Design+Document+McIntyre02

=Design Document=

Executive Summary
==Children of migrant farm workers move frequently to accommodate harvest and employment demands, and therefore fall behind their non-migrant peers – developmentally, socially, and educationally. The Lincoln Intermediate Unit #12 and New Oxford Elementary School's goal is to help migrant children experience success; “to ensure that all enrolled migrant students receive educational services necessary to develop to their fullest potential.” Their vision is to promote life-long learners and productive citizens of the world community. == ==In order to achieve this goal, the LIUMEP (Lincoln Intermediate Unit #12 Migrant Education Program) was developed to provide // supplemental education for children of migratory farm workers (agricultural workers), and ESL instruction in contracted school districts. //The basic purpose of the Migrant Education Program is to assist local school districts in improving and coordinating the educational continuity for the children of the nation's migratory workers who have had their schooling interrupted and to allow for them to attain the same high standards of academic excellence as their peers. ==

 Learning Opportunity
Within our school district, it has been acknowledged that Migrant/ESL students are coming to school with the lack of skills needed to help them progress successfully through the school year on their own. Skill levels are often well below expectations at the beginning of the school year. Initial assessments (of Kindergarten and First Grade) show that they do not know all of their letters, sounds, numbers, or sight words. Post assessments show that they continue to lack the ability to identify letters, sounds, numbers, and sight words correctly. These assessments also show that these students are performing below their non-migrant peers. Although these students are performing below grade level, they are progressing some, but not enough to meet grade level expectations. Their progressions or improvements are so slight that they will continue to fall further behind their non-migrant peers as they continue through the grade level and/or continue onto the next grade level. Initial analysis shows that the reason they aren’t progressing enough to meet grade level expectations is because classroom teachers: lack knowledge on how to teach Migrant/ESL students, lack specific teaching materials for teaching to Migrant/ESL students, and lack the communication skills needed to collaborate with the diverse student body and their families.

In order to improve the teacher’s deficiency in this area, a training project is recommended. Proposal: Provide teachers with a learning program based on an existing program/curriculum, but modify it to meet the needs of the teachers who teach Migrant/ESL students.

Expected Benefits
==There are benefits to be expected. The first is //Positive Collaboration// among teachers; teachers working together towards improving the deficiency. The second is specific //Resources/Tools//; teachers provided with additional reading, phonics, and writing strategies that are specific to a Migrant/ESL student. The third is //Background Knowledge//; teachers provided with the knowledge of lifestyle, culture, language, etc. specific to a Migrant/ESL student. The fourth is //Classroom Materials//. The fifth is //Parent Communication Tools//. The sixth is less //Frustration//. The seventh is //Improved Attitudes Among Teachers//. ==

- Vice Principal
 - Work with Migrant/ESL students - Have knowledge of the curriculum taught in grades K-1 - Use assessments and/or progress monitoring to determine what skills students struggle with and/or excel in - Have knowledge of interventions (guided reading +, assisted writing, Fundations, Reading Recovery, etc.) that are used to teach below level students in grades K-1 - Have basic computer skills - Have participated in conferences including those where a translator was needed - Some like receiving training, others find it a necessary evil - Work closely with one another (participate in team planning, coordinating field trips, coordinating groups around a schedule, participate in team meetings, assist and observe in each other's rooms, etc.) - Have had experience with a Migrant/ESL student that was below level, just barely on level, and/or above level - Have completed graduate courses in the education field.
 * Characteristics of the target audience include:**

Project Design
This implementation of this project will consist of 2 phases. Phase 1 is an Instructor led class facilitated during a 2 hour Delay or a 2 Hour extension. The instructor would provide a blended solution presenting reading strategies for teachers working with Migrant/ESL students, Parent Communication Tools, and how to modify existing curriculum to meet the needs of the teachers who teach Migrant/ESL students.

Phase 2 is an on the job training provided during the regular school day. A Subject Matter Expert would facilitate a Language Arts lesson within the regular classroom while the classroom teacher observes.

Project Success Measures
==After training, teachers will be provided surveys to complete and use as exits slips. Teachers will be required to answer what benefits of the training they received, what are 3 things they learned, and what questions they still have. They will also be required to state how they are going to use this information in their classroom. == ==There will be a follow up procedure. Follow up will include a teacher observation; to see how they are implementing the training information provided. Follow up will also include review of Migrant/ESL student progress. Student data of writing assessments, reading level/running records, sight word assessments, and Aimsweb progress monitoring will be collected and reviewed. Teacher’s needs will be reevaluated to see if their needs were met and if the students made progress with the improved teaching methods. ==

Estimated Project Costs
Analysis: No cost Design/Development: Copyright materials Photocopy of materials Implementation: Phase 1 – none Phase 2 - On the job training - none (2 classrooms per day will be done during the ESL/ELL teacher's prep time) $85 per day per Substitute needed (2 full days will be needed for follow up observations/visits) Evaluation: Photocopy of surveys/exit slips Photocopy of assessment materials Photocopy of Parent communication tools Photocopy of Teacher observation

//Performance Analysis://
Job/Task Analysis Form Training Need: Provide teachers with a Language Arts learning program based on an existing program/curriculum, but modify it to meet the needs of the teachers who teach Migrant/ESL students. Job – Regular Classroom Teacher 4 3 2 1  ||  Importance 4 3 2 1  ||  Learning 4 3 2 1  ||  Risk 4 3 2 1  ||
 * Job  ||  Task   ||  Subtask   ||  Frequency
 * Implement a Guided Reading Plus Group specific for Migrant/ESL students ||

Begin Guided Reading Plus by orienting the students to the new book   ||  -Display the front cover of the leveled reader -Activate students’ prior knowledge of the topic -Build background if students do not have prior knowledge on the topic -Brainstorm and list questions the students have about the topic -Engage students in text construction (building meaning) by discussing pictures and eliciting predictions -Introduce new words/vocabulary -Show pictures so students can visualize the meaning -Repeat recurring language phrases and patterns, being careful to use the precise vocabulary from the text  ||

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Practice Word Work   ||  -Give each student a white board, white board marker, and an eraser -Have each student write the 4 selected concrete sight words in each corner of the white board -After each word is written, discuss spellings, stretching out each word and/or probing the students for their letter/sound knowledge -Erase each word -Set aside the white board marker and eraser  ||

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Practice Phonics Focus   ||  -Give each student a bowl of pre-selected magnetic letters -Have each student dump the magnetic letters carefully onto whiteboard -Use the magnetic letters to build words according to phonics focus (i.e. –in word family) -Have students build the word in -Brainstorm words that might belong in the –in word family -Add letters to the beginning of –in -Check to see if they make a word in the –in word family -List each word as the students build them -Place letters back into bowl -Collect bowl of letters and white boards  ||

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Read Leveled Readers   ||  -Hand each student a copy of the leveled reader -Students read the text independently -Teacher observes and documents the students’ reading behaviors

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4   || -Teacher prompts the students to integrate text cues (MSV-Meaning, structure, visual) and to initiate strategic problem solving actions at the point of difficulty, i.e., monitor with known words and letters, reread to confirm meaning, search pictures, predict using first and last letters, and reread with prosody. || 4 || 4 || 4 || 3 ||
 * || Evaluate each students’ reading behaviors and abilities through a reading conference || -While students read, record reading behaviors on emergent reading behaviors chart

Discuss text after reading   || -Discuss the meaning of the text -Prompt students to locate problem areas; places they couldn’t read or understand -Use this opportunity to teach for strategy use -Reread for fluency if needed or time is available ||

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Connect to literature through a Writing Component   ||  -Have the students give an oral rehearsal of the text (summarizing) -Discuss sentence structure (i.e., the text is about animals jumping. The pig jumps in the mud. The frog jumps in the pond.) -Write a sentence from the text on a sentence strip for each student -Have students cut the sentence apart and mix up the words -Have students rearrange the words so that the sentence is in the correct order -Ask questions such as: Why is that way? How did you know to put it that way? Why can’t it be … way? Can incorporate placing capitals at the beginning of a sentence and ending marks at the end of a sentence -Have students brainstorm about an animal of their choice and where it jumps in -Have the students write the sentence in a notebook or journal  ||

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//Learning Objectives: Slice//
Training goal: Teach teachers how to implement a Guided Reading Plus Lesson that is specific for Migrant/ESL students using current curriculum materials. Slice: These are objectives that will be used after all of the students' reading levels are identified, after students are placed into guided reading groups, after texts are selected, and after lesson plans are developed. These are specifically for the implementation of a Guided Reading Plus Lesson.

The teachers will be able to: 1). Orient students to new books by activating prior knowledge and building background 2). Apply word work and phonics strategies that incorporate teacher modeling, visual cues, and manipulatives specific for meeting Migrant/ESL students' needs 3). Observe and record reading behaviors while students read their leveled readers independently 4). Discuss and guide students in a discussion of the text for comprehension after reading is complete 5). Identify and discuss reading strategies used by the students when they come across 'tricky words' 6). Evaluate the students' written connection to the literature 7). Use weakness/difficulties/needs observed and discussed to plan for future lessons

Remediation if learning objectives are not reached successfully: -If teachers are not able to meet objectives successfully, the SME will come into the classroom to complete another on the job training. The teacher will then be able to observe, take notes, and/or step in to teach/practice the lesson or part of the lesson again while the SME is there. The SME can then give on the spot recommendations about the way the teacher is teaching. This will also give the SME a chance to do an assessment observation of the teacher. -The initial lesson taught by the SME could also be videotaped to be viewed at a later time, or if the teacher needs to view it again. -The SME will also have available hours before and after school for teachers to come and discuss how lessons are going, what is working well, what is not working well, and to give additional resources that can be used in the classroom.

Success will be measured by: -Review of lesson plans -Review of teacher observations -Review of student data gathered (assessment scores-running records, monster tests, spelling tests, curriculum based reading assessments) -Review of students' writing notebooks

//Delivery/Instruction Plan://
**Content**: Th is program will cover basics for beginners as well as guided reading support and ideas. Basics for beginners covers background information on Migrant/ESL/ELL students. This background information includes facts about ELL students and acquiring a second language, cultural difficulties, linguistic difficulties, what culture is and what culturally responsive teaching looks like.


 * Method**: Content will be delivered using a 2 phase blended system. Phase 1 will consist of an instructor-led classroom workshop. During this workshop, direct, indirect, and interactive instructional strategies will be used. Phase 2 will consist of an on the job training. This on the job training will include direct instruction and experiential learning.

1). Completion and review of objectives: end of week 1 2). Content gathered for Phase 1 and Phase 2: end of week 2 3). Content materials completed for Phase 1 and Phase 2: end of week 3 4). Content reviewed and revised: end of week 4
 * Design Time and Milestones: **


 * Training Time**: Teachers will spend 2 hours completing Phase 1. Teachers will spend 1 hour with the on the job trainer, completing Phase 2. Teachers will spend 2 observed practice and monitored hours.


 * Timeline**: Training Phases 1 and 2 will begin the first week of December. Phase 1 will be held on Tuesday afternoon during the extended day in-service. Phase 2 will be held throughout the week. Observed practice hours will begin the following week. Predicted implementation should begin after Christmas Break. Teachers will be observed during the second and third marking periods. Assessments/data will be collected at the end of the second and third marking periods. Data gathered will be discussed during PLC (Professional Learning Community) and Team meetings. Progress discussions will also take place during those meetings. Revisions will then be discussed and made if necessary at the end of the third marking period. These will then be implemented during the fourth marking period. Assessments/data will be collected and reviewed at the end of the fourth marking period.


 * Problems and/or Opportunities:** There might be a problem finding enough concrete high-frequency words (words that have meaning/words that can be visualized) that flow along with the regularly scheduled word wall words. There might be a problem in deciding who will make the concrete high-frequency picture cards. There might be a problem with getting enough writing response journals for 6 classrooms if a high number wasn't ordered at the end of the last school year.

Capturing a video of our expert (on the job trainer) while completing Phase 2 for the teachers, will give the classroom teacher an opportunity to view at a later date.

Phase 1: Power point / Power point guides (photocopied) Simulation videos (within the Power point) Example lesson plans (photocopied) List of suggested websites (within the Power point guides) Role play activities (photocopied) Reflection activity (photocopied) Exit Slips (photocopied)
 * Materials**:

Phase 2: Example lesson plans (photocopied) Video camera / video tape Lesson materials: leveled readers, letter tiles, word/picture cards, phonics focus, writing response journals On the Job training checklist

Phase 1: - Classroom teachers in grades K-1 - ESL/ELL teachers and aides - Reading Specialists - Literacy coaches - Instructional Support Teachers - Learning Support Teachers - Principal - Vice Principal
 * Who is Involved: **

Phase 2: - All 1st grade teachers - On the job trainer (ELL teacher) - Learning Support Teacher

Facilitator Information / Topical Outline:
Phase I-I: A. Second Language Acquisition B. Cultural Differences, Difficulties, and Challenges C. Aspects of Culture

Phase I-II: A. Guided Reading and ELLs B. Proficiency levels of ELLs / Reading Skills C. Tips / Strategies for Teaching Reading D. Difficult Aspects of Language E. Assessing ELLs

Phase II: A. Book Introduction B. Word Work C. Phonics Focus D. Reading the leveled readers E. Reading Conferences F. Comprehension of text G. Written Component H. Assessment (reading fluency, comprehension, problem solving abilities)

//Evaluation Plan: ** Administration and Evaluation **//
This is a mandatory workshop / training for all First grade teachers, ELL teachers, Reading Specialists, Learning Support teachers, and Literacy Coaches. As such, it will be administered during principal’s time via extended day in-service. The principal, Literacy Coach, Reading Specialists, and ELL Teacher (OJT) will be responsible for reviewing evaluation data and updating as needed.

During training - Evaluations will include question and answer sessions during the Powerpoint, review of Powerpoint activities, review of reflection activity, and review of exit slips.

After training - Evaluations will include observed practice hours, On the Job training checklist, participation in discussions during PLC and Team meetings, regularly scheduled administration observations held during the 90 day assessment of job application, and review of progress monitoring / grade level assessments.

Evaluations used will include the School District’s observation and interview format.

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