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Evaluation of ELD Practicum Year 1 Report 2006-07. Los Angeles Unified School District Program Evaluation and Research Branch . Gojko Vuckovic, Ph.D., Kathy Hayes, Ph.D., & Jesus Salazar, Ph.D. January 9, 2009. Introduction.
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Evaluation of ELD Practicum Year 1 Report 2006-07 Los Angeles Unified School District Program Evaluation and Research Branch Gojko Vuckovic, Ph.D., Kathy Hayes, Ph.D., & Jesus Salazar, Ph.D. January 9, 2009
Introduction This report examines implementation of the ELD program in 3rd and 4th grade classrooms looking at: • Regular Into English!lessons • Enhanced Into English! Task Based Language Teaching (TBLT) lessons
Sample • 25 randomly selected schools • School Characteristic Index (SCI) • 100 randomly selected classrooms • Two Grade 3 classrooms per school • Two Grade 4 classrooms per school
Data collection • Two classroom observations, once per semester • If ELD was taught, two additional consecutive days were observed • Open-ended teacher interviews and administrator surveys
Data gathering strategies used in observations • Fieldnotes • 30-minute Timeline of Classroom Interaction Structures • Observation Summary Statement • Observation Summary Scale • Interview Protocols • Administrator Survey
Data reduction and analysis • Application of a coding scheme to field notes and teacher interviews • The coded data were analyzed for descriptive statistics, frequencies, and crosstabs
The evaluation objective # 1 To document: The capacity of the schools to support ELD Program implementation in 3rd and 4th grade classrooms serving English learners.
The evaluation objective # 2 To document: The extent and nature of ELD Program implementation in 3rd and 4th grade classrooms serving English learners.
The evaluation objective # 3 To document: The effectiveness of ELD instruction as measured by student progress on CELDT and ELA CST.
Capacity – Professional development • 83% of teachers completed the ELD Practicum. • Of remaining 17%, 10% had ELD 5 day Institute completed, 3% were trained by EL Coordinator, and 4% had no ELD training. • Teachers found demonstration lessons to be the most beneficial aspect of the professional development.
Capacity – ELD materials • 82% of teachers had all of the ELD materials. • 18% of teachers were missing some materials such as ballparking forms, Language Logs, lesson pictures, picture cards, CDs, and student books. • 74% of teachers used supplemental materials, such as realia, visuals, literature, and the internet.
Implementation criteria • Number of lessons taught • Number of objectives met • Materials used • ELD strategies used • Students on task (engagement) • Time spent on ELD
General factors contributing to no or very low implementation – Second semester(23 classes)
Specific factors contributing to no or very low implementation – Second semester
Definitions of “Special cases” Implemented • Regular lessons taught with TBLT framework Not Implemented • Regular lessons taught with TBLT framework • Made up lessons taught with TBLT framework • Teacher self-created lesson with no connection to the IE! books
10 classes in which ELD levels 4 & 5 significantly outperformed lover ELD levels
10 classes - Differentiation practices not or rarely used • Questioning techniques based on ELD level • Mapping • Discussion prompts • Activity options by level • Different grouping for reading • Generating different student responses by facilitating simple, elaborate and complex sentences (some observed)
10 classes – Quality of teaching and learning analysis • Learning environment typically not student centered • No extra oral opportunities when needed • Vocabulary needed for better understanding not covered • No assessment practices • Rarely accessed prior knowledge • No evidence of listening to students to inform teaching
15 classes - Quality of teaching and learning analysis • Lessons student centered • Topics relevant to the students’ lives, needs and interests • Pacing plan adapted to meet the needs of the students • Extra oral opportunities provided • Vocabulary in context taught • Prior knowledge accessed • Evidence of listening to the students
Recommendations • Implementation of the ELD program had a positive effect on student performance • LD superintendants and directors of school services should plan for the professional development of school administrators and monitor the capacity of schools to implement and support the ELD program.
Recommendations (continued) • Principals and assistant principals in partnership with school site leadership bodies should develop detailed plans for the implementation of the ELD program, provide necessary support, and closely monitor program implementation in each classroom with English learners. • They must pay regular visits to the classrooms, observe instructional practices, and provide directions.
Recommendations (continued) • Principals and assistant principals should take responsibility for their own personal development and training in ELD programs and practices, as well as the PD of school staff and teachers. • The Language Acquisition Branch should find ways to strengthen the professional development design, curriculum, and the way the program is implemented in order to address the needs of students at lower ELD levels.
Recommendations (continued) • The Local Districts in partnership with the Language Acquisition Branch should continue providing PD opportunities for teachers and administrators. • The Language Acquisition Branch should provide additional training in core differentiation practices. • Principals, local district superintendents and directors of school services should take a lead in creating conditions to ensure that there are no more then two consecutive ELD levels per class.
Recommendations (continued) • Additional steps should be made by the Division of Professional Development and Leadership and the Language Acquisition Branch to incorporate high quality teaching strategies across all core content professional developments in our District.
