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ERIC Number: ED438708
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 32
Abstractor: N/A
Reference Count: N/A
Title VII Special Alternative Grant, BRIDGES: Collaborative Teaching in Bilingual and ESL. Year Three-Plus, 1997-1998. Evaluation Report.
McNeely, Sharon L.
This document presents the evaluation results for Cicero Public School District #99 (Illinois) in the third year of funding for a special alternative federal grant which provides collaborative teams of bilingual and English-as-a-Second-Language (ESL) teachers the means to support each other, their students, and the parents of their students through training, collaboration, and development of materials and resources. In the course of this evaluation, teachers responded to surveys, on-site visits were conducted by the external evaluator, and additional data, both quantitative and qualitative, were collected and analyzed. Among the purposes of this project were to increase literacy development for students designated Limited English Proficient (LEP); to develop LEP students' literacy skills in areas of English, math, and science; and to increase the professional development opportunities and instructional repertoires of bilingual teachers of LEP students. The project was successful in meeting its major goal of developing collaborative teams of bilingual and ESL teachers, and of providing materials to teachers and parents. This report did not allow for the collection of data to indicate that literacy skills, science skills, and math skills increased among students whose teachers received the special training and participated in program collaborations. Recommendations include the following: teachers need to continue to help students keep good performance assessment records and to be responsible for collecting data related to their students' achievements in English proficiency and math and science; future staff must be properly motivated and willing to work hard to achieve the goals of the program; the high level of parent involvement needs to continue; and the school district needs to find alternative ways to develop support mechanisms for its teachers. This report is divided into six sections, including historical overview; program description; evaluation methodology/data analysis for year three-plus; results for year three-plus; conclusions and recommendations; and an appendix including the questions asked in the open-ended survey of teachers in 1997-1998. (KFT)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Cicero Public Schools, IL.