Occoquan Elementary School Woodbridge, Va. EFFECTIVE ESOL STRATEGIES FOR MATH Designed by Brenda Huber Youliduzi Niyazi Gloria Xie

 Problem Statement ANALYSIS Grade 3 Math Standards of Learning scores All Students White ESOL Grade 4 Math Standards of Learning scores All Students White ESOL Grade 5 Math Standards of Learning scores All Students White ESOL

MULTICULTURAL NIGHT AT OCCOQUAN ELEMENTARY SCHOOL

 Consult ESOL teacher & adult ESL students  What mistakes do teachers make when working with ESL students?  What can teachers do to help you learn better?  Task analysis based on SIOP lesson plan checklist  Based on interview responses and task analysis, we identified four areas of concern  ESOL students need:  Comprehensible input  Visual support of speech  To learn the language of math  Opportunities to use new vocabulary GOAL SETTING

 Focus on SOL grade level classroom teachers (12 total)  Teacher Survey of prior knowledge, attitudes, and motivations.  Survey results Survey results LEARNER ANALYSIS

 Orienting Context  Teachers’ Goals  Teachers’ perceived utility of instruction  Teachers’ perception of accountability  Instructional Context  Face-to-face workshop  On-line discussions  Transfer Context CONTEXTUAL ANALYSIS—MODULE 1

 Face to face constructivist learning workshops  ESOL teacher as instructor  40-minute sessions during teacher planning time  PowerPoint delivery  Interactive activities with embedded assessments  Followed by on-line support, reflection, resources WORKSHOP DESIGN

 Workshop content review by retired classroom teachers  Workshop goals and activities review by ESOL teachers  Used feedback to refine workshop content and design FORMATIVE EVALUATIONS

 Link to PPT Link to PPT MODULE 1

 Teachers reflect on meeting their personal goals for strategy use.  Share ideas, suggestions with other teachers  Share resources, access resources from workshop  ON-LINE FOLLOW UP SESSION

 On-line reflections provide anecdotes toward strategy implementation  Principals Checklist provides evidence of strategy use in classroom  ESL student survey provides evidence of strategy use by teacher  PWCS Professional Development Evaluation Survey provides feedback on teacher impressions. SUMMATIVE EVALUATIONS

 ESL student math scores will provide evidence of effectiveness of strategy instruction. CONFIRMATIVE EVALUATION