Problem of Practice: Overview, Potential Strategies, and Logic Model Draft Problem: K-2 LEP/ESL Students in Reading roughly

y 20 kids (last years school report card showed that only 38% of Hispanic students in 3-5 passed both reading and mathout of 19 kids, and 2010-2011 was @ 35%-- a drop from the 09-10 percentage of 54% out of 11 kids); we have had an influx of Hispanic students over the past 2 years, and their percentage has not been increasing, but rather dropping Preparing them w/ stronger early literacy skills in K-2 may help with the testing data in 3-5 Goals: increased literacy growth among ESL students in K-2 (according to DIBELS data) Outcomes: growth on DIBELS EOY assessment, continued growth on DIBELS progress-monitoring, increased student engagement (especially in reading time) among ESL students Strategies: ESL teacher working with grade level PLCs @ least once a month, ESL instruction connected to grade-level objectives, additional progress monitoring w/ ESL students (perhaps by reading coaches? Heather?), book club w/ tutors weekly or bi-weekly (led by 3rd grade tutors/administration) DPIs websiteinstructional practices for ESL in Common Core

Potential Strategies: ongoing formative data collection PD for all staffpossibly get with someone from NC State? Emphasis on VOCABULARY o Help students make primary/native language connections o Before/During/After reading strategies o Teach idioms/expressions as they arise in reading Open-ended questions; emphasize inquiry Strong L1 skills are a predictor/help w/ L2 proficiency; help ELL students w/ proficiency in native language simultaneously Create a bilingual dictionary Student-to-student interaction Because research shows that limited background knowledge and vocabulary are main problems for ESL students, should focus on strategies that hit these two areas. Logistics: -- building a bilingual dictionary in class time? Working on dual-language book project during ESL tutor time?

Strategies A. ESL teacher will work more closely w/ grade-level and reading PLCs (attend meetings at least 1x per month). B. ESL instruction will be integrated with core grade-level content. (i.e. picture dictionaries, emphasis on vocabulary instruction, etc.) C. LEP students will participate in a Family Treasure book project/presentation with their families and peers.

Objectives 1. Greater collaboration and consistency in instruction between ESL and classroom teachers 2. Growth on DIBELS assessments (both benchmarks and progress monitoring) I.

Goals K-2 LEP students will be stronger readers.

II.

The achievement gap between LEP and non-LEP students at Belmont will begin to close.

4. Growth on Waterford Early Literacy program

5. Increased student engagement (especially in reading time) among LEP students

Reading Growth among 1st and 2nd Grade LEP/ESL Students @ Belmont Elementary: Logic Model