Final Grant Proposal

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Final Grant Proposal Translations for English
Language Learners TELL Funding Agency HP
Technology for Teaching Grant Initiative Team
Leader Lee Wilkinson Hilliard Weaver Middle
School CTER Graduate School Department of
Educational Psychology University of Illinois
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Proposal

• Translations for English Language Learners (TELL)
• A team of teachers will create computer based
  pre-assessments and post assessments, for 8th
  grade math, have links to hints and translations
  for common non-English languages.

3
Justification

• Weaver Middle School AYP determination is NOT MET
  for past 2 years.
• Many English Language Learning (ELL) students are
  not scoring well on state achievement tests
• The Language barrier makes it difficult to place
  many ELL students into the correct math class.
• Math teachers do not have the necessary language
  skills to effectively teach in alternate
  languages.

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Goals of the TELL Program

• Properly place ELL students in a math class
  appropriate to their mathematical abilities.
• Provide the best opportunities for English
  Language Learners to achieve highly in math.

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Benefits and Uses

• to help determine the level of math competency
  for each student, without the language barrier
• as a component of the regular math classroom
  during the presentation of lessons
• as a tool for the ELL teachers and tutors
• as an assessment tool in the regular classroom
• as a practice assessment tool, in preparation for
  State Achievement Tests.

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Sample Assessment Item

• 1. Jesica bought 3 1/2 pounds of sugar, 3 pounds
  of flour and 3 1/4 pounds of butter. She used 1
  3/4 pounds of sugar and 2 pounds of flour to make
  cookies. What equation can be used to find T,
  the total amount of pounds of sugar and flour
  that were left over?

T 3 1/2 3
T 3 1/2 1 3/4 3 2
T 3 1/2 - 1 3/4 - 3 1/4
T (3 1/2 - 1 3/4) (3 - 2)
T (3 1/2 3 3 1/4) - 1 3/4 - 2
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Sample Assessment Item

• 1. Jesica bought 3 1/2 pounds of sugar, 3 pounds
  of flour and 3 1/4 pounds of butter. She used 1
  3/4 pounds of sugar and 2 pounds of flour to make
  cookies. What equation can be used to find T,
  the total amount of pounds of sugar and flour
  that were left over?

1. Jesica compró 3 1/2 libras de azúcar, 3 libras
de harina y 3 1/4 libras de mantequilla.
Utilizó 1 3/4 libras de azúcar y 2 libras de
harina para preparar galletas. Qué ecuación
se puede utilizar para buscar T, la cantidad
total de libras de azúcar y harina que aún le
quedan?
T 3 1/2 3
T 3 1/2 1 3/4 3 2
T 3 1/2 - 1 3/4 - 3 1/4
T (3 1/2 - 1 3/4) (3 - 2)
T (3 1/2 3 3 1/4) - 1 3/4 - 2
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Sample Assessment Item

• 1. Jesica bought 3 1/2 pounds of sugar, 3 pounds
  of flour and 3 1/4 pounds of butter. She used 1
  3/4 pounds of sugar and 2 pounds of flour to make
  cookies. What equation can be used to find T,
  the total amount of pounds of sugar and flour
  that were left over?

Hint Find the total pounds of ingredients
bought by adding. To find the total pounds of
sugar and flour leftover, subtract (minus).
Indirecta Encuentre las libras totales de
ingredientes comprados agregando. Encuentre la
cantidad total de libras de azúcar y de la harina
que fueron dejadas, minus.
T 3 1/2 3
T 3 1/2 1 3/4 3 2
T 3 1/2 - 1 3/4 - 3 1/4
T (3 1/2 - 1 3/4) (3 - 2)
T (3 1/2 3 3 1/4) - 1 3/4 - 2
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Support and Research

• When available, assessments using the student's
  home language can help teachers to determine
  whether concepts presented in English have been
  successfully mastered (Buxton, 1998).
• Coffland and Cuevas (1979) found a direct
  relationship between instruction in the student's
  first language and high achievement in the
  subject.

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Implementation Time-Line
Funding Application Deadline
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Evaluation

• The evaluation of the TELL Project is designed to
  answer the following questions

• Have the TELL assessments helped to properly
  place ELL students in a math class appropriate to
  their mathematical abilities?
• Have the TELL assessments and lesson notes with
  translations, improved the achievement for
  Limited English Proficient students in math?
• Are students able to complete the assessments in
  the program independently without teacher
  intervention?
• Are ELL students, using the TELL lesson notes,
  able to keep up with grade level instruction and
  assignments?
• Does using the TELL program have a positive
  effect on the attitudes of ELL students towards
  math?

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Budget
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Conclusion

• While educators may consider math to be
  universal, there are factors related to language,
  culture, and cognition that must be considered in
  math education.
• With careful assessment, planning, and
  implementation, students with diverse learning
  characteristics can be successful in math.
  (Diane Torres Raborn, 1995)
• The TELL Program is designed to enhance the
  learning experience of our diverse population.

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Using Symbols in Word Problems
Uso de símbolos en los problemas en forma de
enunciado
En un problema matemático, las expresiones
numéricas son una forma de llegar a la respuesta
correcta. Ejemplo 1 José tiene 2 gatos y su
hermana tiene 1 gato. Cuántos gatos tienen en
total? La expresión numérica que nos ayudará es
2 1
El número 2 representa a los 2 gatos de José y el
número 1 representa al gato de la
hermana. Ejemplo 2 La maestra tiene 12 lápices y
regala tres. Cuántos lápices le quedan? Esta
expresión numérica puede ayudarnos a calcular
cuántos lápices le han quedado
12 3
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1. Jesica compró 3 1/2 libras de azúcar, 3 libras
de harina y 3 1/4 libras de mantequilla.
Utilizó 1 3/4 libras de azúcar y 2 libras de
harina para preparar galletas. Qué ecuación
se puede utilizar para buscar T, la cantidad
total de libras de azúcar y harina que aún le
quedan?
Hint Find the total pounds of ingredients
bought by adding, then find the total pounds of
ingredients leftover by subtracting.