Mell 2013

Boost ELL Student Achievement with Innovative Supplemental

Programs

Laura Lukens

Lezlie Paden

North Kansas City Schools

Purpose and Rationale for Tutoring Program

Program Overview

Funding, Sites, Staffing, Timing, Student Selection and Enrollment, Technology, Transportation

Lessons Learned

Student Results-ACCESS Data

Agenda

The key is to “supplement, not supplant” what district is mandated to provide

E.g., core instructional program (materials, and personnel) for language instructional program for LEP students

Allowable Uses of Title III Funds

Examples of allowable uses of Title III funds:

Supplemental instructional services (e.g., summer school, tutoring)

Programs to intensify instruction

Technology

Currricular materials for supplemental programs

Community programs and services

Parent involvement and outreach

Family literacy programs

Mentoring, academic, or career counseling

Allowable Uses of Title III Funds

Extend language and literacy opportunities for elementary ELLs at lowest levels of language proficiency in selected schools

Provide dedicated time to focus on four-domain language development as district adopted push-in service model for elementary ELLs

Component of Title III Improvement Plan

Purpose and Rationale

Funded by Title III

Licenses and headphones

Tutor teacher stipends

ELL Instructional Coach

Funded by District

Transportation

Hardware

ELL Administrative and IT Support

Interpreters

Funding

Nine Elementary Schools

Participated

High numbers of ELLs

All but one are Title I schools

Four AM, four PM

Numbers of students ranged from 22-64 Average number served was 42

Total number of students served: 336

Location-Computer lab and/or library

Sites

Most schools had at least two tutor teachers

ELL teacher or other certified teacher(s)

Number of tutor teachers ranged from one to four

Tutor teachers received four hours of IL training at the beginning of the year and an optional refresher session second semester

Staffing

Title III tutoring ran from mid-October through the end of May

Four schools ran tutoring in the AM before school

Four schools conducted tutoring after school in the PM

Total tutoring time frames ranged from 35 minutes to one hour

Session length was from 20-40 minutes

Timing

Students were recommended based on ACCESS composite score

2.5 and below

Teachers could recommend others

ELL Coordinator approves final recommendations

ELL interpreters call parents for verbal permission to participate in tutoring

ELL Administrative Assistant sets up transportation, interpreters call families with information

ELL Instructional Coach assigns license to student

Student Selection and Enrollment

Good relationship with district IT Dept. is critical

A point person within IT to troubleshoot and serve as an IT liaison with IL is important

Tutor teachers must learn how to troubleshoot issues with hardware and sound as well as know how to call the IL support line for issues with software

Toni is very responsive!

Technology

It all starts with Transportation!

Meet with Transportation first to ensure the program is feasible

Ongoing, clear communication with Transportation about student attendance, adds, drops, etc. ensures a smooth-running program

Transportation

PM is best for Title III TutoringBetter attendance (less chance of missing the bus), longer sessions possible

Allow at least one hour total time for tutoring sessionTime to get settled, log on, do session, and pack up. Some PM sessions offered snacks beforehand.

Tutor teachers must be diligent about taking attendance and communicating attendance issues to the ELL Office

Offer attendance incentives to students and tutor teachers to encourage consistent attendanceEncourage tutor teachers to communicate drops to ELL Office in a timely manner in order to allocate licenses to other students

Communicate consistently with principals and Transportation about tutoring schedule throughout the year

District program, not building-based

Lessons Learned

Summary of Student Growth Analysis

This analysis examined matched scores from the Spring, 2012 and Spring, 2013 ACCESS assessments for students who received Imagine Learning tutoring and those who did not.

The entry level skills of students receiving Imagine Learning tutoring were, on average, 18% lower than those students who did not receiving tutoring

Students with lower ACCESS scores were purposefully selected for tutoring as a strategic language and literacy intervention

Unfortunately, K students were not included in this analysis because their pre-test (W-APT) and post-test (ACCESS) scores are not reported in the same way.

Comparison of May, 2012 to May, 2013 ACCESS ScoresAverage Point Gain

Comparison of May, 2012 to May, 2013 ACCESS ScoresAverage Percentage Gain

Laura Lukens

NKCS ELL Coordinator

llukens@nkcschools.org

816 413-5115

Thank you!

Accelerate Elementary ELLs’Language and Literacy Gains with Summer Learning

Kent YocumTeaching and Learning Coach, North Kansas City SchoolsLaura Lukens ELL Program Coordinator, North Kansas City Schools

AgendaI. Welcome and Introductions

II. Why Summer Learning?

III. Program Planning and Implementation Process-Who, What, When, Where, How Fund?

IV. Student Learning Outcomes

V. Lessons Learned

VI. Your turn!

VII. Wrap-Up

Research Base

Summer language and literacy loss disproportionately affects economically disadvantaged children and those who are not proficient in English, which causes the achievement gap to widen

These students can lose up to three to five months of learning over the summer months (Cooper, et. al., 2000)

Lack of reading materials and exposure to English over the summer puts ELLs at additional risk for summer learning loss (Guryan and Kim, 2010)

Why Seven Weeks of Summer Learning for ELLs?

Goals:

Combat summer language and literacy loss among our most at-risk elementary ELLs

Increase acculturation by exposing students to the arts and community resources

Year 1: Outgrowth of the Superintendent’s Leadership Institute

Year 2: “Fed Ex” Project

Meet Our Students

District

• 1200 ELLs

• Site-based model

• Rapid growth

• Influx of refugees

• 87 Languages

Meet Our Students

Summer Program

• Recommended:

194 students

• Attended June: 108

• Attended July: 90

2012 Model

Recommended: Elementary ELLs with composite ACCESS scores of 2.5 and below

Grades Pre-K through 5

Bussed to Crestview Elementary for continuous seven-week session

Dates/Times:

Monday-Thursday: 8:15AM-2:15PM

June 4-July 26; BREAK;

July 2-6

Challenge: Ran “regular” summer school and ELL program concurrently in June

Crestview Elementary

Program Planning, Implementation, and Evaluation

1. Funding

2. Staffing

Administrative, Teachers, IAs, Interpreter, Nurse

3. Student Identification and Enrollment

4. Transportation

5. Food Services

6. Administrative Support: Building and District

Custodial Support

7. Curriculum and Materials

8. Technology

9. Field Trips/Learning Experiences

Mid-Continent Public Library Programs

10. Scheduling

11. Evaluations/Debriefing

Student Data; Stakeholder Surveys; Administrators Meeting

Funding Sources

Title III Funded:

Program Leader, Teachers, IAs, Nurse, materials, technology, field trips, learning experiences

District Funded:

Transportation, Administrative Assistant/ELL Coordinator, interpreters

Federal Summer Seamless program funded school breakfast and lunch

Back Snack weekend program funded by Harvesters and local churches

Staffing

• 8 Certified ELL Teachers, Pre-K through grade 5

• 4 Instructional Assistants

• 1 Nurse

• 1 Full-time Karen Interpreter

• Office Staff

• Administrators

• Cafeteria, custodial

• Volunteers: ELL Practicum Students and A+ Tutors

Staffing

Student Identification

Recommendation Criteria

Composite ACCESS score of 2.5 or below

Teachers able to recommend other students

Intensive recruitment effort with parents

Enrollment

Enrollment was handled centrally through ELL Department

Paper enrollment form and a health questionnaire

Communication and coordination between ELL Department and schools crucial

Interpreters followed up with calls to parents who did not return forms

We provided interpreters scripts to obtain verbal permission

• Planning starts with transportation

• Crucial to the success of the program

Food Service

• Seamless Summer program served all students breakfast and lunch every day

• Harvester’s weekend Back Snack program provides healthy weekend snacks for students

Scheduling

AM Arrival Duties-Bus, Car Rider, Cafeteria

Breakfast

“Brain Break”

Lunch

Computer Lab with Imagine Learning 30 minutes per day

Learning Experiences Once a week, in-house or field trip related to instructional theme

for the week

Public Library “Story Times” Twice a week

PM Dismissal Duties-Bus, Car Riders, Walkers

July 2012 ELL XLT Summer School Program

Kent/Laura Morning Info

8:15 AM Building Open for Students

8:15 AM - 8:30 AM Students have breakfast

8:30 AM Students move to classrooms

Grade Teacher Rm # Transportation Responsiblities

8:15 AM - 8:30 AM

IAs-8:15 AM - 8:35 AM Dismissal Duty

K2K Rivera 131 Café Supervision Route 479

K2K - 0 Tortorilla 129 Café Supervision Rout 475

0 Knipp 132 Café Supervision Route 478

1 -2 Crabtree 136 Car Drop-Off - Front Horseshoe Rout 478

1-2 Markie 133 North Side of Bus Drop-Off Route 477

1- 2 Heitmeier 134 North Side of Bus Drop-Off Walkers

4 Satorius 127 Car Drop-Off - Front Horseshoe Car Riders

4 - 5 Greason 135 North Side of Bus Drop-Off Route 476

K Yaw Paw Car Drop-Off - Front Horseshoe Route 477

Lynn Car Drop-Off - Front Horseshoe Car Riders

Sandlin North Side of Bus Drop-Off Route 478

Lappin North Side of Bus Drop-Off Car Riders

Clark Café Supervision Route 479

Kent/Laura Afternoon Duties

1:25 PM Announce Move to Dismissal Location

1:30 PM Announce Release of Car Riders

Announce Busses as they arrive

Announce to release walkers after all busses have left

Curriculum and Themes

Materials:

Oxford Picture Dictionary Content Areas for Kids-PreK-2nd

Oxford Picture Dictionary for the Content Areas 2nd Edition-3rd-5th

Themes for each week:

Week 1: Friends, Family, Home, School

Week 2: The Community

Week 3: The United States

Week 4: Health

Week 5: Life Science

Week 6: Physical Science

Week 7: Earth and Space

Curriculum and Themes

Curriculum and Themes

Curriculum and Themes

We are Scientists!

Pre-K Class

Learning Experiences

Week 1: Friends, Family

Week 2: The Community

Week 3: The US

Week 4: Health

Week 5: Life Science

Week 6: Physical Science

Week 7: Earth and Space

Music Around the World

KC Fire Department

Public Library Field Trip

Hy-Vee Nutritionist

Zoo to You

Science City Field Trip

Mad Science

Kansas City Young Audiences

KC Fire Department

Zoo to You

Mad Science

Mad Science

Mid-Continent Public Library

Technology

Results

73

68

54

full 7 weeks partial did not attend either session

% students that maintained, or increased reading levels

Results

73

68

54

full 7 weeks partial did not attend either session

% students that maintained, or increase reading levels

19% higher scores

Additional Findings

33 students maintained reading level through the summer

20 students increased one reading level

13 students increased two or more reading levels

Comparison

Highest increased by 8 reading levels

Lowest decreased by 2 reading levels (4 students)

Highest increased by 3 reading levels

Lowest decreased by 3 reading levels (11 students)

Survey Results

Survey Results

Survey Results

Lessons Learned

Guiding Questions

Planning Template-First Steps

Task Assigned To Deliverable Confirmation

PreliminaryStudent ID

Who? What? When?

Site/Facilities

Enrollment

Transportation

Food Service

Curriculum

Schedules

Funding

Questions? Comments?Thank you for attending our session!

Kent Yocum ryocum@nkcschools.orgLaura Lukens llukens@nkcschools.org

Thank you!Dr. Todd White

Chad Sutton

Allison Clemens

Diana Thornburg

Deyrle Wallace

Curt Fowler

Amy Sieverin

Shirley Patrick

Lon Waterman

Cindy Butts

Carol Kidd

Rob Winter

Cathy Long

Tim Dooley

Eve Mulqueen

Tammy Bissell

Toni Lombardo

Maria Perdomo

Martha Medina Maldonado

Perla Weaver

Paw Wah Tamla