After the Bell: Creating ESL Programs Beyond the School Day

Dr. Silvia Restivo Coordinator of School Counseling and ESL Services

Cynthia Hoffmann ESL Teacher

Ag

en

da:

•Welcome and Introduction•Title III•National Growth and Need•State & Local Growth and Need•Program Development/Implementation•Program Results•Program Costs & Funding•Example Structures•Recommendations and Next Steps

Testing

WIDA ACCESS

For ELLs

Interpreters

And

Translations

Monitoring

HLS

Home Language

Survey

PEPParents as Educational

Partners

LEPIdentification

ScreeningPlacement

Title III

•4

Use of Title III Funds§§ 3111 and 3115(c) of ESEA

A local educational agency (LEA)-school division- must use Title III funds to: • Provide high-quality language

instruction educational programs.• Provide high-quality professional

development for classroom teachers.

•5

Supplement Not Supplant

Title III has a supplement not supplant requirement that affects the use of funds.

In general, the supplement not supplant requirement is intended to ensure that services provided with Federal funds are in addition to, and do not replace or supplant, services that students would otherwise receive.

National Growth of LEP-Identified Students 2002-2003 – 2009-2010

National Need for LEP Students to Achieve Language Proficiency

Eliciting Administration and Faculty Support

▪ Existing data demonstrates national need of additional language support for ELLs.

▪ On-Time LEP Graduation Rate 2010-2011

▪ http://eddataexpress.ed.gov/data-element-explorer.cfm/tab/map/deid/3053/

LEP Growth Growth

Virginia Class of 2010 and 2014 Dropout Rate 

Graph indicates the % of student dropout by subgroup for Virginia

Retrieved from:http://www.doe.virginia.gov/instruction/esl/data_reports/enrollment_lep.pdf

•After 3rd grade, students must learn 3,000+ academic content vocabulary words per year to stay at grade level (Center for Applied Linguistics).

Existing Research

•ELLs in high school must learn 12,000-15,000 academic content vocabulary words to graduate (CAL).

Existing Research

Conclusion:

ELLs need more opportunities for academic language acquisition. The goal for the after-school program is to provide additional language enrichment for ESL students.

Sample Request

Highlights of Program

• Specialized after-school language development program

• Specialized program will reinforce the WIDA ELD Standards

• Appropriate activities will be embedded in those standards thus increasing the development of ELL students’ English proficiency and confidence

• Activities may include, but are not limited to, cultural awareness days, field trips, and guest speakers.

• Because this is not a remediation program, it is specific to ELL students, and it is designed solely to build English language skills, Title III funds will be utilized to support this program

Example Structure

Millbrook High School – After School

• Twice Weekly (Tuesday/Thursday; 2:30-4 p.m.)

• Targeted Round-Table Discussions– Technology/Workplace Roundtable

• ESL students taking any technology elective

• Field trips (museums, state arboretum)

• Cultural activities

• Guest speakers

• International Club

• College visits

Sample Activities

Elementary:

•Vocabulary building

•Social interaction

•Writing

•Reading

•Math

•Cultural awareness

Middle and High:

•Reading comprehension

•Building literacy skills:• Guided reading• Imagine

LearningProjects completion (extra time)

• Cultural activities (speakers and field trips)

• Teacher directed peer assistance

ESL Data Report 2013—Design

Review of school data indicates that 53 ESL students out of a population of 80 (66.25%) had one or more D/Fs for at least one grading period for one course. Students were at risk of failing a range of 1-6 courses, and averaged 3 at-risk courses.

Goal: To facilitate ESL student success in courses at risk of failing by instituting an after-school achievement program (ESL ASAP).

ESL Data Report 2013—Ask

• 27 ESL students at risk of failing one or more courses participatedin the after-school program. The remaining 26 at-risk studentsdid not.

• The 27 students participating represented 79 total courses inwhich students had a D or F for at least one quarter.

• The 26 at-risk students who did not participate in the after-schoolprogram represented 107 courses with a D or F for at leastone quarter.

ESL Data Report 2013—Track

• The after-school participants passed 65 of 79 (82.27%).

• The non-participants passed 69 of 107 (64.48%).

ESL Data Report 2013—Announce

ESL ASAP by the numbers (whole population):

55% of our total population ESL participated in ASAPAverage attendance each session: 6 studentsHighest attendance in one session: 21 studentsParticipation by English proficiency level: 1-1; 2-7; 3-12; 4-12; 5-0; 6.1-2; 6.2-10Participation by grade: 9-13; 10-13; 11-9; 12-9

The program is being utilized across grade levels by mostly mid-range ELLs and monitor students. It grew in attendance (May average: 15 students each session) and will likely remain highly employed next year.

Note about transportation: Nearly every student utilized the bus transportation home from ASAP every session. In a pre-ASAP survey, 83% of the ESL students surveyed indicated that they would need bus transportation home from any after-school program. Bus transportation is the primary key to student participation in ESL ASAP.

Program Costs Involved (sample 2013)

•Transportation Costs–Bus: $2.97/mile–Driver:

•$20.06/hr (drive time)•$10.03/hr (wait time)

•Faculty Compensation–$26.43/hr–2-3 per session

Total Program Cost:$15-18,000/year

Recommendations

• Be aware of specific, data-based needs.

• Tailor your program to meet those needs.

• Get people excited (students and faculty).

• Enlist volunteers.

• Enlist support at all levels.

• Be patient recruiting participants.

• Keep records on everything!– Program attendance, one-time participants, return

participants, quarterly grades, school attendance, state test scores, language proficiency increases; be able to compare data with non-participating ELLs.

Next Steps Checklist

• Conduct pre-program interest survey

• Approach administration / faculty

• Apply for funding

• Obtain approval and faculty participants

• Send letters to parents / advertise in school and community

• Incentivize participation (as needed)

• Keep records / collect data

• Conduct post-program survey

• Publish success with supporting data

Appendix

• Sample ESL After-School Program Proposal

• DATA Sheet

• Letter to Parents

Contacts

Dr. Silvia Restivo

Coordinator of School Counseling and ESL Services

Frederick County Public Schools

(540) 662-3889-ext. 88145

Restivos@frederick.k12.va.us

 

Cynthia Hoffmann

ESL Teacher

Frederick County Public Schools

(540) 662-3339                  

hoffmanc@frederick.k12.va.us