What can we do to help close the achievement gap and improve our practice toward our ELL students?

Needs Assessments

For the needs assessment for this action research project, I have used a number of resources to target these particular students. I have used teacher input, benchmark data from the district, also data from this years past years state test show that the number of ELL students being successful is on the decline. It is only reasonable for a campus to realize that a change has to take place. We need to provide these students with resources to perform with mastery. Therefore we need to better prepare our teachers with strategies to better educate this group of students. On my campus we are 85 percent Hispanic with most of this students also being economically disadvantaged. Therefore targeting this group of students will help us meet AYP and once more become an “exemplary” campus.

Objectives and Vision of the action research project

 Fundamental to the No Child Left Behind (NCLB) Act is that every child can learn and that all schools are accountable for student progress. One of the implications of this initiative is teacher accountability and a commitment to help every student in the classroom meet high expectations. Education Secretary Spellings (United States Department of Education, 2006) emphasized the importance of meeting the needs of the fastest-growing student population in the United States of America, the English Language Learners (ELLs). She strongly urged educators to help every child reach grade level because school children deserve nothing less (Taube, 2006). Therefore the objective of my research is to provide teachers, parents,  and students alike with resources and strategies that they may use in the classroom and in society . My vision is that we also provide aid to these students, but also the parents.

Review of the Literature and Action Research Strategy

Connecting Research About English language Learners to Practice. Learning Point Associates. 2009.

Crawford, J. Educating English Learners: Language Diversity in the Classroom 5^th ed. Los Angeles; Biligual Educational Services. 2004.

 Goldenberg, C. Teaching English language Learners: What the Research Says and Does Not Say. American Educator. 32(2) 8-44. 2008

Taube, Sylvis R. and Polnick. Meeting the Needs of a Latino English Language Learner through Teacher Research. The Qualitative Report. Volume 11 Number 4 . 2006.

I created my own idea for my research project. I feel there is a need for information on this topic. I spoke with my site supervisor, who also agreed that this is a great topic. However she did inform me that this is a huge endeavor and that the topic must be handled with care especially targeting any particular group of students. I must always keep in mind ethical guidelines and litigation laws. I was also sent to spend time and discuss this topic with the LEP coordinator, who is an assistant principle at the campus, and we many discussed ideas and resources. She wanted to establish a action plan to implement for this years’ students in order to provide assistance to the curriculum.

Articulate the Vision

I have articulated my vision and objectives to the administrative staff on my campus a t a round table discussion. We agreed that at the start of the 2012-2013 school year that I would be given the opportunity to explain and discuss the objectives I have for the ELL students, and provide professional development for the teachers and staff at that time. As a campus we will articulate the vision to the parents at the PTA meetings, open houses, and parent night. We would provide opportunities for parents’ ideas, questions, comments, and concerns through the parental involvement committee.

Manage the organization

In order to manage the operation first I will create a committee. As a committee we will monitor all ELL students will meet approximately every three weeks to review the data of the assessments and implementation of programs and resources. At that time will and also pay close attention to areas of growth and areas of potential growth of this group of students. We will discuss strategies and provide feedback to teachers. We will also determine resources for parents and the community. As a committee will meet with students to make sure that they understand the benefits resources and strategies provided for them. The committee will be comprised of faculty staff, and parents.

Manage Operations

Due to the frequency of the committee meeting, and the constant feed back to teachers; we will sustain and maintain communication. Because of this we will be able to keep teachers and parents abreast. We will use the data as a tool to provide opportunities for reflection and changes in plan As a team we will be able to better serve our student and children and provide opportunities of success in there education. Sustaining an open line of communication and working as a team are two important factors in managing the operations. We will work together to provide professional development if needed for teaches, and also provide workshops for parents if and when needed.

Respond to Community Interest and Needs

Again the No Child Left Behind (NCLB) Act states that every child can learn. Therefore we will provide support for all students regardless of race, ethnicity, language, socio economic background, and gender. We will meet the student at his /her level and provide instruction using strategies that they will move closer to grade-level. This applies to special education students also. As teachers we have to determine the students strengths and work with those strengths to help build on those weaknesses. For a student who may not be able to afford clothes and supplies provide resources foe that student and their parents. For a student who may not understand English provide interventions and rein forcers in their native language. A direct line of communication will be established with the community by giving and receiving information to and from our parents in the community.