TABS Presentation - K Giszack

A Case Study in Collaboration Katherine Giszack ESL Instructor & Allison Rainville Freelance Editor/Consultant

FUMA’S First International Graduate

Cadet Ah Fong Yeung Circa 1904

Our Process

Follow-up Workshop Pre-Workshop

School Climate: Taking FUMA’s Temperature

Step 1

Pre-Workshop

Needs Assessment Survey

Pre-workshop Survey • 1. Successes: Most effective strategies • 2. Assets: Benefits of ESL students • 3. Differentiated Instruction: Information

• 4. Challenges: Areas for growth • 5. Support Requested: Workshop Topics

Pre-Workshop Survey Results 19 Participants; 94 Responses

Positive Feedback

30% 62% 8%

Questions

Concerns

Step 2

Immediate

Workshop

Feedback/

Interaction

Workshop • Bulgarian lesson with follow-up questions • BICS vs. CALP – social language vs. academic language • TESOL’s Levels of Language Proficiency • Reasonable expectations for students at the various proficiency levels • How to evaluate classroom language • How to modify classroom language • FAQ about academic language • A note about academic honesty

Step 3

Post-Workshop

Follow-up Survey

Post-Workshop Survey Ranked 1-5 5 = highest

• The information was helpful for me.

• I already knew most of the information.

• I gained at least one idea or strategy.

• I have questions/concerns about the presentation.

Questions/Comments

Follow-up Survey Results Agree Strongly

Agree Somewhat

Neutral

Disagree Somewhat

Disagree Strongly

Helpful Information

11

10

2

2

0

Familiar Information

4

12

3

6

0

12

7

2

4

0

0

0

7

1

11

Strategy Gained

Questions/ Concerns

Follow-up Survey Results 25 Participants; 103 Responses

22%

Positive Feedback 63%

15%

Questions Concerns

AFTER

BEFORE

25 Participants 103 Responses

19 Participants 94 Responses

22% 30% 62% 8%

63% 15%

Communication Administrators

Parents

ESL Students ESL Department

Teachers

Evidence of Growth Administrators

Teachers

Students/Parents

Formalized placement testing of ESL students.

Increased communication among teachers.

Improved willingness to participate in ESL.

Equipped faculty via professional development.

Created new dialogue between middle and upper school.

Requested additional services and classes.

Recycling: Recursive Learning in Action Students

Support

Assessment

Communication

Performance

Moving Forward

Future Implications/Dialogue

Thank you for coming!

Questions/Comments?

Katherine Giszack – giszackk@fuma.org

Allison Rainville – arainville527@gmail.com