Needs+Analysis+Form+02McIntyre

Executive Summary
//**Overview of Organization** The organization I chose is the LIU#12 Migrant and ESL Program. I am specifically focusing on students that are serviced and the teachers who teach students serviced by this program in grades K through 1 who attend New Oxford Elementary School in Adams County.//

//The LIUMEP provides supplemental education for children of migratory farm workers (agricultural workers), and ESL instruction in contracted school districts. LIU Migrant Education Programs jointly funded by federal monies earmarked for migrant education (Title I, Part C) and state funds from the Pennsylvania Department of Education. Additional grants include Migrant Summer Food Feeding Program, RIF (Reading is Fundamental) and partnering grants and programs such as 21st Century Grants; EAP (Educational Assistance Programs), Title III, etc. Supplemental Education Programs such as After School Tutorial Programs, Summer Programs, Community Service Programs, Student Leadership Programs, preschool interventions and instruction, Advocacy, Enrichment, In-home programs, after school extended hours for instruction, Health and social support referrals, and opportunities for parent involvement promote academic achievement, improve student’s self-concept, encourage cultural sensitivity, and allows students to explore career opportunities. This program serves 30 counties in central Pennsylvania. The Director of this program is Dr. Suzanne Benchoff.//

Because children of migrant farm workers move frequently to accommodate harvest and employment demands, they fall behind their non-migrant peers – developmentally, socially, and educationally. LIU #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.” Our vision is to promote life-long learners and productive citizens of the world community.
 * Mission**

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.

All students should be able to: - identify all letter names and their sounds in isolation - read a level 15/16 by the end of 1st grade - to read fluently - identify and say 100 sight words. -recognize blends, digraphs, chunks, and vowel patterns. || A. Most migrant/ESL students are not developing and/or secure in reading skills by the time they end their first grade school year. According to teachers at NOE, migrant/ESL students often are able to learn all their letters and sounds, however, still struggle to read. On average they end their first grade school year at a level 10/12; this is below the 15/16 level required of first graders. They stated that students struggle with decoding, vowel blends, digraphs, and comprehension. Most teachers stated that multiple interventions were needed to make sure the child was experiencing success reading (For example: one-on-one reading recovery, reading groups given by a Reading Specialist, guided reading plus by the classroom teacher, and ESL services). Homework was also not often completed due to lack of parental abilities to help. || and/or secure in all mathematics skills. ** All students should be able to: - identify numbers 0-20 in isolation - write numbers 1-20. - count by 5s and 2s to 40 - be developing/secure in the areas of: counting combinations of coins, telling time to nearest hour and half-hour, order and compare numbers, solve addition and subtraction number stories, understand place value for tens and ones, and identify and use patterns. || B. Most migrant/ESL students are not developing and/or secure in mathematics skills. Most students were able to identify, write, and orally count their numbers 0-20. Most students struggled with basic addition and subtraction facts, telling time, and counting combinations of coins. Math homework was often sent home in Spanish to encourage parental support at home; this increased homework done at home, but not always done correctly. ||
 * Performance Problems**
 * ** The required performance(s) that //students// should achieve by the end of 1st grade ** || ** The actual performance(s) that //students// achieve by the end of 1st grade **  ||
 * # ** All students should have Phonemic Awareness **
 * ** 2. All students should be Developing
 * **3. All students should be Developing and/or Secure in all writing skills**  ||  C. Most migrant/ESL students are not developing and/or secure in writing skills. These skills go hand in hand with reading skills. Usually when a child struggles with reading, they struggle with writing. Most of these students loved writing, however, had difficulty writing sight words and hard to spell words where stretching of the sounds is needed. These students struggle with phoneme segmentation, often not being able to hear all of the sounds correctly in a word, or hearing different sounds (For example c/s, j/g are often confused, along with vowel blends and digraphs).   ||

- Teachers don't always understand what a Migrant/ESL student is trying to say or write. || - Teachers place these students in low level reading groups and try the best they can, but may get frustrated with the students. ||
 * ** The required performances of //teachers// of students in grades K through 1 ** || ** The actual performances of //teachers// of students in grades K through 1 ** ||
 * A. Teach all students of every ethnicity and cultural background that are in our classrooms. || -Teachers may not know how to display information appropriately to the student so the student understands.
 * B. Teach whole group, small groups, and one-on-one lessons. ||  - Sometimes Migrant/ESL students are quiet/shy; teachers may not notice them because they don't pose as a behavior issue.
 * C. Provide extra support, interventions, modifications, specially designed instruction, and accommodations to meet the needs of every student.

|| -Teachers may not notice academic deficiency early enough to get the appropriate services that the student needs to experience success.

- Teachers may mistake a language barrier for a learning disability.

-Special teachers (ESL, reading recovery, learning support, etc.) may not have enough 'room' to provide services for the student. -In order for children to receive support, parents must be willing to meet and discuss this. Teachers find it difficult to have conversations with parents due to a language barrier. A translator is often needed.

-Sometimes students receive too many pull-out services, that they miss out on regular instructions; students may also feel overwhelmed with information. ||
 * D. Make sure that each child is experiencing success academically, socially, and developmentally. || Teachers may not know what additional programs are out their for Migrant/ESL students.   ||

A. Mobility. Migrant families live off of the income of farm/agricultural work and therefore migrate from place to place to find jobs. More often than not, when a student begins receiving services, families may have to move to find more work, and students basically have to start all over in that new place. B. Developmentally and socially there is a cultural barrier. Most migrant families have roots and beliefs that differ from non-migrant families. Migrant families are often found 'living in the present', living day to day or job to job. Most of these migrant families live as a large family unit, sharing the same environment with not only mom, dad, and siblings, but with grandparents, aunts, uncles, and cousins. C. Poverty is also an issue. The work and/or jobs that these families find are agriculurally related. Most of the time this work is seasonal and weather related. If these families choose to live in one place, they might not find work all year round. Some of the money that these farmworkers make is also sent to other family members remaining in their home country to support them. D. Lack of health insurance. These farmworkers do not receive health insurance; it would take away from their family income. The migrant work that is required is often not a job that people seek. It is hard for farmers to find people to do the job for the pay, reliance, and hard labor. Some work requires heavy lifting, flexibility, climbing, standing for long hours, enduring cold/hot/freezing weather. It is often unpleasurable and unrewarding. Migrant workers are in such need of a job, that they will do any work to support their families. E. Language barrier. These students may come from all over the world, including Mexico, Pakistan, China, Somalia, etc. Those are just a few of the countries that students come from that are currently being serviced by the LIU #12 Migrant and ESL Program. Although some of these families pick up a few English words, this does not make them fluent in conversation, much less being able to participate academically in a public school regular education program!
 * A summary of the //causes// //of the Migrant/ESL student's// performance deficiency**

Lack of knowledge - Teachers are unfamiliar with the Migrant/ESL students' backgrounds. They are unfamiliar of the culture and language. Most of the teachers only speak English; they are not fluent in the students' home language. NOE is lucky to have Lucia, our school secretary. She is bilingual and speaks Spanish fluently. She is able to translate for teachers, however, the fact still remains that a teacher can't just pick up the phone to speak to a parent, because the parent does not understand English.
 * A summary of the //causes of the Teacher's// performance deficiency**

Lack of teaching materials - Teachers are provided with one curriculum for each subject; they don't always delve into other materials. They lack knowledge of how to manipulate the curriculum materials to better meet the needs of Migrant/ESL classrooms. Most of the teachers commented that they would like the ESL program/pull-out to be more consistent with the curriculum used in the classrooms. They want the same materials used for teaching these students in the ESL classroom as is used in the regular ed. classroom. They don't mind the ESL teacher manipulating them to reteach or teach differently, but not to teach different concepts altogether.

Teachers also made a comment that each migrant/ESL student was different. If they were stable and received multiple interventions they were able to 'take off' and achieve success. Others improved gradually, which was still experiencing success. For example, two students (in separate classrooms) were very successful; they were in the top 5 of the class. This was reasoned because the students had received Headstart services, All day Kindergarten with ESL services, and also received ESL services during their first grade school year

Business Need
The purpose of my project is to educate teachers on what a Migrant/ESL child is, how to use the resources around them including ESL teachers, aides, and the school secretary, how to manipulate, change, and add materials to the current curriculum to better meet the needs of these students, and to make them aware of the deficiencies of these Migrant/ESL students.

The project/training solution I propose should have a positive domino effect. I am going to begin my focus on the teachers of grades K through 1 who teach Migrant/ESL students, which is basically all of the K through 1 teachers at NOE. The goal is that these teachers will take and use this knowledge to better equip themselves for teaching and meeting the needs of these students. When these teachers become better equipped with the knowledge of what kind of students they are teaching, how to manipulate and/or supplement curriculum materials for these students, and how to collaborate effectively with parents, then these students' needs will be better met. The teachers should then see a rise in progress of the Migrant/ESL students in their classroom, and the students will also feel successful.

Performance will be improved through: -Positive Collaboration between faculty and staff that work with Migrant/ESL students. -Knowledge gained on how to have Parent Communication with parents of Migrant/ESL students. -Reading strategies gained through training will provide teachers with additional resources to better meet the needs of all of the students, not only those that are Migrant/ESL. -Knowledge of how to manipulate and supplement curriculum materials to better meet the needs of Migrant/ESL students. -Teachers will have a 'Sense of Urgency;' they will understand the deficiencies and work towards minimizing those.


 * ---Please see actual/current performances listed in the tables above.**

Learning Opportunity
Proposed Training Solutions -Classroom setting (Full day workshop / 2 hour Delay / 2 Hour extension) -On the job (ESL teacher do a Language Arts lesson in the regular classroom while the classroom teacher observes) -Job Aids (After a training on Communicating with Parents, teachers can create lists of positive comments or concerns that can be shared with the parents in their native language) -Team Training - A select few teachers attend a training and report back to the grade level team and/or the school. -Powerpoint and/or video clips

Expected Benefits
1). Positive collaboration among teachers: Each teacher I spoke with stated that they have been hoping for knowlege or a training in this area. 2). More reading strategies: Most of the reading strategies that would be gained through either training would also benefit other below level learners in the classroom. It would also provide additional strategies (teaching reading the text backwards) for Reading Recovery teachers. 3). An understanding of what kind of lifestyle these type of students live in; how difficult it really is for these students. 4). Hands-on activities: Each teacher I spoke with stated that they hated just sitting at a training and doing nothing; they would rather do something. Hands-on activities would not only provide something for the teachers to do, but will provide additional materials that the teachers can use in the classroom. 5). Parent Communication is always a benefit. If teachers are better able to communicate with parents, everyone will be happy.
 * Benefits**:

Desired performance outcomes: 1). Teaching each and every student in the classroom; helping meet the needs of every student in the classroom. 2). Teachers making sure that each student achieves phonemic awareness. 3). Positive communication between teacher and parents. 4). Teachers making sure that each child reach their highest potential; each student should experience success academically, socially, and developmentally. 5). Teachers helping each student meet all requirements needed to pass their grade level.

This is definitely worth fixing!

Audience Analysis
Target audience would be: - Classroom teachers in grades K-1 - ESL teachers - Reading Specialists - Title 1 teachers - Literacy coaches - Instructional Support Teachers

Characteristics of the target audience include: - 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 very below level, just barely on level, and/or above level - Have completed graduate courses in the education field.

Information was gathered during a team meeting. Mini interviews were held; the team was fantastic!

Project Design
Learning Solutions Proposed:

1). (An instructor-led class/synchronous) A //one-day// workshop titled "Being an Intercultural Educator" offered through the Lincoln Intermediate Unit #12. This would be presented by Dr. Lynne Diaz-Rico, Professor of Education at California State University, San Bernardino. This workshop would be offered off campus at the Country Inns and Suites with lunch provided. If your school district is a member of the LIU#12 Title III Consortium, there will be no fee for your attendance. However, if your district does not belong to the LIU#12 Title III Consortium, you will have a $75 fee (includes your registration and lunch). You will also receive Act 48 credits. Content Covered: Identify common 'sticking points' in communicating with students and families. Examine 'deep culture,' comparing the role of language in high- and low-context cultures. Acquire strategies that work 'around' language to communicate respect and solicit/extend gestures of cooperation and high expectations.
 * Feedback: A Reading Specialist attended this workshop and loved it. It was free for her because NOE was in the consortium. She felt it was very knowledgeable. Her job, however, was to report back and share information with her team members. This was not done. Therefore, this solution looks welcoming, but if only one or two members attend, then it would be their job to report their findings back to the team. If they do not do this, is it worth it?**

2). (An instructor-led class/synchronous) A //one-day// workship titled "What's Different About Teaching Reading to Students Learning English?" This workshop would be held at the LIU #12. Dr. Dorothy Kauffman and Ms. Holly Stein, both Consultants, would be heading this workshop. The workshop would be split into 2 days (one day for Elementary / one day for High School). //Content Objectives//: 1). Develop an understanding of how learning to read in English differs for native English speakers and English Language Learners. 2). Understand the five compomponents of reading that are the foundation of successful reading programs: phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension strategies. 3). Identify effective strategies and techniques to improve reading instruction for English Language Learners. //Language Objectives//: 1). Listen to and follow oral directions. 2). Orally describe what readers do when they read. 3). Write some ways teaching reading to English Language Learners is different from teaching native English speakers. 4). Read texts. //Session Breakdown//: The Nature of Reading, Why Reading is Hard, Strategies and Techniques for Teaching Reading, Teaching the Text Backwards, Vocabulary, and Language Functions and Text Structure. This training could be a possibility.**
 * This workshop is free. Consultants would be working voluntarily. The workshop could be for any of the target audience. Recommendations: All Reading Recovery Teachers, Reading Specialists, Instruction Support Specialists, ESL Teachers, and 1-2 classroom teachers attend this workshop. Only 1-2 substitutes would be needed for the classroom teachers. This focus group would then report back to NOE. During a 2 hour delay or 2 hour extension this focus group would report their findings.

3). (Blended solution) During a 2 hour delay or 2 hour extension, Brenda Bowersox, Reading Specialist, could present on "English Language Learners and Reading." She would do a powerpoint presentation with video clips, present reading strategies for teachers working with ELL students, how to communicate effective with parents, andprovide ideas on how to teach in alignment with curriculum materials in the classroom and ESL classrooms.
 * This training would have no costs at all.**

4). (Blended solution) During a 2 hour Delay or 2 hour extension, Candice Maxson, Pamela Mesta, and Olga Reber, consultants, would present a powerpoint presentation titled "ESL 101 The Basics for Beginners." This session would provide participants with a comprehensive overview for teaching English Language Learners. Participants will engage in hands-on activities, discussions and simulations that focus on second language acquisition, instructional strategies, cultural differences, assessments, best practices, and more.
 * This training would have no costs at all**.

5). (An instructor-led class/synchronous / On the job training) Have the ESL teacher, during the first few weeks of school, come into the classrooms that contain Migrant/ESL students. She can teach a Language Arts lesson, using reading strategies deemed towards English Language Learners, while the classroom teacher observes.
 * A substitute would be required.**

Project Success Measures
After training, staff will be given surveys to complete and use as exits slips. Staff will be required to answer what benefits of the training they received, what they liked, disliked, and what could have been better. They will be required to answer if the setting was effective and if they will use the information gained in their classroom.

Teachers may also complete Surveys in a rubric format on how training went (For example Content - 4 - Presentation was highly informative, I can see myself using this information in my classroom. Presentation - 4 - Presenter presented information in an ordely fashion and was easy to understand. The presenter did not teach me material that I already knew.

Out of Scope
-Migrant Education in grades 3 -Requirements of Migrant/ESL students in grades 3 and above -Staff will not be required to use a computer. -Science and Social Studies concepts

Estimated Project Costs
Define the costs to the project (breaking down the costs into phases: analysis, design, development, implementation, evaluation) is helpful. Be sure to include direct and indirect costs and how long it will take to complete the project.

Solution 1 is the most expensive, therefore, not the most cost efficient. Solution 2 is feesible, but would require the district to pay for substitutes and possibly travel expenses. Solution 3 and 4 would have no costs at all, and seem very effective. Solution 5 is definitely feesible, but would require the district to pay for a substitute.

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