SKCE: Family Literacy Program Proposal

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    Salem/Keizer Coalition for Equality,P.O. Box 4296 Salem, OR 973021

    Salem/Keizer Coalition for Equality Family Literacy Program ProposalApril 20, 2012

    Prepared by:

    Eduardo Angulo and Megan Cogswell

    Salem/Keizer Coalition for EqualityPO Box 4296, Salem, Oregon [email protected]/[email protected] c.

    Family Literacy Program

    Summer Oral Language (SOL) and Grade Level Intervention Program (GLIP) are the research-based strategies, aligned with the Salem-Keizer School District curriculum, SKCE uses to foster orallanguage and literacy development for low-income, Spanish-speaking English Language Learners. Ouroverall goal is to ensure program participants are on grade level in kindergarten, first and second gradein order to decrease the achievement gap. We achieve this by fostering meaningful parental engagementand providing additional literacy and learning supports for students in early grades.

    SKCE is prepared to provide the Summer Oral Language (SOL) summer program for students enteringkindergarten at Cesar Chavez Elementary School (and potentially other neighborhood schoolsdepending on openings) in NE Salem. This program fosters the development of oral language for low-income Spanish speaking students by offering families weekly field trip opportunities throughoutWestern Oregon. Research shows that vocabulary level is a key indicator of success in reading andwriting. Families participating will receive a list of activities, vocabulary, and assignments to completebefore and after the trip. Students will learn new vocabulary and be encouraged to use the vocabularywith their parents. Parents will learn about the importance of developing oral language and specificstrategies to foster this development. Trips will include: the AC Gilbert Discovery Village, SalemPublic Library, World Beat Festival, Salem Art Fair Childrens Area, Marion County Fair, the Capitol,Silver Creek Falls State Park, UMCI, the Coast and local universities.

    The Grade Level Intervention Program (GLIP), coordinated by a Master Teacher in cooperation withteachers and administrators at three neighborhood schools, develops parents from the community toserve as literacy facilitators/home visitors and provides ongoing mentoring, professional developmentand technical support for the parent facilitators as they grow as leaders. GLIP will be offered at threeelementary schools during the 2012-13 school year: Cesar E. Chavez, Four Corners, and Scott. Eachschool will offer three 7-week cohorts for parents with students recommended by teachers. The cohortswill be by grade level (2nd, 1st, and kindergarten). While parents are working with teachers learningabout how to support literacy development at home, children participate in age-appropriate,academically enriching activities with trained providers.

    mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]
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    Salem/Keizer Coalition for Equality,P.O. Box 4296 Salem, OR 973022

    Outcomes for Students Participating in the Program

    By participating in the SOL program, student participants will actively gain more linguistic competenceby acquiring new vocabulary in both English and Spanish. They will use the new vocabulary to expressknowledge, experiences, and connections after participating in fieldtrips. SOL will reinforce Spanish

    and English Language Development (ELD) and reading strategies used in the Salem-Keizer SchoolDistrict for at-risk students.

    The field trips will focus on the following areas of language development:Listening and speaking: Students will participate in social conversations with peers and adults byasking and answering questions and soliciting information.Reading and word analysis: Students will decode all the key words about each fieldtrip and write theirown journals entries (pictures and/ or writings).Vocabulary and concept development: Students will use more complex vocabulary and sentences toexpress ideas in a variety of social and academic settings based on each fieldtrip. Apply their knowledgeon vocabulary selection to participate in discussions on issues noticed in the fieldtrips.

    Reading comprehension: Students will respond to comprehension questions about the fieldtrips usingdetailed sentences. Students will also identify the basic sequence of events using key words and phrases.Writing: Students willwrite simple sentences by using the new vocabulary in response to content areatopics.

    After participating in the SOL program parents will actively:1. Foster learning at home by reading, speaking, and writing in their fieldtrip journals about their

    experiences and what they learned from the fieldtrips.2. Grow cultural awareness as a learning tool and source of pride for parents and students.3. Foster meaningful parent/child interactions.4. Develop leadership skills.5. Develop a network of support with other parents to explore other possibilities of fieldtrips.6. Familiarize themselves with community resources available to enhance the academic and social

    skills of their children.

    After participating in GLIP student participants will:1. Be at grade level on reading and writing (based on formative and summative assessments used

    by the Salem-Keizer School District).2. Be able to choose books according to their reading level.3. Have a solid foundation of reading and writing during the key first years of education.4. Stay in the ascending trajectory of learning in reading and writing.5. Have the elements to be at grade level on the following school year.6. Develop a commitment to, and understand the value of, being a lifelong learner.7. Enjoy the process of learning.8. Feel more empowered by having the skills and elements to succeed at their grade level.9. Narrow the achievement gap in the English language Learners (ELL) group.

    After participating in SOL and GLIP parent participants will actively:1. Understand the grade level standards that their children need to meet at each grade level.2. Be more familiar with report card grades, core standards, and the district assessments at each

    grade level that are applicable to its child.

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    Salem/Keizer Coalition for Equality,P.O. Box 4296 Salem, OR 973023

    3. Get all the tools, strategies, and materials to actively support their children at home on readingand writing.

    4. Be empowered as co- teachers at home for the success of their children. Establish the value ofhigh expectations and the commitment as a parent to facilitate the process of success at school.

    5. Be more familiar with the types and level of books that their children should be reading andwriting about.6. Learn and share ideas and technique with other parents about how to work at home with theirchildren

    7. Develop a stronger understanding of the importance of communicating regularly with teachersand being involved in schools.

    Master teachers will provide professional development around philosophy, methodology andprofessional growth for parent facilitators/home visitors with the GLIP program.

    After participating in SOL and GLIP program facilitators will actively:1. Facilitate GLIP activities for youth participating in the program.2. Provide home visits to program participants to model program strategies and techniques to better

    assist parents.3. Demonstrate understanding of Popular Educations theory, foundations, and pedagogy.4. Examine and understand the barriers to education success faced by ELL and other Spanish

    speaking students and collectively strategize to improve the public education system.5. Share strategies as peers with other parents to increase meaningful parental involvement and

    education outcomes.6. Lead by example as they become more involved in their childrens school or schools and form

    positive relationships with teachers and staff.

    Training Design

    SOL Training Design

    SOL is based on the English Language Development (ELD) standards adapted in both English andSpanish by the Salem-Keizer School District. The format of the trainings will be based on planningmeetings for each class and fieldtrip, and concept development activities that apply the following fivelinguistic domains. The content area for those domains will be the fieldtrips.

    Listening and speaking Reading-word analysis and fluency Vocabulary and concept development Reading comprehension Writing

    GLIP Training Design

    Course Outline

    Fall: offer course to students below grade level in 2nd and 1st; winter: offer course to all Kstudents.

    The first week consists of a parent orientation to the course, with students in child care. The following six weeks consist of parent training and parents working directly with children.

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    Salem/Keizer Coalition for Equality,P.O. Box 4296 Salem, OR 973024

    Differentiated support includes: vowels, consonants, blends, text genres, dictation, and writingprocess.

    Class Structure of Weekly Meeting

    Time Activity Responsible

    5:45-6:00 Dinner provided to families in the cafeteria. Coalition6:00-7:00 Parents receive training in strategies to support their

    childs Spanish literacy development.

    Children engage in educational child care activities.

    Coalition Trainers + BilingualInstructional Assistants (IAs)

    Coalition Providers

    7:00-7:45 Parents and children work together on literacy activities. Coalition Providers + BilingualIAs

    7:45-8:00 Celebration with sharing success stories, songs, and raffle. Coalition Providers + BilingualIAs

    Various Home visits with families of students with significantattendance and academic issues.

    Coalition Parent Facilitators

    Facilitator Training Design

    The facilitator training is based on the target outcomes from the reading assessment ELD in Spanish.There will also be specific trainings on the use of Spanish culturally relevant materials familiar to theparents to teach their children to read and write. The trainings will be in collaboration with participatingschools, with a cycle of seven classes three times a year. The format of the trainings will be based onclass planning, home visits, and concept development activities that apply the following three readingdomains:

    Fluency Accuracy Comprehension

    Project Timeline

    Month Activity

    May 2012 SKCE parent facilitators recruit 30 immigrant, Spanish-speaking familieswith children entering kindergarten from 2-3 target schools to participatein the program. The families are recommended by the school whenpossible. 40 families commit to participate in the summer SOL programand the GLIP program during the school year.

    June 2012 Parent facilitators and Master Teachers design the SOL program for fieldtrips in July and August. Childcare providers are hired for all thechildren in the family, volunteers are coordinated, supplies are purchased,

    and materials are developed to support the program. Parents receivereminder calls about the program and formally enroll in the program.

    July 2012 SOL Program begins with weekly field trip options for participatingfamilies.

    August 2012 Families receive home visits from SKCE parent facilitators and areenrolled in the 2012-13 GLIP program. Families are encouraged toattend SKCE workshops, family activity nights at Northgate Park, youthprograms, and use the on-line computers to access literacy materials.

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    Salem/Keizer Coalition for Equality,P.O. Box 4296 Salem, OR 973025

    September 2012 Collecting data from schools participating: List of target students for thefirst cycle of 7 weeks/ Staff prepare materials to launch the program inOctober.

    October 2012 Start GLIP program first session of 7 weeks in 3 elementary schools: Getpreliminary ELD data from teachers and do the pre-test of the program.

    November 2012 Continue first session of the program and start getting data for secondSession. Do post-test and collect data

    December 2012 Start GLIP program second session of 7 weeks in 3 elementary schools:Get preliminary ELD data from teachers and do the pre-test of theprogram. Winter break.

    January 2013 Continue second session of the program.

    February 2013 Start GLIP program third session of 7 weeks in 3 elementary schools.Get preliminary ELD data from teachers and do the pre-test of theprogram.

    March 2013 Continue third session of the program. Spring Break.

    April 2013 Continue third session of the program, offering extra support to those

    students and families who still need it.May 2013 Closure with class presentations, certificate, cake, and key speakers.

    Program Cost

    GLIP Program During the Academic Year: $69,000 or $23,000 per school. 225 families participate.SOL Summer Program: $10,000. 40 families participate.

    Evaluation

    SKCE is committed to ongoing evaluation and actively incorporates feedback from participants andpartners to improve our program.

    Tools Used to Evaluate the Program and Demonstrate Results:

    School reading assessments (ELD) given 3 times a year English language standards adapted in Spanish Pre and post-test in each cycle of the program Track reading trajectory by grade level Feedback and evaluations of the program from teachers, school principals, facilitators, parents,

    and students

    Attendance record from each class

    Conclusion

    This is our second year providing summer learning and school-based language and literacy developmentprograms for NE Salem Spanish-speaking families. Students participating in the program this year areshowing significant improvement. A full report will be available in June 2012.