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!The mission of Youngsville Elementary states that we
believe success is possible for all children. At Youngsville
the percentage of English as a Second Language (ESL)
students performing on grade level on the NC Reading EOG
has decreased. So, we decided to direct our attention to
helping ESL students excel.

! Research indicates that since ESL students often lack
vocabulary development and background knowledge, they
need proper sustained and focused reading instruction.
Therefore, our goal is to increase reading achievement
among third grade ESL students by using researched-based
instructional strategies and resources that target diverse
learners such as ESL students.
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!Based on mCLASS:DIBELS data, 100% of 3
rd

grade ESL students showed an increase in
reading fluency, while only 25% of ESL students
showed improvement in reading comprehension.

SLraLegles Cb[ecuves ulumaLe Coal
1eachers
auend uaLa
1alks- analyze
daLa.
1eachers
auend u on
lnsLrucuonal
readlng
sLraLegles and
resources.
1
LSL sLudenLs wlll
show an lncrease
readlng
achlevemenL.
1eachers wlll
ldenufy needs
of LSL
sLudenLs
1eachers wlll
lmplemenL
lnsLrucuonal
sLraLegles wlLh
LSL sLudenLs.
1eachers wlll
feel condenL
lmplemenung
lnsLrucuonal
sLraLegles.
1eacher
CuLcomes
SLudenL
CuLcomes
LSL sLudenLs
wlll lmprove
ln readlng
uency.
LSL sLudenLs wlll
lmprove ln
readlng
comprehenslon.
! 100% of the teachers attended Data Talks once
a month.
! 75% of the teachers felt Data Talks were
somewhat helpful.
! 100% of the teachers attended at least 2 PD
sessions.
! 75% of the teachers felt somewhat confident in
implementing the instructional reading
strategies.
! Make resources readily available for teachers to use during
instructional planning for ESL students.
! Assist teachers with instructional planning
! Embed instructional reading strategies so they are
supportive of new reading initiatives, such as Read to
Achieve.
! Early implementation of instructional reading strategies for
ESL students- beginning in kindergarten and continuing
through first and second grades.

! Better collaboration among the teachers and the ESL
resource teacher.

! Share resources and model instructional reading strategies
during Data Talks.
Lvaluauon of 8eadlng AchlevemenL among 3
rd
Crade LSL SLudenLs
?oungsvllle LlemenLary School - Clndy Mlller-Walker, nLLA CohorL lll
Lessons learned about conducting evaluation in schools.

! Fidelity, transparency, and communication are critical
throughout the implementation and the evaluation of a
program.
! Teachers need consistent support.
! Some data sources allow for more honest feedback than
others.

! Be strategic about who the participants will be.
-.*%/*,#0 1/&2,#02 4*5* 6#/"+&2
Pow oen dld Leachers auend uaLa 1alks? Auendance logs,LlkerL scale Survey

Pow helpful were Lhe uaLa 1alks? LlkerL Scale Survey
Pow many u sesslons dld Leachers auend? Auendance logs
1o whaL exLenL were Lhe resources/
lnsLrucuonal readlng sLraLegles useful?
LlkerL Scale Survey, lnLervlews
Pow oen dld Leachers lmplemenL
lnsLrucuonal readlng sLraLegles?
Classroomobservauons

WhaL ls Lhe comforL/condence level of Lhe
Leachers lmplemenung lnsLrucuonal readlng
sLraLegles?
LlkerL Scale Survey

1o whaL exLenL dld Lhe sLudenLs lncrease
readlng uency and comprehenslon?
mCLASS:ul8LLS daLa, 8eadlng LCC

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4 umes a week
AL leasL 2 umes a week
23
73
B%/&0+9
100 of 3rd grade LSL sLudenLs
lmproved Lhelr uency.
C#'?"&A&02<#0
lmproved
uld noL lmprove
23
73