Internship proposal

Developing & implementing a technology-based ESL program for Non-English Language

Background families in Metropolitan Nashville Public Schools

Internship proposal
Rubn E. De Pea
Fort Hays State University

LDRS 890: Internship in Organizational Leadership

Dr. Jeni McRay

Internship proposal

Table of Contents
Title Page ..........................................................................................................................................
Abstract ............................................................................................................................................
Assessment of the Need ...................................................................................................................
Problem Statement ..........................................................................................................................
Review of the Literature ..................................................................................................................
Vision/Mission ..................................................................................................................................
Plan/Objectives/Action Steps/Timeline ..........................................................................................
Project Outcomes and Measurement .............................................................................................
Learning Outcomes ..........................................................................................................................
References .........................................................................................................................................
Appendix #1: Copy of Survey .........................................................................................................
Appendix #2: Picture of participants in the program ..................................................................

Internship proposal

ABSTRACT
It is axiomatic that learning English is an obligatory first step for most immigrants and refugees to
assimilate into the American society and, as a result, increase the chance to succeed. Nonetheless,
this could be a very daunting task, particularly for older adults. As a foreign-born non-native
English speaker, I decided to utilize his leadership role within the Metropolitan Nashville Public
School (MNPS) system to develop a pilot program to teach, free of charge, English as a second or
additional language program to parents of students in the English Learner (EL) program of MNPS.
In addition to the literature review that sustains that Non-English Language Background (NELB)
families with Limited English Proficiency (LEP) is one of the major barriers for non-English
speaking parents to engage at school and home in order to be able help their children succeed, I
conducted a survey among parents from several ethnic groups represented in MNPS, mostly
Latinos/Hispanics, Arabs, Kurdish, and Somalians, which represent 80% of the total Non-English
Language Background (NELB) population in MNPS. The survey listed English language
acquisition as a top priority for these parents. Therefore, I started developing a technology-based
ESL program in September 2015 and as of February 2016 is being implemented at no cost in 11
locations across the district. Lastly I conclude that if outcomes produce the expected results and
sufficient financial and human resources become available, it is likely the program will be
expanded gradually to cover all the areas in Davidson County by 2018.

Internship proposal

Assessment of the Need

How did I arrive to the conclusion that immigrant and refugee parents in Metro Nashville
Public Schools (MNPS) needed a free ESL program? In addition to intuition and anecdotal
evidence, thirty-two presenting 80% of the total Non-English Language Background Population
(NELB) in MNPS received a paper survey translated into Spanish, Arabic, Somali, and Kurdish.
Ninety-two percent listed English as a Second Language as an important need for these parents
to be able to better engage at school and home in their childrens education.

Statement of Problem/Review of Literature

There is sufficient research that demonstrates the correlation between student
achievement and parental engagement (Henderson et al, 2007, p. 81). However, several
immigrant and refugee parent groups that I have interacted with over the years feel that that they
should be able to engage more at school at home if English proficiency were not a barrier. In this
regard, available data suggest these families are eager to learn English either after school hours
or on a Saturday and that schools should have the responsibility of meeting this need (2007, p.
85).
Other sources include the works of renowned educator Eileen Kugler. She exemplified
the efforts of Storm Lake Elementary School, in Iowa, in acknowledging the need and finding a
solution for parents with limited knowledge of English. Among other things, Kugler (2012)
stated that, Since language was a critical barrier for students and parents, the school marshaled
community resources to offer language and parenting skills for parents... (p.39).
In addition, an Arizona State University study stated, among other things, that parents of
English Language Learners (ELL) encounter a myriad of challenges in becoming actively

Internship proposal

involved in their childs school. One of those barriers is they are unable to communicate in
English whatsoever. Because many ELL parents cannot speak English, school districts should
do whatever it takes to ensure that these parents can communicate with schools because there is
an abundant of research that supports the link between parental involvement at school and
student academic achievement. There is also a correlation between parental involvement and an
increase in school attendance and a reduction in dropout rates. Therefore, the study urged school
district to view parents of English learners as part of the solution in students performance, vs. a
traditional view that they are the problem. In order to start breaking down the barriers that
prevent many EL parents to engage at school is for school administrators to consider funding
programs like English as a Second Language (ESL) for these parents, the study concluded (Arias
& Morillo-Campbell, 2008).
Now, what made me decide to integrate technology into this ESL for adults program?
Fundamentally, the rationale had to do with empirical evidence that suggests that the digital
divide continues to narrow among immigrant and refugee families. In fact, according to a Pew
Internet research, the US experienced an unprecedented growth in Internet users in just eleven
years: from 47% users in the year 2000 to 78% in 2011. Most surprisingly, was the studys
finding that minorities are included along with young adults and lower-income households as the
ones more likely to report that they use their smartphones to access the Internet (McClanahan,
2014).
Another reason why technology-based ESL programs are effective is the notion they
motivate adult learners due to the game-like interface these programs offer, which is consistent
with the Affective Filter Hypothesis [] [of learning a language] [which consists of] lowering
learner stress and anxiety to improve learning conditions (McClanahan, 2014, p. 23).

Internship proposal

Vision/Mission
The vision of the technology-based ESL program is to ensure that, by 2018, Non-English
Language Background parents with limited English proficiency within the MNPS school system
can learn the necessary English language skills to engage in their childrens education both at
school at home.

Plan/Objectives/Action Steps/Timeline

In order to accomplish the task of teaching ESL classes to NELB families in

MNPS, I established the following objectives:
1. To provide a pilot program that provides FREE English as Second Language
to 1,000 immigrant and refugee parents through a technology-based
curriculum called DyNed starting with the top 10 schools in MNPS with the
highest population of LEP families.
2. To extend program at the MNPS English Learners Office for an additional
500 immigrant and refugee parents outside the targeted schools.
3. To provide program to another 500 parents through the Nashville public
library system, and local refugee resettlement agencies such as Catholic
Charities.

Internship proposal

1. Objective 01: To provide a pilot program that provides FREE English as Second
Language to 1,000 immigrant and refugee parents through a technology-based curriculum
called DyNed starting with the top 10 schools in MNPS with the highest population of
LEP families.

Action Step
(What):
Conduct a
needsassessment
survey
among NonEnglish
Language
Background
families in
Metropolitan
Nashville
Public
schools

Analyze data
from survey
Pull list of
top 12
schools in
MNPS with
highest LEP
levels
Contract with
DynEd and
discuss trainthe-trainer
dates
Reach out to
School
principals and
key EL staff
to assist in
identifying
trainees for
program
Train up to
20 identified
participants
including 10
ESL School
Coordinators
at Antioch

How:
Provide a list of typical
services that immigrant and
refugee families need based
on anecdotal and empirical
data. Parents will choose
from a list of services such as
computer classes, ESL
classes, etc. Moreover,
survey will include an OTHER
field for parents to include
other services they not
reflected in survey

Categorize and graph

responses

Sign in to the Data

Warehouse of Metropolitan
Nashville Public Schools
Submit bid for approval to
the procurement office. Talk
to DynEd regional
manager to schedule training
dates and determine
locations
Conduct meetings

Coordinate with DyNed to

determine training objectives
and outcomes.
Send calendar invitation to
each participant

Person
Responsible
(Who):

Date to be
Completed (When):

Resources:

Communication:

Ruben De Pena
R. De Pena and
team in the MNPS
Office of English
Learners

07/31/ 2015

n/a

Send surveys to schools.

Call families via the
internal callout system
about upcoming survey

08/31/2015

n/a

n/a

R. De Pena

08/31/2015

n/a

n/a

R. De Pena and
assistant
R. De Pena and
assistant

R. De Pena and
assistant

11/30/15
11/30/15

12/31/2015

$70,0000
n/a

Projector, screen, and AV

equipment. 20 laptop
computers with
headsets, notepads, ink
pens,
Provide training
materials for families

Mail, phone, e-mail, text

messages
Phone and e-mail

E-mail, Outlook, phone

Internship proposal
MS, Apollo
MS, Cole ES,
Croft ES,
Glengarry ES,
Lakeview ES,
Hunters Lane
HS,
McMurray
MS, and
Wright MS,
English
Language
Development
Coaches,
Translators
and
Interpreters
Launch
program
kickoff
events at 10
identified
school sites
Meet with
ESL site
coordinators
once a week
to ensure the
integrity of
the process
and make
adjustments
as necessary
Evaluate
program and
determine its
continuity for
school year
2016-2017

8
translated into Spanish,
Arabic, Kurdish, Somali,
and Burmese. In
addition, provide copy of
PowerPoint presentation
for upcoming school
program kickoff events.
Software with ESL
program

Meet at each school site and

coordinate logistics, agenda,
etc.

R. De Pena and
assistant

03/31/2015

School principal, ESL

Coordinator, translators,
refreshments, materials,
etc.

School callout system,

multilingual flyers, e-mail
messages

Review data of parent usage

of program and monitor
progress and lack off

R. De Pena,
assistant, and ESL
Coordinators at
each participating
school

05/20/2016

Printed documents of
program usage

Outlook calendar, phone

and e-mail

Determine how many of

1,000 participating parents
are utilizing the program,
and of those, how many
have moved at least one
level of learning

R. De Pena,
assistant, and EL
Executive Director

06/30/2016

n/a

n/a

Objective 02: To extend program at the MNPS English Learners Office for an additional 500
immigrant and refugee parents outside the targeted schools.

Action Step
(What):
Meet with EL
Staff to
coordinate
ESL classes

How:
Provide rationale for
conducting training at the
MNPS Office of EL, in
addition to the 10 school
sites

Person
Responsible
(Who):
R. De Pena ,
English Language
Development
Coach

Date to be
Completed (When):

02/29/16

Resources:

N/A

Communication:

Phone, e-mail, calendar

invitation

Internship proposal
for up to 500
parents
Implement
program for
up to 50
parents a
week

Evaluate
program and
determine its
continuity for
school year
2016-2017

Verify with parents that they

currently have children
enrolled in MNPS
Determine how many of 500
participating parents are
utilizing the program, and of
those, how many have
moved at least one level of
learning

R. De Pena
R. De Pena,
assistant, and EL
Executive Director

05/20/16
06/30/2016

Interpreters, projector,
screen, printed
multilingual materials,
software, 50 laptops or
mobile devices with
headsets and
microphones
n/a

Phone, e-mail, Outlook

invitation
n/a

Objective 03: To provide program to another 500 parents through the Nashville public library
system, and local refugee resettlement agencies such as Catholic Charities.

Action Step
(What):
Meet with
Catholic
Charities
Staff to
coordinate
ESL classes
for up to 500
parents
Implement
program for
up to 50
parents a
week
Evaluate
program and
determine its
continuity for
school year
2016-2017

How:

Person
Responsible
(Who):

Provide rationale for

conducting training at
Catholic Charities, as an
important Refugee
Resettlement Agency in
Nashville

R. De Pena ,
English Language
Development
Coach

Verify with parents that they

currently have children
enrolled in MNPS
Determine how many of 500
participating parents are
utilizing the program, and of
those, how many have
moved at least one level of
learning

R. De Pena
R. De Pena,
assistant, and EL
Executive Director

Date to be
Completed (When):

03/31/2016

05/20/16
06/30/2016

Resources:

N/A
Projector, screen, printed
multilingual materials,
software, 50 laptops or
mobile devices with
headsets and
microphones
n/a

Communication:

Phone, e-mail, calendar

invitation

Phone, e-mail, Outlook

invitation
n/a

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10

Project Outcomes and Measurements

Outcomes
a.

By improving their current English proficiency level, parents should be better

equipped linguistically and, as a result, they should be able to feel more confident
in helping their children with homework and participate in field trips or other
school-related activities that will translate in academic success.

b.

Expanding the ELs department effort in helping our ever-growing EL and NELB
families succeed.

c.

Increasing the ELs department community-building effort by including key

community stake-holders in the process.

Measurements
a.

Each ESL coordinator will run a report every two weeks to ensure students are
meeting curriculums benchmarks.

b.

In addition, each coordinator will conduct a quarterly report to track progress and
to ensure each student (participating parent in the program) has advanced from
basic English to intermediate level proficiency and from intermediate to advanced
levels.
Learning Outcomes

As a student of organizational leadership, I have been able to apply during this internship
project different principles learned throughout the program at FHSU. One key element that was
applied was my improved skills in persuading different groups of individuals into adopting and

Internship proposal

11

implementing a program that would not have a direct impact on themselves. Rather, the program
is intended to benefit individuals from other races and ethnicities. Moreover, a well-focused,
effective coordination has been fundamental through this internship project. In this regard,
Bolman and Deal (2008) could not be clearer when they say that a core premise of the
structural lens [is that] clear, well-understood goals, roles, and relationships and adequate
coordination are essential to organizational performance. This is true of all organizations:
families, clubs, hospitals, businesses, and public agencies (p. 46).

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12

References
Arias, M. B., & Morillo-Campbell, M. (2008, January). Promoting ELL Parental Involvement:
Challenges in contested times. Retrieved from http://epsl.asu.edu/epru/documents/EPSL0801-250-EPRU.pdf
Bolman, L.G., & Deal, T.E. (2008). Reframing organizations: Artistry, choice, and leadership
(4th ed.), San Francisco, CA: Jossey-Bass
Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davis, D. (2007). Beyond the bake sale: The
essential guide to family-school partnerships. New York: New Press.
Kugler, E. G. (2012). Valuing the individual by breaking through assumptions. In E. G. Kugler
(Ed.), Innovative voices in education: Engaging diverse communities (p. 39). Lanham,
MD: Rowman & Littlefield Education.
McClanahan, L. (2014). Training using technology in the adult ESL classroom. Journal of Adult
Education, 43(1), 22-27. Retrieved from
http://eds.b.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?sid=722ff1
6d-eb4b-4a67-87f3-e426b8f4e80d%40sessionmgr103&vid=15&hid=122.

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Appendix #1

Copy of Survey

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Appendix #2

Picture of participants in the program