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WHY THIS PROBLEM?

English Language Learners (ELL) have not been getting the support they
need in our district.
This is especially true at the high school.
The high school lacks the support of Title 1, ADSIS, and RtI that they
have access to at the Elementary School.
I believe the students scores will reflect this additional support at the
Elementary School versus the High school and thus their scores will be
lower at the High School.

DATA ANALYSIS
Data Set
t-Test
p=.006
This statistical analysis supports my hypothesis, the t-Test indicated a
significant difference.
However due to the small sample size, Cohens d was utilized.
Indicates a very large amount of difference
2 standard deviations
CONSIDERATIONS
As a district we can do more to support these
students.
Staff development
4,7

Use caretaker speak, avoid loud teacher voice
3

Use realia and visuals
3

Targeted interventions (in or out of the classroom)
2

I am working with the ESL teacher to devise an
improved plan of action.
Involve the students, families, and interpretor in the
plan of action
8

Access to a dictionary (use the iPad)
1

Altered assessments
1

Use common tools and equipment
1

Incorporate peer support
5

Support their culture
6

SOURCES
1. Allen, H., & Park, S. (2011). Science Education and ESL Students. Science Scope, 35(3),
29-35
2. Ardasheva, Y., & Tretter, T. (2012). Perceptions and Use of Language Learning
Strategies Among ESL Teachers and ELLs. TESOL J ournal, 3(4), 552-585.
doi:10.1002/tesj.33
3. Boyd-Batstone, P. (2013). Five Strategies to Help Beginning ELLs Meet the Common
Core. California Reader, 47(1), 27-31
4. Hernandez-Laboy, O. (2009). Reading strategies ESL teachers utilize to enhance
comprehension in students: Implications for classroom practices. (Order No.
3365011, University of Puerto Rico, Rio Piedras (Puerto Rico)). ProQuest
Dissertations and Theses, , 145-n/a. Retrieved from
http://ezproxy.mnsu.edu/login?url=http://search.proquest.com/docview/305048810?ac
countid=12259. (305048810)
5. Kobayashi, M. (2003). The Role of Peer Support in ESL Students' Accomplishment of
Oral Academic Tasks. Canadian Modern Language Review, 59(3), 337
6. Kruczek, J. (2007). A case study of ESL high school students' perceptions of their
experiences: Identifying language minority students' support needs in a diverse
classroom. (Order No. MR35047, University of Windsor (Canada)). ProQuest
Dissertations and Theses, , 136. Retrieved from
http://ezproxy.mnsu.edu/login?url=http://search.proquest.com/docview/304839011?ac
countid=12259. (304839011)
7. Russell, F. (2012). A Culture of Collaboration: Meeting the Instructional Needs of
Adolescent English Language Learners. TESOL J ournal, 3(3), 445-468.
doi:10.1002/tesj.24
8. Salazar-Jerez, M. (2004). Echandole ganas: The elements that support or constrain the
academic resiliency of mexican immigrant students in a high school ESL program.
(Order No. 3123286, University of Colorado at Boulder). ProQuest Dissertations and
Theses, , 277-277 p. Retrieved from
http://ezproxy.mnsu.edu/login?url=http://search.proquest.com/docview/305203438?ac
countid=12259. (305203438)