Pandolfo Pgcpsic Final

8/7/2019 Pandolfo Pgcpsic Final

1/12

InnovationInnovation

Challenge:Challenge:

ProgramaPrograma

AMIGOSAMIGOS

Teresa Pandolfo

April 29, 2011

Teach for America &Teach for America &Prince Georges CountyPrince Georges County

Public SchoolsPublic Schools


2/12

} Introduction

} Problem Definition

} Theory of Change

} Recommended Approach & Actions

} Individualized Student & Parent Sectors

} Implementation Logistics

}Measurement & Budget

}

Conclusion & Questions

AGENDAAGENDA

AGENDAAGENDA

Programa AMIGOS:Programa AMIGOS:

An extracurricular

program to improveHispanic academicachievement andpromote cross-cultural

collaboration.


3/12

KENEDINS STORY:KENEDINS STORY:

Inspiration for an

Innovation

Inspiration for an

Innovation

}Fifth grade student

}Immigrated from El Salvador in October

}30 min. ESL instruction 1-2 times each week

}Very limited English and peer interaction

Quiero aprenderpero no puedo

INTRODUCTIONINTRODUCTION


4/12

0

10

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

5 / M S A R e a d i n g 6 / M S A R e a d i n g 7 / M S A R e a d i n g 8 / M S A R e a d i n g M S A E n g l i sh 10 / H . S . A . E n g l i sh 11/ H . S . A . E n g l i sh 12 / H . S . A . E n g l i sh

Symptom 1:Symptom 1:Below Average Literacy ScoresBelow Average Literacy Scores

PROBLEM DEFINITIONPROBLEM DEFINITION

Exam

PercentofStudents

Passing

(%)

All PGCPS Students Hispanic Students LEP Students

Below grade level literacynegatively affects

academic achievementin all subject areas

Native Languages of LEPStudents in Prince GeorgesCounty

85%


5/12

PROBLEM DEFINITIONPROBLEM DEFINITIONSymptom 2:Symptom 2:Above average dropout ratesAbove average dropout rates

Symptom 3:Symptom 3:Limited parental involvement & communicationLimited parental involvement & communication

The languagebarrier limits

parentalinvolvement at an

increasing rate

Hispanic Population in

Prince Georges County

Dropout Rates in Prince Georges County

% % %

HISPANIC students

ALL students

Difficultiesassimilating or

associating withpeers can change

attitudes towardseducation

THE PROBLEM:THE PROBLEM:There is a widening gap ofThere is a widening gap of

academic achievementacademic achievement

among an increasingamong an increasingpopulation of Hispanicpopulation of Hispanic

students in Princestudents in Prince

Georges CountyGeorges County(Approx. 25,000 students25,000 students and counting)


6/12

Theory of Change:Theory of Change:PROBLEM DEFINITIONPROBLEM DEFINITION

Achievement gap ofAchievement gap ofHispanic students in PGCPSHispanic students in PGCPS

BGL literacy impedesacademic performance

Socio-emotional

struggles affecteducational outlook

Limited parental

involvementand communication

Additional academic &

linguistic supportfrom teachers and peers

Multicultural programming to

promote cross-culturalintegration and acceptance

English language and

cultural assimilationassistance for parents

Programming that addresses both linguistic & culturalsymptoms of the problem to increase awareness and

promote academic success.


7/12

THE APPROACH:THE APPROACH:Parent survey yielded:

} 89% of Hispanic parents are interested in English classes} 58% of Hispanic parents & 16.2% of all parents are interested in a

parent committee to promote multiculturalism

} Almost ONE-THIRD of parents believe 30 min. of semiweeklyinstruction is NOT ENOUGH to learn a new language

RECCOMMENDED APPROACHRECCOMMENDED APPROACH

A

MI

G

O

S

Studentsector

Parentsector

Programa:Programa:

A chievingA chieving

M ilestones byM ilestones by

Increasing

Increasing

G lobalG lobal

O rientingO rienting

S killsS kills

A two-partextracurricular program

for Hispanic students &

parents and all staff,

students, and parentsinterested in aiding in

their success andpromoting cross-cultural

collaboration.


8/12

}AcademicAssistance:

} Englishlanguage

instruction} Homework and

class workassistance

} 2-3 hours per

week

RECCOMMENDED ACTIONRECCOMMENDED ACTION

}Multicultural Programming:

}

Comparison of Hispanic andAmerican cultures & customs

} Hispanic and non-Hispanicstudent team-building

} 1 hour per week

THE ACTION:THE ACTION:

AMIGOS Student SectorAMIGOS Student Sector


9/12

THE ACTION:THE ACTION:

AMIGOS Parent SectorAMIGOS Parent Sector

RECCOMMENDED ACTIONRECCOMMENDED ACTION

} English

LanguageInstruction:

} Englishlanguage

instructionfromteachers

} 1-2 hours perweek

}Multicultural Programming:

}Discussion of Hispanic and

American cultures and issues}Language practice

}Organize family multiculturalevents

}1 hour per month


10/12

IMPLEMENTATION:IMPLEMENTATION:

What will it take?What will it take?STAFF, STUDENT, and PARENT VOLUNTEERS}Voluntary extracurricular involvement

} Interested bilingual and monolingual

staff, students, and parentsTIMELINE

Summer 2010 Fall & Winter 2011 Summer/Fall 2012

IMPLEMENTATIONIMPLEMENTATION

--DetermineDetermine

pilot schoolspilot schools--ProgramProgram

developmentdevelopment(teachers)(teachers)

--Fall: InformFall: Informparents & students;parents & students;Interest meetingsInterest meetings--Winter: ProgramsWinter: Programs

beginbegin

--ParticipantParticipant

reviewsreviews--Program revisionProgram revision

& extension& extension

beginsbegins

Volunteers =No required

funding


11/12

IMPLEMENTATION:IMPLEMENTATION:

Will it work?Will it work?

}Measurement:

} Quantitative -

}Standardized test scores of Hispanic and LEP

subgroups (HSA, MSA, LAS LINKS, etc.)}Participant numbers

} Qualitative -

}Increased positive class culture and interactionbetween Hispanic and non-Hispanic students

}Increased parental involvement and interaction

IMPLEMENTATIONIMPLEMENTATION


12/12

CONCLUSION:CONCLUSION:

Kenedins story

Kenedins story}ONE MONTH LATER

} Support from teachers, administration, & peers

} 50 words, 100% quiz

} Reading, writing, and applause

I am finished, Ms. Pandolfo,

and I understand.

}QUESTION & ANSWER SESSION

}} Thank you!Thank you!

CONCLUSIONCONCLUSION

Documents

Pandolfo Pgcpsic Final