Assessment standards
“No Child Left Behind Act of 2001 (NCLB) demands that
ELLs achieve as their peers” (p.8)
The study
To better cope with ELLs in their classroom, teachers agreed to
participate in a study.
The SIFI project was the sole focus of the study along with the SIOP
model
Cohort 1:
“20 classroom teachers and 3 district level administrators”
(p.11)
Cohort 2:
15 teachers
The study cont’
Data sources for the entire project
included:
“Observations of teachers’ instruction based on the SIOP
rubric”
“15 of the 20 indicated that they had “asked parents to share positive
information about their child” (p.12)
“Almost half of the 18 teachers made positive phone calls to over 50%
of their students and 7 reported to have asked parents to share positive
information” (p.12)
Report on teachers’ practices: cohort 1 & 2
Instructional connections (p.12):
Connections to students’ background, culture, or contemporary
issues
Lessons were created on families which made the students
reflect and feel proud of their parents
Some specific strategies used by participants to involve
parents (p.12):
Latino College Night
Weekly newsletters translated for ELLs
Middle school preparation event
Family journals
Multicultural fair
“My Book” bilingual exchange
3 surveys using the SIOP model to find out how parents feel
about school at the end of the first grade period, first semester
and end of year
Issues and challenges in involving parents
Such as:
Lack of transportation for parents to attend meetings
Parents’ working schedules
Limited time a teacher possesses
The language barrier between teachers and parents
Possible solutions
Regarding the transportation problem, the school buses which
transport students might also be a means for transporting parents
(Cheng, Kyle & McIntyre (2008))