SCOPE: Project PLACE (Partnerships for Learning, Achievement, and Classroom Engagement)

Competitive Priority #1 is addressed through the PD focused on implementing strategies for English language development that are supported by at least moderate evidence of effectiveness. The first strategy addresses classroom Discourse and focuses on implementing instructional conversations in pairs and small groups to support students’ academic language development (Saunders & Goldenberg, 1999). The second strategy is improving classroom Instruction by integrating oral and written English Language instruction into content area teaching. Specifically, teachers will (a) learn to use instructional tools, such as video, visuals, and graphic organizers, to help students learn content (Brown, Ryoo, & Rodriguez, 2010; Silverman & Hines, 2009) (b) explicitly teach academic vocabulary during content area instruction (Silverman & Hines, 2009), (c) plan writing activities to support content-area academic language instruction (Brown et al., 2010). In years 2-5, the project will be evaluated through a randomized-controlled trial to determine its effectiveness for teachers and students. Competitive Priority #2 is addressed through Family Collaboration and Critical Consciousness in which teachers implement action plans for family and community engagement that utilize families’ funds of knowledge (González, Moll, & Amanti, 2005; Henderson & Mapp, 2002; Tellez & Waxman, 2010; Van Roekel, 2008). Families serve as advisors to teachers and school leaders, teachers utilize families’ expertise in classroom instruction, and families, students, teachers and develop critical literacy projects to enhance learning for ELs. Project Description: This project will use the Culturally Responsive Instruction Observation Protocol (CRIOP) as a PD framework for classroom teaching and family collaboration. This PD framework structures project activities around the targeted Discourse, Instruction, Family Collaboration, and Critical Consciousness strategies and employs intensive yearlong PD including school-based coaching. Graduate coursework will be used to prepare a cadre of teacher leaders to support implementation of effective practices for ELs and to serve as advocates in schools. Project Goals, Numbers Served, and Performance Outcomes: Goal 1: Prepare a cadre (25 per year, 125 total) of classroom teachers in Central Kentucky who implement evidence-based classroom practices for culturally and linguistically diverse students in the regular classroom and who have increased self-efficacy. (GPRA 2, 4, 5) Goal 2: Prepare a cadre of 25 teachers (5 per year) with a Graduate Certificate in Effective Teaching for Cultural and Linguistic Diversity who can serve as leaders in their schools to support the learning and achievement of ELs (GPRA 2, 4, 5). Goal 3: Teachers will develop school-parent/community relationships that will enhance the experiences of EL students and their families in schools (GPRA 6)