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Your name: Sheena Tolson




Please note that you are NOT required to follow this template in this order. You can
organize your writing in way you determine to be most logical. However, be sure that all
questions in this template are answered well before you submit Phase III.

Purpose of this assignment: This is the third and final phase of the three-part course
Data-Driven Decision-Making Project and will be completed individually based on the
Phase II group work. The goal of this assignment is to plan step-by-step actions for
implementation of a level-wide data-driven improvement plan for students. An individual
multi-media presentation, in which the student reflects on planning collaboratively and
using data as a base for discussions and improvement will also be included in the

Be sure to copy/paste the data/graphs/charts as appropriate for some answers. A

visual of a timeframe or other uses of tables and images will add interest and clarity to
the assignment. Please include these as you see fit.

1. Why did I choose this initiative and what learning will it support?

From the Phase I and Phase II projects, an examination of the data showed

there was a relationship between:

Students with LEP and MSA proficiency levels

Students with LEP and overall achievement of the Learning Objectives.

Students with LEP and homework completion

Therefore the LEP initiative was designed to explore strategies to increase language

proficiency and comprehension of course materials.

2. What data was used to substantiate my choice of this initiative?

In order to evaluate the need for a LEP initiative, proficiency levels on the

MSA assessments, Learning Objective averages, and Homework were considered.

The graph below shows the relationship between students with LEP and overall

proficiency on the MSA. The majority of the students that are LEP scored Basic on

both the MSA Math and Reading assessments, specifically 43% and 33%,

respectively. Therefore based on the data there is a considerable need to

implement initiatives that aim at promoting language literacy among students with

LEP to improve proficiency on these summative assessments and overall learning.

Selection of the LEP initiative was also based on the data analyzed regarding

the scores for both the learning objectives and homework among LEP students.

From the data it was concluded that there was a direct relationship between LEP

students and the achievement of objectives. Activities that promote language

comprehension and literacy will be necessary in order to encourage homework

completion and comprehension of course activities.

3. What group of students will this initiative best serve? In what curriculum area?

The initiative focused on students with LEP and aimed at personalizing

instruction that both assisted in achieving improvements in course objectives and

overall language proficiency. The initiative plan was directed to elementary aged

students; yet the instructional strategies can be implemented across disciplines.

The initiative supports the Maryland State Curriculum and the WIDA English

Language Development (ELD) standards and promotes progression of the stages of

language proficiency across various curriculums.

4. What are the learning objectives for this initiative?

Students with LEP need to construct meaning from oral and written language

as well as to express complex ideas and information. Therefore the following

learning objectives will support WIDA performance frameworks:

The student will be able to identify language that indicates narrative point of

view from illustrated text, word/phrase banks, and graphic organizers

The student will be able to process a variety of grammatical constructions

The student will be able to recognize specific vocabulary and content area


The student will be able to compare and contrast narrative points of view

The student will be able to sort, sequence, and connect information presented

in complex sentences

The student will be able to develop and strengthen writing as needed by

planning, revising, and editing

5. What are the detailed steps for initiative implementation?

In order to achieve the learning objectives, the initiative plan will incorporate

the following instructional strategies: (1) Hands-on learning tools; (2) Promotion of a

reassuring learning community; (3) Scaffolding techniques; (4) Peer collaboration;

and (5) Integration of technology

Hands-on learning tools

The initiative plan will use hands-on learning as a constructivist tool to engage

students with course materials. Instructional materials will integrate visual and

interactive supports to clarify meaning and solidify learning building a connection

with course content. Therefore, the initiative will implement blended learning tools

that include auditory and visual exposure to personalize instruction and provide

engaging lesson activities. Visual presentations such as animation, video and

simulations will be integrated in order to accommodate diverse learning styles.

Refer to Figure 1 for additional examples

Figure 1. Examples of Sensory, Graphic, and Interactive Supports. Reprinted from

WIDA 2012 Amplified ELD Standards by WIDA.

In addition, vocabulary expansion activities including technology and visual

displays throughout the classroom will promote comprehension and respect for

cultural differences.

Promotion of a reassuring learning community

The initiative will promote a reassuring learning community that will foster

participation amongst students in class and group discussions. Instructors will

encourage inclusiveness in classroom participation by allowing sufficient wait time

for students with LEP to articulate and formulate responses. Moreover, instructors

will refrain from correcting a students spoken language directly, but will model

proper language in a restatement. This provides positive feedback.

Scaffolding techniques

The initiative will implement a scaffolding approach to improve language

proficiency. The scaffolding of instruction will focus on the development of the four

language modes (listening, speaking, reading, and writing). This strategy will be

used to build stronger understanding rather than memorization. Therefore, the

instructional materials and tools will present new information in small sequential

steps using visual aids and repetition. Moreover, the course content will create links

through analogies and use visual representations that will support literacy-learning


Peer collaboration

The initiative will use social interaction as a tool to improve cognition and

communicative skills. Students with LEP learn through academic language and

social interaction, thus peer discussions promote oral interaction improving

communicative and interpersonal skills. In the beginning, LEP students will work in

pairs to encourage a level of comfort in discussion activities. Then, small group

content area activities will be devised between students with LEP and native English

speaking students to examine the meaning of new concepts. Through group

dialogue instructors can monitor comprehension and determine instructional

supports and technology that would assist the interaction between students.

Integration of technology

The initiative will use technology that will support and improve language

proficiency based on the Universal Design for Learning (UDL) model. The Universal

Design for Learning provides a framework for students with LEP as it reduces

barriers in instruction, provides appropriate accommodations, supports, and

challenges, and maintains high achievement expectations for all students, including

students with disabilities and students who are limited English proficient (UDL, p. 1).

The tools will combine the online delivery of educational content and integrate

language resources that promote cross linguistic understanding. Refer to the Figure

2 for examples of useful websites that provide linguistic understanding.

Figure 2. Checkpoint 2.4 Promote understanding across languages. Reprinted from

UDL Guidelines Version 2.0: Examples and Resources by UDL Center.

Example/Resource Why UDL?

Capita Translations Why UDL? ALS is helpful in

promoting cross linguistic
This translation website cross translates passages of text understanding by providing
and entire web pages. It also has a function to email translation of web material.
translated text directly from the site. There are many free Students may need support in
translation sites such as appliedlanguage.com (preview using translation tools as a
them in advance of using with students as most support resource for improving
their services with online ads). language skills rather than
Age Group: All ages relying upon the site.
Content Area: All content Translations may have errors,
Cost: Free which can be explored to
Technology Involved: Internet connection deepen understanding of both


Word2Word Why UDL? Bilingual

dictionaries can be helpful in
Use online dictionaries in students' native languages to promoting cross linguistic
help build vocabulary and background understanding by developing
knowledge. Word2Word is a syndication of multiple vocabulary, an essential
language dictionaries (not all are compatible with screen building block to developing
readers). reading and writing skills.
Age Group: All ages
Content Area: All content
Cost: Free
Technology Involved: Internet connection

Music and Dance Drive Academic Achievement Why UDL? Pay special
attention to how the
Watch this video to see an example of arts integration to integration of the arts benefits
promote academic achievement. Opening Minds Through English Language
the Arts (OMA) is a student-achievement program that Learners. Linking to content
uses music, dance, and visual arts to teach skills used in that crosses language
reading, writing, math, science, and other subjects. barriers, while taking steps to
Age Group: All ages develop vocabulary and build
Content Area: All communication skills are
Cost: Free effective examples of
Technology Involved: Internet connection to access promoting cross-linguistic
video; many of the strategies modeled require no understanding!
technology. See also:
2.5: Illustrate through multiple

Doing What Works: Develop Academic English Why UDL? This site provides
excellent examples as to how
On this Doing What Works site, understand the to support vocabulary and
research-based recommendation to develop academic grammar development in the
English, watch videos on how actual schools are classroom.
developing academic English, and find a collection of See also:
tools and ideas to help you develop academic English in 2.1: Clarify vocabulary and
your classroom. symbols
Don't miss the great videos! 2.2: Clarify syntax and
Age Group: K-5 structure
Content Area: Literacy
Cost: Free
Technology Involved: Internet connection to explore site;
many of the strategies suggested require no technology.

Wikipedia Why UDL? Wikipedia offers

its content in 41 different
Wikipedia is a free, web-based, collaborative, multilingual languages to reach a broad
encyclopedia project supported by the non-profit audience. Use the site for a
Wikimedia Foundation. multilingual audience or
Age Group: All compare entries in different
Content Area: All languages to develop
Cost: Free vocabulary and syntax in a
Technology Involved: Internet connection foreign language.
See also:
8.3: Foster collaboration and

Simple English Wikipedia Why UDL? "Wikipedia Simple
English" entries are designed
Wikipedia's "Simple English" entries scaffold the reader to be accessible to readers
by using straightforward language, by chunking the who are acquiring the English
information, and by providing links for further inquiry. language. Simple English
"Simple English" is listed under the Language options. entries are also beneficial for
Age Group: All readers who have limited
Content Area: All vocabularies or for readers
Cost: Free who are interested in the
Technology Involved: Internet connection major features of the entry
rather than detailed
See also:
2.2: Clarify syntax and

6. What is the timeframe for initiative implementation?

A clear timeline will be established to keep parents and faculty aware of

student progress prior to the state examinations. In Maryland for students in grades

3-8, the MSA assessment tests for Reading and Math are conducted in March, and

the English Language Proficiency Assessment (ELPA) is held in January-February.

Thus the implementation for the initiative is targeted to begin during the first quarter

of the calendar school year. This would allow faculty to collaborate to evaluate

student data, reflect on instructional practices, and identify improvement areas.

After each quarter, a progress report along with parent-teacher conferences will be

provided in order to assess individual student development.

7. Who will be involved and be responsible for the successful implementation of this

initiative? (Members of the team).

The initiative will establish a professional learning committee that represents

the school community including teachers, support staff, and administrators. Teacher

aides, media support, and ESOL teachers will be involved in the implementation of

the instructional strategies, professional developing initiatives (i.e. lesson study), and

instructional design. These members will be instrumental in integrating technology

and personalizing blending learning tools in the curriculum.

8. What role will each member play in the implementation process and when?

School faculty and administration will be involved in professional development

initiatives including WIDA workshops and lesson study. Teachers will receive

ongoing training throughout the initiative via lesson study and attendance to WIDA

professional development conferences (see Figure 3 for current schedule). These

workshops focus on the development of the four language modes (listening,

speaking, reading, and writing) and collaborative data assessment strategies.

Support staff will receive ongoing training in order to support the teachers and

students in the classroom. In addition, administration will receive similar training in

order to be a resource in assisting their faculty.

Figure 3 . 2013-14 WIDA Professional Development Dates and Topics. Reprinted

from WIDA Maryland by WIDA.

Parents will receive interim progress reports and regular communication

regarding student performance and development. In addition to progress reports,

parent-teacher conferences will be conducted in order to discuss student

developmental areas and formulate individual action plans.

9. What will be the assessment(s) of different parts of the implementation? How will

the assessments take place? By whom? When?

Constant formative assessments will be essential to obtain data regarding

LEP proficiency. Observational strategies will be important to ensure the students

with LEP are understanding content and participating in classes. There will be

weekly examinations of students responses to classroom assignments to be

incorporated into the students portfolio. It is through the formative assessments that

instructors will obtain information on what and how well students are learning.

Overall continued formative assessments including observation, progress

monitoring, and portfolios will be used to assess student learning. This prepares

them for the subsequent summative assessments including the English Language

Proficiency Assessment (ELPA).

Lesson study focuses on gathering the data and analyzing student learning

and absorption of the material through immediate observation and analysis.

Moreover through lesson study, the lesson is reviewed and analyzed both before

and after the instruction to determine areas for improvement. As far as the process

for lesson selection, the group will use existing data to select a lesson that has either

been difficult to teach in the past or that the data previously showed low scores. By

using data analysis, the teachers are able to concentrate on lessons that need

development and that achieve worthwhile goals. In addition, the group can use this

opportunity to consider new lessons that will incorporate blended learning tools.

The lesson study will incorporate the WIDAs Model Performance Indicators

(MPIs) to achieve the standards for reading and literature, writing & research,

language development and speaking. Teachers can then transform the MPIs to

create language objectives and thus identify clear assessment criteria. Through the

MPIs teachers can also plan to integrate the sensory, graphic, and interactive

supports (refer to Figure 1) in the instructional design that align with academic


10. Overall how will I know whether or not this initiative will be a success? What

data, assessment processes and/or indicators will give me this information?

What are the expectations or 'criteria' for the assessment measures?

The committee will review data that summarizes proficiency scores, student

evaluation, and parent feedback concerning the effectiveness of the LEP initiative

program. Moreover, a comparison of the original data (i.e. learning objectives

averages and homework scores) will be evaluated to determine changes in

proficiency levels. The benchmark expectation is that 25% of LEP students will

increase proficiency on the MSA assessments from a score of Basic to Proficient.

This achievement is expected during the current school calendar year after

implementation of the initiative plan.


The goal of this initiative is to implement a plan for improved learning for

elementary students with LEP. This initiative aims at using collaboration with peers

and faculty, blended learning strategies, and technology to engage students with

LEP and yield greater language proficiency that supports WIDA English Language

Development (ELD) Standards. Constant formative assessments and lesson study

will be incorporated to evaluate improvement areas and overall student proficiency.

Conclusion: (Leave the reader with something to think about, and point to a new idea

or question or area needed for further research).

Students with LEP are diverse in their languages, educational background,

and level of language literacy. This affects the way students with LEP interpret and

comprehend academic content. The diversity also makes it challenging for teachers

to personalize instruction that support both literacy and understanding of curriculum.

The WIDA defines performance of English Language proficiency based on six

different domains (Entering, Beginning, Developing, Expanding, Bridging, and

Reaching) (WIDA, p. 6). Thus future initiatives could focus on planning opportunities

that specifically support language learning from one domain to another differentiating

instructional materials among these students.

Multimedia Presentation is available here:



UDL Center (n.d.). Checkpoint 2.4 Promote understanding across languages .

Retrieved from http://www.udlcenter.org/implementation/examples/examples2_4

U.S. Department of Education (2006). What is UDL?. Retrieved

from https://www.osepideasthatwork.org/udl/intro.asp

WIDA (2012). WIDA 2012 Amplified ELD Standards. Retrieved from


WIDA (2013). 2013- 2014 WIDA Professional Development Dates and Topics.

Retrieved from