Project Details

Abstract

Title III National Professional Development Program – CFDA Number: 84.365Z

The applicant of this project is the University of North Texas (UNT) in partnership with Carrolton Farmers Branch Independent School District and Region 10 ESC.  The title of the project is Success in Language and Literacy Instruction.  We designed this project to address Absolute Priority: Improving Instruction for English Learners, Competitive Preference Priority 2:  Improving Parents, Families, and Community Engagement and Competitive Preference Priority 1: Supported by Moderate Evidence of Effectiveness by carrying out a quasi-experimental study with four cohorts of 20 third grade teachers from 20 schools to test recommendation four, Small Group Instructional Intervention. This recommendation meets the moderate evidence of effectiveness criteria and the standards of What Works Clearinghouse.  The intervention is described in the Educator’s Practice Guide of the What Works Clearinghouse: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (2014).

The design of our study is supported by three studies that meet the moderate evidence of effectiveness criteria: Effects of two tutoring programs on the English read­ing development of Spanish-English bilin­gual students. The Elementary School Journal, 104(4), 289-305, http://www.jstor.org/stable/3202943, Efficacy of a tier 2 supplemental root word vocabulary and decoding inter­vention with kindergarten Spanish-speaking English learners. (Journal of Literacy Research, 43(2), 184-211) http://journals.sagepub.com/doi/abs/10.1177/1086296X11403088, and Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems. http://journals.sagepub.com/doi/abs/10.3102/00028312043003449.

The number of participants projected to be served by the project each year is: dual language in-service teachers (10) content in-service teachers (10), mainstream in-service teachers (10 each of four years), pre-service teachers (10), English learners and their families (15).  The number of participants projected to be served by the end of five years is: dual language in-service teachers (50) content in-service teachers (50), treatment in-service teachers (40), control in-service teachers (40), pre-service teachers (50), and English learners and their families (75).

Major project activities include delivering professional development for different teachers to match the needs of their students, carrying out a quasi-experimental study on the Small Group Instructional Intervention, teachers and pre-service teachers improving engaging with families and ELs to participate together in family literacy activities.

Goal 1: Prepare bilingual and English as a second language teachers to meet the needs of English learners in grades EC-6.  Objective 1. Each year of the project, 10 pre-service teachers will be prepared at the University of North Texas as EC-6 bilingual or English as second language teachers with the knowledge, skills and dispositions to serve English learners.

Outcome: At the end of the 5th year of the project, 50 pre-service teachers will be prepared to serve English learners and their families after completing successfully six credit courses.

Goal 2: Improve literacy instruction and family engagement skills of in-service teachers serving English learners in grades K to 6th in Carrolton Farmers Branch Independent School District. Objective 1.  Each year of the project, 15 teachers of English learners in grades K, 1, and 2 will participate in PD related to engaging families in literacy activities with their children. Outcome: At the end of the 5th year of the project, 75 in-service teachers and 50 pre-service teachers will have improved their knowledge and skills to engage families of ELs. Objective 2. Each year 1, 2, 3, and 4 of the project, 10 3rd grade in-service teachers will participate in a treatment group of a quasi-experimental research study.  Outcome: At the end of the 5th year of the project, 40, 1st grade in-service teachers will have participated in PD to improve language and literacy instruction. Objective 3. Each year of the project, 20, 5th and 6th grade in-service teachers of ELs will participate in professional development to improve their instruction. Outcome: At the end of the 5th year of the project, 100 5th and 6th grade in-service dual language and content teachers of ELs will have improved their instruction.

Project Director: Rossana Ramírez Boyd, Tel. 940-391-4800, rossana.boyd@unt.edu