answers should demonstrate the ability to identify,
analyze, and evaluate ELLs needs and deliver
instruction tailored to their needs.
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Number of Items: 3 items.
Prescribe the number of items of the sort
described which will be needed to assess One item for each enabling objective related to the
learning of this objective. terminal objective.

Mastery Criteria: To reach mastery, learners will answer the short-

Describe, preferably in quantitative terms, response questions correctly. In the scenario-based
how well a learner must perform in order questions, learners will demonstrate the strategies
to reflect mastery of this learning covered in SLIFE through role-play.
objective.

OBJECTIVE #3
Objective: Evaluate, case by case, the traumatic context that
Supply the objective to which these ELLs may manifest and that prevents them from
specifications apply developing processes of social integration in their
communities.

Description of Test Form: Observation using a rubric in a pre-selected scenario

Describe the form of assessments and role-play
to be used for this objective.
Recall information by answering short-response
questions, and multiple choice

Sample Item: Scenario-based question:

Provide a sample assessment item According to the following ELL profile, what
that is appropriate for this objective. characteristics may impact how the ELL progresses
Include directions for the item. through the program?

For more details see the table 3. Assessment

samples

Question Characteristics: Questions will direct tutors to recall information and

Describe any relevant characteristics when given specific scenarios, make the right
of the question or assessment choices and apply rules.
situation to be provided. These
characteristics will delimit
and describe the tasks that are
appropriate for this objective.

22
Response Characteristics:
Describe any relevant characteristics,
of the responses or activities of
learners who engage in this assessment.
Number of Items:
Prescribe the number of items of the sort
described which will be needed to assess
learning of this objective.
Mastery Criteria:
Describe, preferably in quantitative terms,
how well a learner must perform in order
to reflect mastery of this learning
objective.
OBJECTIVE #4
Objective:
Supply the objective to which these
specifications apply
Description of Test Form:
Describe the form of assessments
to be used for this objective.
Sample Item:
Provide a sample assessment item
that is appropriate for this objective.
Include directions for the item.
Short-response questions will direct learners to recall
information, so responses should be consist of words
or phrases acquired during instruction. Scenarios will
require learners to demonstrate their knowledge
acquisition through key behaviors and exhibited
during role-play.
Answers should demonstrate the ability to identify,
analyze, and evaluate ELLs needs and deliver
instruction tailored to their needs.
2 items.
One item for each enabling objective related to the
terminal objective.
To reach mastery, learners will answer the short-
response questions correctly. In the scenario-based
questions, learners will demonstrate the strategies
covered in the unit through role-play.
Differentiate between assimilation and integration of
ELLs, and assess which perspective is most
beneficial for each learner.
Observation using a rubric in a pre-selected scenario
and role-play
Recall information by answering short-response
questions, and multiple choice
Short-response questions:
What is the difference between assimilation and
integration?
For more details see the table 3. Assessment
samples
23
 Question Characteristics:
Describe any relevant characteristics
of the question or assessment
situation to be provided. These
characteristics will delimit
and describe the tasks that are
appropriate for this objective.
Response Characteristics:
Describe any relevant characteristics,
of the responses or activities of
learners who engage in this assessment.
Number of Items:
Prescribe the number of items of the sort
described which will be needed to assess
learning of this objective.
Mastery Criteria:
Describe, preferably in quantitative terms,
how well a learner must perform in order
to reflect mastery of this learning
objective.
Table 2. Instrument Blueprint
Objectives Form
Questions will direct tutors to recall information and
when given specific scenarios, make the right
choices and apply rules.
Short-response questions will direct learners to recall
information, so responses should be consist of words
or phrases acquired during instruction. Scenarios will
require learners to demonstrate their knowledge
acquisition through key behaviors and exhibited
during role-play.
Answers should demonstrate the ability to identify,
analyze, and evaluate ELLs needs and deliver
instruction tailored to their needs.
2 items.
One item for each enabling objective related to the
terminal objective.
To reach mastery, learners will answer the short-
response questions correctly. In the scenario-based
questions, learners will demonstrate the strategies
covered in the unit through role-play.
Number Criterion Level Proportion
of items
24
Objective 1: - Short-response 2 Learners should give 25%
Linking the benefits of question error-free responses in
using English and - Multiple choice the short-response
ELL’s native tongue in questions and the
employment, social multiple choice
situations, family questions.
contexts, and
academic Learners who do not
applications. meet these standards
will receive coaching
(i.e. remedial training)
from a senior volunteer
during their first two
weeks of service.

Objective 2: - Scenario-based 3 Learners should give 25%

Evaluate the Short-response error-free responses in
vulnerability context of question and the short-response
ELLs and select the Multiple choice questions and the
best teaching strategy multiple choice
based on their needs questions.
and opportunities.
Learners who do not
meet these standards
will receive coaching
(i.e. remedial training)
from a senior volunteer
during their first two
weeks of service.

Objective 3: - Observation 2 Learners should 25%

Evaluate, case by using a rubric in a satisfactorily
case, the traumatic pre-selected demonstrate at least 2
context that ELLs may scenario and role- of the 3 behaviors
manifest and that play identified in the role-
prevents them from - Short-response play rubric.
developing processes question
of social integration in - Multiple choice Learners should give
their communities. error-free responses in
the short-response
questions and the
multiple choice
questions.

Learners who do not

meet these standards
will receive coaching
(i.e. remedial training)

25
 from a senior volunteer
during their first two
weeks of service.

Objective 4: - Observation 2 Learners should 25%

Differentiate between using a rubric in a satisfactorily
assimilation and pre-selected demonstrate at least 3
integration of ELLs, scenario and role- of the 3 behaviors
and assess which play identified in the role-
perspective is most - Short-response play rubric.
beneficial for each question
learner. Learners should give
error-free responses in
the short-response
questions and the
multiple choice
questions.

Learners who do not

meet these standards
will receive coaching
(i.e. remedial
training)from a senior
volunteer during their
first two weeks of
service.

Table 3. Assessments samples:

26
Objectives
Objective 1:
Linking the benefits of using
English and ELL’s native tongue
in employment, social
situations, family contexts, and
academic applications.
Objective 2:
Evaluate the vulnerability
context of ELLs and select the
best teaching strategy based on
their needs and opportunities.
Form Number of Item
items
- Short-response question 2 1. Explain in your own words 5 ben
- Multiple choice language in the contexts studied. (S
QUESTION)
2. What are the contexts in which
proficiently with the English langua
a) Labor
b) Social situations
c) Relatives
d) Academics
e) All contexts
- Scenario-based Short- 3 1. According to the context given, w
response question and to teach the English language to th
Multiple choice (Scenario based)
2. What are the strategies for teach
that we use in the agency? (short-r
3. In the case of an immigrant who
degrees in his / her country of origi
the English language, which of the
recommended to begin work with th
I) Bring the use of the language to
II) Weekly work meetings
III) establish goals according to EL
a) I, II
b) II, III
c) Only II
d) I, II and III
27
Objective 3:
Evaluate, case by case, the
traumatic context that ELLs may
manifest and that prevents them
from developing processes of
social integration in their
communities.
Objective 4: Differentiate
between assimilation and
integration of ELLs, and assess
which perspective is most
beneficial for each learner.
- Observation using a
rubric/ check list in a pre-
selected scenario and role-
play
- Short-response question
- Observation using a
rubric in a pre-selected
scenario and role-play
- Short-response question
2 Please revise: Scenario Sheet M
Sample
Please revise: Role-play Rubric
How can English language learn
integration of ELLs in their conte
question)
2 Please revise: Scenario Sheet M
Sample
Please revise: Role-play Rubric
What are the differences betwee
integration in the context of our
response question)
28
Formative Evaluation Plan

Formative evaluation will be conducted during and after the creation of the instructional design.
The evaluation during creation will be one to one evaluation with the Volunteer Engagement
Manager and Program Director, as well as small group evaluations with current tutors.

One to One Evaluations

The Volunteer Engagement manager should question the relevance of the material and the
delivery of instruction for the prescribed tutor group. The Program Director/SME should
question the accuracy and effectiveness of the instruction. The following questions should be
answered by the end of the evaluation:

1. Is the material relevant to tutors?

2. Will the material be engaging for the tutor group?
3. Is the information that is being presented accurate?
4. Is the information digestible and well-organized?

First, the instructional design lead will introduce materials to audience and inform them of the
feedback expectations and focus, as specified above. They will provide them with paper to
make notes and then move forward in presenting the material (Powerpoint presentations,
worksheets, case studies, videos). Afterwards, they will discuss the pros and cons with each
individual and discuss plans for improvements and revisions.

The instructional design team will be presented with the feedback and will create an action plan
and timeline that will then be communicated to the Volunteer Engagement Manager and
Program Director/SME.

Small Group Evaluations

A test group of current tutors will be gathered in order to evaluate the learner’s perspective on
the trainings. Current tutors share the profile of incoming tutors, ie: college educated, desirous
to enact positive change in their community, knowledge of ELLs and their experiences, etc. The
following questions should be answered by the end of the small group evaluation:

1. Did you enjoy the subject matter?

2. Did you enjoy the activities?
3. What do you think would be more engaging?
4. Do you feel prepared to walk into a classroom now?
5. Do you understand your role as a tutor?
6. What are remaining items that you feel you need to know about?
7. What are questions you are left with?

The process is very similar to the one to one process. First, the instructional design lead will
introduce materials to audience and inform them of the feedback expectations and focus, as
specified above. The ID lead will express to the group that group discussion is encouraged.
They will provide them with paper to make notes and then move forward in presenting the
material (Powerpoint presentations, worksheets, case studies, videos). Afterwards, we will

29
discuss the pros and cons with each individual and discuss plans for improvements and
revisions.

The instructional design team will be presented with the feedback and will create an action plan
and timeline that will then be presented to the volunteer tutor group. There will be careful and
specific correlation between volunteer tutor comments from the evaluation and the action plan
items.

Post-Design Continuous Evaluations

The training will be evaluated post-design by the volunteer tutors, as well as analyzing the
instruction and practical application of the training for efficiency and effectiveness at meeting the
learning objectives for ELLs.

ELLs that achieve high levels of mastery in the least amount of time will be reviewed for
patterns of instructional strategies, and tutor interactions that worked well. ELLs that did not
achieve high levels of English mastery or need additional amounts of time to retain instruction,
will be reviewed for future lessons learned and areas of improvement.

All of the training areas, feedback and material will be reviewed after each term and areas that
are identified as needing improvement, will be revised for best practice.
The Volunteer Engagement Manager, Program Director, and former ELL students will review
instructions, materials and randomly attend live interactions with the class for assessment
purposes. These assessments will be reviewed by Instructional Designers for future revisions
of the instructions, and materials.

ANNEXED DOCUMENTS

Diagnostic Survey for SLIFE

30
1. What languages do you speak? Are they all written languages?

2. Can you write in all languages you speak?

3. How old were you when you started going to school?

4. How many years did you attend school?

5. Was the school in a city or in a rural area?

6. How did you get to school? How long did it take?

7. What languages did the teachers use in the school?

8. Did you ever miss school for more than one week? If yes, why?

9. How many days a week did you have school? Which days of the week were they?

10. At what time did the school day begin? At what time did it end??

11. How many students were in a class?

12. How long did each class last?

13. What subjects did you study? How many times a week did you study each subject?

14. Did you use textbooks at school? If yes, did you have to pay for the textbooks?

15. Did you work out tasks in groups or alone?

(nach Marshall H. W., DeCapua A. (2009): Meeting the Needs of Students with Limited or Interrupted Schooling.
Ann Arbor: The University of Michigan Press, S. 12)

31
 Scenario Sheet Master Trainer Sheet Sample (Objective 3.1)

Scenario

Kasamba is a 13 year-old Congolese boy who has been in the U.S. for 4 months. Kasamba
lives with his mother and 5 brothers and sisters. Kasamba speaks A1 level English. Kasamba
and his family came to the U.S. with refugee status, previously living in a refugee camp in
Uganda. Kasamba’s older brother witnessed the death of their father in their home in the DRC..
Kasamba has had limited access to formal education and, due to his age, must now enter
school in the 8th grade, though he possesses more of a 3rd grade education as per the
standards of the U.S. school system. Kasamba’s mother does not have a car and they live in an
apartment complex on the outside of town that houses many resettled refugees.

Have tutors analyze the situation, create a role play, and identify potential traumas and habits
that may affect integration. Use rubric to score tutor’s assessments of the scenario.

List of potential traumas and habits that will affect Kasamba’s integration

❏ Short period of time in the US - limited time frame to acclimate/acculturate

❏ No father in household
❏ Limited English
❏ Refugee status
❏ Fear of danger from the DRC
❏ Living in a camp with limited water, food, resources, etc.
❏ Hygiene habits as a result of living in a camp
❏ Familial trauma surrounding father’s death
❏ Brother’s burden
❏ Limited formal education
❏ Adjustments to U.S. school system
❏ Expectations of school on Kasamba
❏ Lack of transportation
❏ Distance from town center
❏ Living in a small apartment with many people
❏ Mother is likely working, or, if not, the family has very restricted resources
❏ Relying on community creates vulnerabilities
❏ Subject to tribal politics in the apartment complex
❏ Language and hierarchical differences with other Congolese that U.S.
neighbors don’t understand

32
 Role-play Rubric

Aligning Success criteria Indicators of learner performance

Objective

Refer to answer Exemplary Satisfactory Insufficient

guidelines
provided on
master trainer
sheet.

Objective 3.1 Identify the Identifies all of the Identifies 7-8 of the Identifies less than
possible traumatic possible traumatic possible traumatic 7 of the possible
scenarios that variables based on variables based on traumatic variables
impact the social the scenario the scenario based on the
integration of provided provided scenario provided
ELLs

Objective 3.2 Based on the Provides multiple Provides one Provides no

antecedent strategies that strategies that strategies that
trauma, determine meet the needs of meet the needs of meet the needs of
the appropriate the ELL the ELL the ELL
teaching
strategies

Objective 4.2 Evaluate which Correctly identified Correctly identified Incorrectly

perspective is the best the best identified the best
best for ELLs perspective for the perspective for the perspective for the
based on their students and students but students and
individual values provided teaching provided no provided no
and goals strategies to teaching strategies teaching strategies
support the to support the to support the
perspective perspective perspective

33
 Summative Assessment

1. Summarize the benefits of an ELL speaking in their native language in family contexts?
(Objective 1.1)

2. In which of the following environments should you encourage ELLs to employ their English
language skills? (Objective 1.2)
a. At a neighborhood block party
b. In an all staff meeting at work
c. At a family gathering
d. Attending a religious service

3. Odalys is a 34 year-old Salvadoran woman who has been in the U.S. for 3 years. Odalys lives
with her husband and 2 school-age children and works as a seamstress. Odalys and her family
were granted asylum in the U.S. due to ongoing threats of violence against their family. Odalys
relies on her children to translate and help her navigate her community. Before coming to the
U.S., Odalys completed 7 years of formal education before working as a seamstress in her
family-owned boutique. List the characteristics that may impact how Odalys performs in the ELL
program? (Objective 2.1)

4. List the 10 of 15 components of the SLIFE Diagnostic Survey that should be utilized in evaluation
for each ELL. (Objective 2.2)

5. Review Odalys’ profile in question 3. You’ve worked with Odalys for one week and you receive
the results of her SLIFE Diagnostic from the Program Director. Just as you suspected, Odalys is
a student with limited or interrupted formal education and you must tailor your instruction to meet
her needs. Which of the following teaching strategies covered in unit 2 would best fit Odalys’
needs? You may select more than one strategy. (Objective 2.3)
a. Extended Discussion
b. Scaffold with the Native Language
c. Pre-Teaching
d. Role-play
e. Project-based learning
f. Essay writing
g. Culturally responsive teaching
h. Tangible object examples and demonstration
i. Reading analysis
j. Utilization of current skills to scaffold teachable skills
k. Rote memorization
l. US Phonetic alphabet instruction

6. What is the difference between assimilation and integration? (Objective 4.1)

34