CASE STUDY PROJECT

1

David C. Adams Jr.

University of Southern California

EDUC 501

March 8, 2013

Dr. Michael Genzuk

Case Study 2

Abstract

This paper is an analysis of observations generated from high school field observations

including interviews of an ELL student (Level 3), his teacher and principal. Information was

accumulated representing background, demographics, methodology, limitations, relevant

language proficiency, and recommendations followed by a summary and conclusion to the

analysis.

Case Study 3

Introduction

The purpose of this paper is to evaluate the personal road of my observation student’s

journey through his academic development from L1 to L2 English proficiency. The student’s

obstacles, struggles and achievements will also be documented by noting the academic strategies

afforded to him both good and bad. The student whom will be identified as “Juan Carlos” was

chosen as he was identified as a 12th

grade student of Hispanic origin from Mexico who entered

the United States as a first grader and has been identified as “Level 3” language proficiency.

With the California curriculum ELL students are ranked in language proficiency from 1 to 5 with

Level (1) representing: Beginning, Level (2) representing: Early Intermediate, Level (3)

representing: intermediate, Level (4) representing: proficient, and Level (5) representing: above

proficient (Appendix “A”). Interesting to note, Juan was an example of submersion in which he

was simply allowed to “sink or swim” from first grade through third grade receiving zero

translation assistance (Leyba, 2005).

Background of Student: Juan Carlos entered the United States from Mexico and entered

the first grade in 2001. Juan was born in Sacatecas Mexico and his family immigrated to find

work. His father Jose Carlos entered the United States three years earlier with $20.00 in his

pocket and would buy one hamburger to eat once every twenty-four hours. Jose was eventually

able to find work as a grocery stocker in a supermarket, save money and later send for his family.

Juan has two younger sisters, Alma 12 years of age and Merva 8 years of age. By the third grade

Juan had elevated his English language proficiency to Level (3). His most difficult subject was

math, not due to comprehension but due to learning sequential steps in Spanish schools prior to

entering the United States. It should be noted that his mathematical solutions to the equations

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resulted .in the correct answer however his American teachers were not satisfied with his

“transformation” process. Juan was quite frustrated with this situation but eventually accepted

the curriculum status quo.

Demographics: Demographics of the high school, Moreno Valley High are as follows.

Total students enrolled (2471), .002% American Indian, .047% Asian/Pacific Islander, 15.5%

Black, 73.2% Hispanic, .055% of two or more races, 1279 males, and 1192 female (see

Appendix “B”). 1901 students of the total 2471 receive free lunch and 248 receive reduced

lunch. Average class size is 26.8 English classes, 27.2 Math classes, 29.1 Social Science classes,

and 29.6 Science class. School technology consists of the following: 288 computers, 8.5 students

per computer and 99 classrooms with internet capability. Annual Measurable Objectives

(AMO’s) are the measured proficiency levels using the California Standards Tests and the

California high school Exit Exams are as follows:

English/Language Arts: MVHS District

Hispanic/Latino 33.2% 39.8%

English Learner 32.7% 37.6%

Socio-Economically 31.2% 36.1%

Disadvantaged (see Appendix “C”)

STAR: percent of students scoring at proficient or advanced levels. (See Appendix “D”)

MVHS District

English Language Arts 33% 46%

Mathematics 15% 39%

Science 32% 45%

History 30% 35%

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SAT Scores: Grade 12 SAT scores were as follows for 2010-2011 school year: 511

seniors, number tested 136, 26.61%, reading average 421, math average 433, and writing average

424.

ELL’s California Standards Test (CST) English language arts results (percent proficient

and above) 2010-2011: 32% MVHS, 42% district. (See Appendix “E”)

The City of Moreno Valley’s demographics:

Population: 197,838, persons under 5 years old: 8.4%, persons under 18 years old:

32.3%, person 65 years or older: 6.3%, White: 41.9%, Black: 18.0%, American Indian: .9%,

Asian: 6.1%, Native Hawaiian: .6%, persons of 2 or more races: 5.7%, Hispanic: 54.4%, White

persons not Hispanic: 18.9%. (See Appendix “F”)

Demographics of classroom: 26 students: 2 Asian (7.6%), 4 Black (15.4%), 20

Hispanics (76.9%), 12 male students (46%) 14 female students (54%). The teacher Sergio

Calderon is Hispanic and bilingual with 16 years of experience. Mr. Calderon teaches

Economics and History in English and in Spanish speaking only courses for ELL students.

Brief Methodology: As the need for ELL effective teaching techniques have become a

necessity and debates amongst the appropriate pedagogy have encountered “basic

disagreements” (Leyba, 2005), the methodology will focus on interviews of the student, teacher

and principal geared towards effective ELL instruction. More specifically, numerous interviews

were conducted on the observation student, teacher/classroom and one interview with the

principal to identify effective ELL instruction or adequate ELL assistance. In addition to the

interviews, the demographics of the school, city and classroom were examined via the

Department of Education and other data producing websites. A series of ELL themed questions

were also developed to present to the observation student, teacher and principal to identify

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similar themes (from the teacher and principal) in what was observed in contrast to the student.

The final step was an analysis of the series of interviews with a summarization of Juan’s

acknowledgement and confirmation of his educational journey to check for accuracy. (See

Appendix “H”).

Limitations: Limitations of the study were as follows:

- 50 minute interview limitations within the high school library.

- Unavailable parents for interviews due to both of Juan’s parents work schedule.

- Rushed interview by principal and frequently missed appointments.

- Limited time allocated by observation teacher who doesn’t believe in emails or

telephonic communication.

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Analysis:

Juan’s greatest motivation comes from reflecting on the sacrifices his parent’s made to

move to this country and how poor their family was while living in Mexico. Juan is determined

to make them proud! Juan has received numerous certificates that he presented to me. He has

five perfect attendance awards from first grade to the tenth grade, honor role fourth grade

through sixth grade and two language achievement awards. It should be noted that Juan’s

favorite class is finance and had numerous questions about the securities industry.

Relevant information about the student’s language proficiency and academic

achievement based on interviews from teachers and the principal are as follows. Juan’s teacher

Sergio Calderon stated that he is an enthusiastic, Level (3) proficient student that helps lower

proficiency students as an interpreter. Mr. Calderon also stated that Juan is a “B” student that

scored high in mechanics based on standard aptitude exams. Mr. Calderon picked Juan for my

observation study. It should be noted that in addition to Mr. Calderon conducting courses in both

English and Spanish, the school provides in-class tutors for non-bilingual instructors. In the

interview conducted with the principal Mr. Brough would not discuss Juan’s language

proficiency directly as he presently has only been with the school for eight weeks. However, he

did respond to the question regarding the strengths and weaknesses of the high schools ELL

curriculum. Mr. Brough pointed out that the schools current demographics show a 74% Hispanic

school population and that only 33% have scored as “highly proficient” but that is an increase of

1% from last year’s results (see Appendix “E”.) In addition, he noted that the present classroom

computers are antiquated and would like to upgrade each classroom to smart-boards which

provide English to Spanish translations of content information.

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Summary of Conclusions and Recommendations:

In Juan’s early years of exposure to the United States educational system, he was in a

program of submersion and first grade through the third grade were particularly difficult for him

when acquiring English language. Sociocultural exposure found him humiliated and rejected

due to his manner of speech and inexpensive clothing. Juan stated that on many occasion

students would “punk” him due to his outward appearance. Therefore the negative influences of

social and cultural factors caused Juan to want to skip classes and a disregard for homework. As

Juan began to fade from course work he devolved in his cognitive development and academic

achievement (Ormrod, 2011). However, as Juan developed English proficiency his self-efficacy

increased, leading markers such as “perfect attendance awards” along with certificates of

achievement in Jr. high school and high school began to emerge. Juan also developed

compassion and empathy for fellow ELL students requiring assistance in which he currently

helps on a regular basis. In Juan’s high school his teacher Mr. Calderon uses socicultural theory

applications. Text books never leave the classroom and Mr. Calderon provides a structured

practice when introducing the topic and then has students read sections of the text in open forum

with discussion. Afterwards, students break into small groups to create their own projects to

coincide with the present topic. Next the group has presentations to check for understanding

(guided practice.) The overall effect has been a positive experience for Juan as he has developed

into a socially conscious and academically proficient student.

Based on conclusions, recommendations that would support Juan’s academic

achievement and language development are as follows.

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1) Implementation of smart-boards that have bilingual presentation capabilities. As the

principal Mr. Brough pointed out with a Hispanic population of 74% within the high

school, this device would assist Juan and many other lower proficiency ELL students.

Additionally, this would help elevate ELL student English (STAR) proficiency scores

currently at 33% (see Appendix “D”).

2) A second recommendation would be for the high school to make their home website

interactive by implementing current course subject matter so that students and their

parents can log on for family comprehension promoting student learning for Juan and

other participants. The most important element to assisting Juan and fellow students

is that he feels encouraged when teachers simply demonstrate that they care about

their students.

Case Study 10

Reflection

I truly enjoyed the observation experience conducting interviews with both Juan’s

teacher and principal. However, the numerous interviews with Juan provided me with

tremendous insight. We discussed ELL development in theory then Juan would

elaborate on his own personal views and perceptions that were in contrast to the

textual knowledge that I presented. It was a tremendous opportunity for me to

compare and contrast theoretical applications and witness them in action. I believe

that Juan having experienced submersion, discrimination and an experience of being

left behind has only made him a stronger person. I am not in any way advocating

submersion only pleased to see that Juan survived the process. I am tremendously

concerned with the huge influx of immigrants in this country, the urgent need for

adequate ELL programs within our school systems and the current teacher skill set

required to fill the ELL needs. English proficiency level scores need to be addressed

carefully and systematically so that schools can produce academically skilled students

leading to a more educated class of citizens.

Case Study 11

References

City of Moreno Valley Demographics. Retrieved 3/9/2013

http://quickfacts.census.gov/qfd/states/06/0649270.html

Department of Education. Moreno Valley High School Data. Retrieved 3/9/2013

http://www.ed-

data.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?#!bottom=/_layouts/EdDataClassic//

profile.asp?Level=07&County=33&district=67124&school=3333770&reportnumber=16

Department of Education. Moreno Valley High School. Retrieved 3/9/2013

http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=moreno+valley+hig

h+school&City=moreno+valley&State=06&SchoolType=1&SchoolType=2&SchoolType=3&Sc

hoolType=4&SpecificSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-

1&ID=062580003869

Department of Education SAT Scores. Retrieved 3/9/2013

http://dq.cde.ca.gov/dataquest/SAT/SAT-I4.asp?cSelect=MORENO%5EVALLEY%5EHIGH--

MORENO%5EVALLEY%5EU--3367124-3333770&cChoice=SAT4&cYear=2010-

11&cLevel=School&submit1=Submit

Department of Education STAR Reports. Retrieved 3/9/2013 http://www.ed-

data.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?#!bottom=/_layouts/EdDataClassic/

Accountability/PerformanceReports.asp?reportNumber=1&fyr=1112&county=33&district=6712

4&school=3333770&level=07&tab=3

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ELL California Standards Test (CST) English Language Arts Results. Retrieved

3/9/2013 http://www6.cde.ca.gov/schoolqualitysnapshot/textreport.aspx?id=6C272B20-74C7-

44DB-A581-C3DC80FAFB5C

ESL/Bilingual Education Programs. Retrieved 3/9/2013.

http://www.danbury.k12.ct.us/eslweb/ESL/Assessment.html

Leyba, C. (Ed.) (2005). Schooling and Language Minority Students: A Theoretical

Framework (3rd edition). Los Angeles: LBD Publishers

Ormrod, J. E. (2011). Educational Psychology: Developing Learners (7th ed.). Upper Saddle

River, NJ: Pearson.

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APPENDEX A

ESL/Bilingual Education Programs 1. Danbury Public Schools 2. Augusto Gomes, District Coordinator

WELCOME

ESL PROGRAMS

BILINGUAL

REGISTRATION

ELL IDENTIFICATION

RECEPTION CENTERS

ELIGIBILITY

TEACHERS

STAFF

ESL STRATEGIES AND OBJECTIVES

English Proficiency Assessment

Linking Social, Academic, and Testing Environments

•Grade K-12 teachers of English language learners face the challenge of preparing their students for

success in three areas: social situations, the classroom, and the testing environment. Social

situations usually offer the most support and context for language learning, as well as opportunities

to rely on both cognitive and social processes. In the language and academic classroom, learners

are provided with language experience opportunities with grade-level peers, activation of

background knowledge and experience during lesson learning, and enhanced visuals. By contrast,

the testing environment is usually less contextualized, requiring learners to rely only on individual

cognitive skills, test-taking strategies, and limited visuals.

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•As we place children whose home language is not English into school programs and later determine

that they are ready for mainstream or all-English instruction, it is imperative that we take into

account, not only their ability to understand and speak English, but their ability to read and write. If a

child can understand instruction in English, but cannot read the text or meet written assignments,

the child will not succeed.

LAS Links

The LAS Links English Language Proficiency Assessment is an NCLB – compliant instrument that is

used in Grades K-12 as a formal and standardized method of determining language proficiency. The

test results provide important information for screening and placing English Language Learners (ELL)

and subsequently for monitoring in acquiring English. The assessment measures the competencies

necessary for successful academic and social language usage in mainstream classrooms: Speaking,

Listening, Reading, Writing, and Comprehension.

Annual Measurable Achievement Objectives (AMAOs)

The No Child Left Behind (NCLB) federal law requires the Connecticut State Department of Education

(CSDE) to annually review the performance of each school district that receives funds under Title III for

language instruction.

NCLB also requires states to set specific student achievement goals for children learning to speak

English. the Language Assessment Scales (LAS Links) are used in Connecticut to measure the

development of their skills.

Annual Assessment of English Proficiency - LAS Links

Second language learners progress through certain developmental stages when acquiring a second

language. The time period for each stage varies depending on the individual learner. English language

proficiency is necessary for academic success. Five English language proficiency levels are linked to

specifically expected performance, and they describe what English language learners can do within

each Doman (listening, speaking, reading, and writing) of the standards.

Framework for Assessing English Proficiency - Communicative Competence

LAS Links assesses competence that is specific to the school setting. LAS Links is based on the

concept that proficiency in a second language is multidimensional and comprised of a variety of skills.

English Language Development

While LAS Links designates five proficiency levels, this does not imply a linear view of language

acquisition. Language acquisition is cumulative and multidimensional. Progress from one level of

proficiency to the next is not even. The skills required to move from Beginning to Early Intermediate

Case Study 15

levels are much more limited than the skills required to move from Intermediate to Advanced. Students

who score at the same level may exhibit varying levels of ability in different sub skills. Figure 1 depicts

the levels of English language proficiency as steppingstones along the pathway to academic success.

The progression is continued in Figure 2 where English language learners cross the bridge from English

language proficiency to meet state academic content standards.

LAS Links Proficiency Levels and Descriptors

The LAS Links Assessments measure language proficiency within five grade spans: K-1, 2-3, 4-5, 60-8,

and 9-12. Within each grade span, a student can be assigned to one of five proficiency levels:

Beginning, Early Intermediate, Intermediate, Proficient, or Above Proficient. The following table provides

the description of learners at each level of proficiency:

Proficiency Level 1

BEGINNING

A Level 1 student is beginning to develop receptive and productive uses of English in the school

context, although comprehension may be demonstrated nonverbally or through the native language,

rather than in English.

Proficiency Level 2

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EARLY INTERMEDIATE

A Level 2 student is developing the ability to communicate in English within the school context. Errors

impede basic communication and comprehension. Lexical, syntactic, phonological, and discourse

features of English are emerging.

Proficiency Level 3

INTERMEDIATE

A Level 3 student is developing the ability to communicate effectively in English across a range of

grade-level-appropriate language demands in the school context. Errors interfere with communication

and comprehension. Repetition and negotiation are often needed. The student exhibits a

limited range of lexical, syntactic, phonological, and discourse features when addressing new and

familiar topics.

Proficiency Level 4

PROFICIENT

A Level 4 student communicates effectively in English across a range of grade-level-appropriate

language demands in the school context, even though errors occur. The student exhibits productive and

receptive control of lexical, syntactic, phonological, and discourse features when addressing new and

familiar topics.

Proficiency Level 5

ABOVE PROFICIENT

A Level 5 student communicates effectively in English, with few if any errors. Across a wide range of

grade-level-appropriate language demands in the school context. The student commands a high degree

of productive and receptive control of lexical, syntactic, phonological, and discourse

features when addressing new and familiar topics.

Beginning to Early Intermediate

Word/Phrase Level Early Intermediate to Intermediate

Sentence Level Above Intermediate

Multi-sentence Discourse

Case Study 17

APPENDEX B

Student Subgroup Performance

Student

Subgroups #

Pupils 2012 API

Growth 2011 API

Base Growth

Black or African American 217 619 618 1

American Indian or Alaska Native 2 -- -- --

Asian 32 834 768 --

Filipino 28 776 759 --

Hispanic or Latino 1,241 674 675 -1

Native Hawaiian or Pacific Islander 22 689 655 --

White 78 708 683 --

Two or More Races 10 -- -- --

Other Subgroups

Socioeconomically Disadvantaged 1,438 657 666 -9

English Learners 740 634 623 11

Students with Disabilities 165 461 440 21

Total

All Students Included in Growth API 1,631 674 670 4

Note: Beginning with the release of the 2010 Base API, API scores are reported for all

Case Study 18

APPENDEX C

Performance - Annual Measurable Objectives (AMOs)

2012 Schoolwide English/Language Arts Percent Proficient or Above

Pop-trends

34.2%

Proficiency levels are measured using the California Standards Tests for elementary and middle schools and the California High School Exit Exam for high schools. Target percentages are known as "annual measurable objectives" (AMOs).

The AMOs for high schools increased substantially in 2012, to 77.8% in English/language arts and 77.4% in mathematics. Schools with fewer than 100 valid scores have adjusted AMOs and must meet adjusted percent proficient targets.

Each numerically significant subgroup of students must meet the AMOs in both subjects for the school to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English language status. A school can make AYP if the percent of students (whole school or subgroups) who are below proficient in ELA or math decreased by 10% from the previous year; in this "safe harbor" provision the school must have a 95% participation rate and an API Growth score of 680 or one point above the previous year. Click here for performance data by subgroup.

All subgroups met AMOs in English/Language Arts?

No

2012 Schoolwide Math Percent Proficient or Above

Pop-trends

39.4%

All subgroups met AMOs in Math? No

Participation Rates

2012 Schoolwide English/Language Arts Participation Rate

100.0% The school as a whole and each numerically significant subgroup of students must have a 95% participation rate in both English/language arts and math in order to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English language status. Click here for participation data by subgroup.

All subgroups met Participation Rate in English/Language Arts?

Yes

2012 Schoolwide Math Participation Rate 98.0%

All subgroups met Participation Rate in Math?

Yes

Additional Indicator(s)

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APPENDEX D

STAR-Percent of Students Scoring at Proficient or Advanced

Moreno Valley High School, 2011-12

Subject School District

English-Language Arts 33% 46%

Mathematics 15% 39%

Science 32% 45%

History - Social Science 30% 35%

N/A: Data not available (e.g. the number of students is less than 11, or the test was not administered)

Source: California Department of Education: Evaluation, Research, and Analysis Office (2011-12 SARC Research Files)

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APPENDEX E

California Standards Test (CST) English-Language Arts Results (percent proficient and above)

Year School District State

2007-08 22% 33% 46%

2008-09 29% 38% 49%

2009-10 26% 39% 52%

2010-11 32% 42% 54%

2011-12 33% 46% 56%

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APPENDEX F

Moreno Valley (city), California

Want more? Browse data sets for Moreno Valley (city)

People QuickFacts Moreno Valley California

Population, 2011 estimate 197,838 37,683,933

Population, 2010 (April 1) estimates base 193,365 37,253,956

Population, percent change, April 1, 2010 to July 1, 2011

2.3% 1.2%

Population, 2010 193,365 37,253,956

Persons under 5 years, percent, 2010 8.4% 6.8%

Persons under 18 years, percent, 2010 32.3% 25.0%

Persons 65 years and over, percent, 2010 6.3% 11.4%

Female persons, percent, 2010 51.2% 50.3%

White persons, percent, 2010 (a) 41.9% 57.6%

Black persons, percent, 2010 (a) 18.0% 6.2%

American Indian and Alaska Native persons, percent, 2010 (a)

0.9% 1.0%

Asian persons, percent, 2010 (a) 6.1% 13.0%

Native Hawaiian and Other Pacific Islander, percent, 2010 (a)

0.6% 0.4%

Persons reporting two or more races, percent, 2010

5.7% 4.9%

Persons of Hispanic or Latino origin, percent, 2010 (b)

54.4% 37.6%

White persons not Hispanic, percent, 2010 18.9% 40.1%

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APPENDEX G Report

SAT Scores

Year

2010-11

School

Moreno Valley High -- Moreno Valley U -- 3367124-3333770

School Grade 12

Enrollment Number Tested

Percent Tested

Critical Reading Average

Math Average

Writing Average

Total >= 1,500

Number

Total >= 1,500

Percent

Moreno Valley High 511 136 26.61 421 433 424 18 13.2

District: (Moreno Valley) 3,009 732 24.33 450 457 447 200 27.32

County: (Riverside) 33,681 10,825 32.14 474 484 470 4,112 37.99

Statewide: 486,549 184,627 37.95 495 513 494 89,075 48.25

SAT Report Definitions To protect privacy, asterisks appear in place of test data when the number of exam takers results are for 10 or fewer students. Note: A code “E” recorded in the “Percent Tested” column signifies that the school’s number of grade 12 students reported to have taken the SAT test exceeds the school’s reported number of students enrolled in grade 12. For more information, please see the SAT Report Definitions.

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APPENDEX H

List of Questions:

1) Do you consider yourself a proficient English Language Learner? (student)

2) Do you feel you are prepared for continued education at the collegiate level? (student)

3) Do your parents desire for you to attend college? (student)

4) Do you feel you have provided your student’s with the skill set for collegiate level learning?

(teacher)

5) What additional support, materials, hardware do you think would benefit your students in

advancing their educational development? (teacher)

6) What do you consider the greatest obstruction to assisting your ELD students? (teacher)

7) What would you consider your greatest tool in assisting ELD students? (teacher)

8) What do you require to assist the educational advancement of your students? (principal)

9) What do you consider the most effective way to advance your ELD students? (principal)

10) What would you consider an overall achievement for your son upon graduation from MVHS?

(parent)

11) What do you feel are the strengths and weaknesses of the high school’s ELL program?

(principal/teacher)

12) What do you consider some of your greatest achievements in school? (student)

13) What do you consider some of your greatest achievements outside of school? (student)

14) What have been some of your most significantly bad experiences in school? (student)

15) What are your greatest disappointments in school? (student)

16) How do you feel about your journey from transitioning to English proficiency in a United

States school? (student)

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17) Who gave you the most support in your high school experience? (student)

18) What is your favorite course? (student)

19) Who has inspired your academic development the most? (student)

20) What needs to be improved to assist ELL students? (student, teacher, principal)

21) What is your assessment of Juan’s academic achievement as an ELL student? (teacher)

22) Why did you choose Juan for my student of observation? (teacher)

23) How would you describe Juan’s academic skill set? (teacher)

24) What qualities does Juan exemplify within the classroom environment? (teacher)

25) Does Juan assist with lower ELL students within the classroom? (teacher)

26) Would you consider your siblings proficient English Language Learners? (student)

27) Do you feel your sisters that were born in this country the beneficiaries of learning

English in this country simultaneously while speaking Spanish in your household in a

better position as opposed to your experience? (student)

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