Increasing Literacy Through Oral Language Practice
After School Programs and
English Learners
English Learners in LAUSD who participate in
ASP at a high frequency:
•Are more...
LAUSD English Learners After
School Participant Data
Los Angeles Unified
Section 1.2 – Grade Level and English Learner (EL...
21st
Century Community Learning
Centers After School Safety and
Enrichment for Teens (ASSETs)
Supplemental: Equitable Acce...
Recommendations for designing after school
programs to promote student achievement
1. Quantity of participation: Dosage
- ...
Dosage
• Immersion Week: Five days, two hour sessions
• Follow up sessions: Once a week for ten weeks, sessions last
for a...
Alignment with School Day
The importance of oral language development in ELD
•“There is well-established research evidence...
Small Group and Individual Needs
• 40 students targeted for program
• Agencies provide three to four facilitators per sess...
Assessment for Program
Improvement
• Four traveling mentors to observe, assess and provide
feedback on instruction for age...
Provide Engaging Learning
Experiences
Immersion Week
•Team Building Activities with an emphasis on creating
conversations ...
Lego Memory
Provide Engaging Learning
Experiences
Follow Up Sessions
•Sessions begin with a team building activity and vocabulary
revi...
Provide Engaging Learning
Experiences
Immersion Week
•Students engage in a Service Learning Project
•Serve project topic i...
Provide Engaging Learning
Experiences
Immersion Week
•Facilitators scaffold for students using various SDAIE strategies
in...
Service Projects
Language in Action students have engaged in a
variety of Service Learning Projects including:
Culminating Event
• Students attend a Saturday college trip
• Past campuses include: UCLA, LMU, Whittier College,
Woodbury...
Initial Results
Gap: 73.7
Gap: 37.9
UCLA Presentation 3/18
UCLA Presentation 3/18
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UCLA Presentation 3/18

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  • Research Support Services
    Frequency:
    Middle 76+ days for 1-3 years
  • Medium attendees 8-30 days
    High attendees 31+ days
    ERC – Educational Resources Consultants
    Desired Program Outcomes:
    Increased EL participation in ASP
    Increase CELDT score
    Increase Reclassification rate
  • Federal Funding
  • Megan Beckett Chair July 2009
    Structuring Out of School Time to Improve Academic Achievement
    Chaput, S. S., Little, P. M. D., & Weiss, H. (2004). Understanding and measuring attendance in out-of-school-time programs. Cambridge, MA: Harvard Family Research Project.
  • Building cohorts of students, to try new activities together
  • Developing Literacy in Second-Language Learners:
    Report of the National Literacy Panel
    on Language-Minority Children and Youth
    Diane August, Timothy Shanahan
    Educating English Language Learners: A Synthesis of Research Evidence
    William Saunders
    Gisela O’Brien
    Introduction
  • 490 – Early Intermediate
    530 – Intermediate
    590 – Early Advanced
  • UCLA Presentation 3/18

    1. 1. Increasing Literacy Through Oral Language Practice
    2. 2. After School Programs and English Learners English Learners in LAUSD who participate in ASP at a high frequency: •Are more likely to communicate in English after school than their counterparts who are on the street or in their homes. •Score higher than peers on the California English Language Development Test •Reclassify at a higher rate (Frankel and Daley, 2012)
    3. 3. LAUSD English Learners After School Participant Data Los Angeles Unified Section 1.2 – Grade Level and English Learner (EL) Status Figure 3 Figure 4 9th 10th 11th 12th 26.2% 24.4% 22.8% 26.6% 35.9% 24.7% 18.8% 20.6% Grade Level Composition 2012-2013 After School Participants Non-After School Participants EL Non-EL 16.1% 83.9% 21.3% 78.7% English Learner Composition 2012-2013 After School Participants Non-After School Participants
    4. 4. 21st Century Community Learning Centers After School Safety and Enrichment for Teens (ASSETs) Supplemental: Equitable Access Grant “Increase access to the 21st CCLC Program with information such as, but not limited to…English-language learners, whose participation in the 21st CCLC Program is likely to be affected by a lack of access to programs.” - 21st CCLC grant RFA
    5. 5. Recommendations for designing after school programs to promote student achievement 1. Quantity of participation: Dosage - Intensity: amount of time a student attends - Duration: history of attendance in terms of years - Breadth: variety of activities in a given time frame 1. Alignment with Regular School Day Curriculum 2. Adaptation of Instruction to Small Group and Individual Needs 3. Use of Assessment for Program Improvement 4. Provide Engaging Learning Experiences
    6. 6. Dosage • Immersion Week: Five days, two hour sessions • Follow up sessions: Once a week for ten weeks, sessions last for and hour and a half • Culminating Event: Saturday college trip, six hours (total of 31 hours) • Returning students serve as mentors for students who are new to the program • During follow up sessions, agency site coordinator advertises and recruits students to participate in additional after school programs
    7. 7. Alignment with School Day The importance of oral language development in ELD •“There is well-established research evidence that supports the importance of oral language proficiency. The development of oral language is positively related to the development of literacy. (August & Shanahan, 2006) •“Recent research suggests that increased time spent on oral language instruction leads to stronger oral language outcomes without compromising literacy outcomes.” (Saunders & O'Brien, 2006)
    8. 8. Small Group and Individual Needs • 40 students targeted for program • Agencies provide three to four facilitators per session • Grant requires staff to student ratio of 20:1 • Language in Action Program has a staff to student ratio of 10:1 • Activities engage students in small groups ranging from two to four students
    9. 9. Assessment for Program Improvement • Four traveling mentors to observe, assess and provide feedback on instruction for agency facilitators • Observation form that is submitted to program administrator and distributed to agency leads • Frequent agency facilitator meetings to discuss observation feedback, review curriculum and share best practices • Student surveys conducted pre and post for immersion week and follow up sessions • ERC evaluation, collects student data and produces analysis of program outcomes • End of year review with agency facilitators to discuss and improve program curriculum
    10. 10. Provide Engaging Learning Experiences Immersion Week •Team Building Activities with an emphasis on creating conversations to help students get to know one another, and create a safe environment for practicing English Examples: Mingle Icebreaker Song Lyrics Landmine Game Main Idea Game I Like My Neighbor Who Cupstack Group Juggle Lego Memory School Tour
    11. 11. Lego Memory
    12. 12. Provide Engaging Learning Experiences Follow Up Sessions •Sessions begin with a team building activity and vocabulary review (Thesaurus Chart) Name__________________________! ! ! Personal Thesaurus Introduction: Who? t? When? Introduction: Who? e? When? Academic!Word! ! Alphabet!Letter:! ! ! ! Academic!Word! ! ! ! ! ! ! !
    13. 13. Provide Engaging Learning Experiences Immersion Week •Students engage in a Service Learning Project •Serve project topic is chosen by students based on their perceived needs of the community •Lessons include activities needs to complete their project Example: Researching Organizations Writing a business letter Making a business phone call Writing an email
    14. 14. Provide Engaging Learning Experiences Immersion Week •Facilitators scaffold for students using various SDAIE strategies including: – Sentence starters – Choral reading – Cloze reading – Pair share (Cooperative Learning) – Graphic Organizers – Personal Thesaurus – Brainstorming – Manipulatives
    15. 15. Service Projects Language in Action students have engaged in a variety of Service Learning Projects including:
    16. 16. Culminating Event • Students attend a Saturday college trip • Past campuses include: UCLA, LMU, Whittier College, Woodbury College & CSUN • Students make a presentation about their Service Project to students from other schools • Students engage in a tour of campus • Breakout sessions cover topics including College requirements, the DREAM act, AB 540 and talking to parents about college
    17. 17. Initial Results Gap: 73.7 Gap: 37.9

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