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