TABS Presentation - K Giszack

Katherine Giszack ESL Instructor

& Allison Rainville

Freelance Editor/Consultant

A Case Study in Collaboration

FUMA’S First International Graduate

Cadet Ah Fong Yeung Circa 1904

Our Process

Pre-Workshop

Workshop

Follow-up

School Climate: Taking FUMA’s Temperature

Step 1

Needs Assessment

Survey Pre-Workshop

Pre-workshop Survey

• 1. Successes: Most effective strategies

• 2. Assets: Benefits of ESL students

• 3. Differentiated Instruction: Information

• 4. Challenges: Areas for growth

• 5. Support Requested: Workshop Topics

Pre-Workshop Survey Results 19 Participants; 94 Responses

62%

8%

30% Positive Feedback

Questions

Concerns

Step 2

Immediate

Feedback/

Interaction

Workshop

Workshop

• Bulgarian lesson with follow-up questions • BICS vs. CALP – social language vs. academic

language • TESOL’s Levels of Language Proficiency • Reasonable expectations for students at the

various proficiency levels • How to evaluate classroom language • How to modify classroom language • FAQ about academic language • A note about academic honesty

Step 3

Follow-up Survey Post-Workshop

Post-Workshop Survey Ranked 1-5 5 = highest

• The information was helpful for me.

• I already knew most of the information.

• I gained at least one idea or strategy.

• I have questions/concerns about the presentation.

Questions/Comments

Follow-up Survey Results

Agree Strongly

Agree Somewhat

Neutral Disagree Somewhat

Disagree Strongly

Helpful Information

11

10

2

2

0

Familiar Information

4

12

3

6

0

Strategy Gained

12

7

2

4

0

Questions/ Concerns

0

0

7

1

11

Follow-up Survey Results 25 Participants; 103 Responses

63% 15%

22% Positive Feedback

Questions

Concerns

BEFORE 19 Participants 94 Responses

62%

8%

30%

63%

15%

22%

AFTER 25 Participants 103 Responses

Communication

Administrators

Teachers

ESL Department

Parents ESL

Students

Evidence of Growth Administrators Teachers Students/Parents

Formalized

placement testing of ESL students.

Equipped faculty via

professional development.

Increased

communication among teachers.

Created

new dialogue between middle

and upper school.

Improved

willingness to participate in ESL.

Requested additional

services and classes.

Recycling: Recursive Learning in Action

Support

Communication

Performance

Assessment

Students

Moving Forward

Future Implications/Dialogue

Thank you for coming!

Questions/Comments?

Katherine Giszack – giszackk@fuma.org

Allison Rainville – arainville527@gmail.com