Thompson High School ELL PDA Final Presentation

1. Thompson High School ELL PDA Final Presentation Evaluation Year III Spring 2011

2. 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

3. 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

4. Foldables • Great for individual and group work • Students have a sense of ownership • Student – centered instruction • Vocabulary / specific topics / etc.

5. 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

6. Personal Connections • Bellringer Activities – vocabulary • Combination comprehension & Parts-of-Speech • Compare/Contrast Activity – puzzle pieces • Original 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?

7. 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.

8. 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.

9. Data Collection Collect 3 years of data for longitudinal trend analysis • Achievement • ACCESS Reports • List of ELs who met annual cut score for “attained” • AHSGE – all • grades tested • Grad Rate

10. 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

11. Achievement Data • Include ACCESS scores for the past three years with a focus on 2010. • Classroom connections

12. 9th Grade ACCESS Data 2010 THS

13. 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.

14. 10th Grade ACCESS Data 2010 THS

15. 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.

16. 11th Grade ACCESS Data 2010 THS

17. 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.

18. AMAO Scores 2008-2010

19. Process Data • Teacher Observations • Classroom connections

20. SIOP TEACHER DATA

24. 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.

25. Perception Data • Teachers • School staff • Administrators

26. Perception Data

27. 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.

28. Comprehensive Data

30. 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.

31. So What Now? Next Steps • Ell PDA team will continue to meet monthly. • Continue training all faculty on instructing EL students • Continue to have community events with EL parents • Use all ELL data to create a school improvement goal each year.