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Networking for Capacity Building in ESL/ENL Best Practices Magdalena Herdoíza-Estévez, Ph.D. Amy L. Freyn, Ed.D. Emily Dickinson.

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Presentation on theme: "Networking for Capacity Building in ESL/ENL Best Practices Magdalena Herdoíza-Estévez, Ph.D. Amy L. Freyn, Ed.D. Emily Dickinson."— Presentation transcript:

1 Networking for Capacity Building in ESL/ENL Best Practices Magdalena Herdoíza-Estévez, Ph.D. Amy L. Freyn, Ed.D. Emily Dickinson

2 English Language Learners Success English Language Learners Success Indiana University Southeast OELA Grant Indiana University Southeast OELA Grant GCS, NAFC, Seymour School Districts Jackson Elementary School Jackson Elementary School Fairmont Elementary School Fairmont Elementary School Jonathan Jennings Elementary School Jonathan Jennings Elementary School Scribner Middle School Scribner Middle School Charlestown High School Charlestown High School Parkwood Elementary School Parkwood Elementary School Faculty & Programs Higher Ed. Network Explorations on Diversity Community Parents & Caregivers Community Parents & Caregivers ESL/ENL TEAMS IUS ESL/ENL COACHES RCTs TEAMS SCHOOL PSYCHOL SCHOOL STAFF SCHOOL BUS DRIVERS Faculty PD ESL License Staff PD Resources & Materials Parental Support RCTs PD Series Experience & Information Sharing Assessment & Research NETWORK CAPACITY BUILDING FOR ELLs SUCCESS New Neighbors

3 Regular Classroom Teachers trained 30 School Psychologists 35 Speech Pathologists 17 Faculty at Indiana University Southeast 8 Licensing candidates completing program 21 Office Personnel & Paraprofessionals 96 Bus Drivers 36 Food Service Workers Numerous parents/families (Bilingual Education Center for Adults opened) Coaching system in place

4 Importance of Evaluation School staff Bus drivers School psychologists ENL licensing candidates Evaluation- a critical on-going learning tool

5 Role of External Evaluator Reporting – Government Performance and Results Act (GPRA) outcome measures to the U.S. Department of Education Proportion of in-service teachers who complete educational/professional development programs AND complete licensing requirements Proportion of in-service teachers who complete educational/professional development programs AND provide instruction to ELLs –Progress on other program benchmark and outcome goals

6 Challenges in Evaluation of Outcomes Assessment –Often used as the ultimate measure of success of an education intervention –For the New Neighbors Project we expect to see impacts on two assessments LAS Links (English Language Proficiency) ISTEP (State Content Standards) –Limitations Assessment impacts not necessarily seen right away Hard to tease out program effect Limited Data Small populations

7 Impacts We’ve Seen LAS Links scores increasing in our participating districts –Grade level means; students with data from 2006 through 2009 –No state-level LAS Links data for comparison Seymour-Jackson Elementary –Steady increases in percentage of LEP students meeting state standards in English and Math Relatively large population of ELLs Teacher shared data –From 44% to 57% in English ( ) –From 57% to 74% in Math ( ) Expect to be able to say more in the future –ELL population is growing –Data reporting is improving –More years of program implementation for comparison

8 In the Meantime… Empowerment Evaluation (?) –Working with teachers on merging, analyzing and presenting their LAS Links data so that they can monitor their progress and report their successes Teachers can use this data to modify curriculum and instruction to meet the needs of their students Teachers can create student-level progress charts to share with parents Implementation Evaluation –Observations of program completers in the classroom Development of an observation checklist


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