Running head: Effectiveness Professional Learning Community

Effectiveness of Professional Learning Communities and Instructional Strategies to

Increase Student Achievement of the Limited English Proficient Student
Kristin McCloskey
Texas A&M University-Commerce

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Effectiveness of Professional Learning Communities and Instructional Strategies to

Increase Student Achievement of the Limited English Proficient Student
As the percentage of limited English proficient students increases on campus,
there is a decrease of achievement on state assessments that affects the graduation rate of
these students. As the target scores on the assessments will only increase, so will the
number of LEP students on campus. The purpose of this study is to research the
effectiveness of professional learning communities and instructional strategies to increase
student achievement of the LEP student, by studying the implementation of specific
instructional strategies and the teacher participation in professional learning communities.

Research Questions
1. How does participating in a campus based professional learning communities
positively affect student achievement?
2. What specific instructional strategies will help increase the achievement of the
limited English proficient student?
3. How does high stakes testing effect the graduation rate of the limited English
proficient student compared to the non-limited English proficient student?

Significance of Study

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The significance of this study is to research effective instructional strategies that

will help increase the achievement rate of the limited English proficient students (LEP).
By increasing the achievement rate; that will in turn increase the graduation rate of the
LEP student. Across the nation the LEP population in the schools has had a sharp
increase over the past twenty years. As more districts are experiencing a higher number
of LEP students, the need to provide effective instruction has increased. Since many
states are requiring students to pass high stake tests for graduation, attention needs to be
paid to this changing demographics in the classroom. By researching effective
instructional strategies, which include professional learning communities, differentiated
instruction, and technology teachers will be able to increase the achievement rates for the
LEP students.
Method of Procedure
The methods of procedure for this study included participation from teachers and
students from the selected high school. Data was reviewed from the selected school
along with the schools in the feeder pattern. The researchers analyzed the data from the
mandated state test, the percentage of limited English proficient students, graduation rate,
and teacher effectiveness.
Selection of Sample
The selection sample for this study will come from High School -1, located in a
large urban school district in the state of Texas. The school is 88 % economically
disadvantages, and has a 60 % LEP population. The demographics for the campus
consist of the following 55% Hispanics, 25% Asian, 15% African American, and 5%
other. The study group will be a cohort of limited English Proficient students that will be

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followed for 4 years from their 9th grade year until graduation. Students will be selected
based on placement in the LEP program, and their historical data. Both newcomers and
sheltered populations will be part of the study; students must have been enrolled at least
one full school year prior to the 9th grade year for participation.
Teachers that were selected to participate in this study taught core classes for the
English language learner (ELL) and/or Sheltered courses. Data from the previous year
was studied to address the need to increase effective learning strategies for the LEP
student. Included in the study were instructional coaches that led the professional
learning communities for the teachers weekly.
Design
In this research study a mixed method research design would be used to study the
data and effective learning strategies of the students and teachers in the selected cohort.
A mixed method approach would allow for the both quantitative and qualitative data to be
used to study the achievement of the limited English proficient students. A mixed
method design of sequential exploratory will be used for data collection that will
determine if effective learning strategies will increase the student achievement of the LEP
student.
To implement this study historical data will need to be reviewed for the selection
of the student cohort placement. Along with the student placement, teacher selection will
also need to be decided. Teachers will be selected on data from prior year student data on
high stakes test, recommendation from evaluator, and teachers willing to be a part of the
study.
Data Analysis

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Data will be collected using a sequential exploratory design. Within this design
data is collected by an initial phase of qualitative data collection and then a phase of
quantitative data collection and analysis.
The initial phase of data collection will begin with student language home
surveys. These surveys will be administered to all incoming 9th graders that qualify to be
in the cohort. Surveys will also be administered to the teachers on the campus of the
selected high school. The survey will include questions about instructional practices and
certifications. Each year of participation in the cohort teachers will complete
questionnaires about the types of instructional strategies that they are implementing in the
classroom, changes in student achievement, and questions and concerns.
Data will be collected over a four year period. Initial data will be collected using
interim assessments that are aligned with the state mandated test. Data will be analyzed
across the core content courses. Once the data has been analyzed than the teachers will
be guided on implementing effective strategies to increase achievement.
Data collection on teachers will be through observations by lead teachers,
mentors, and administrators. Teachers will also participate in professional learning
communities on a regular basis that will include professional development and student
data analysis.

References

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Coleman, R., & Goldenberg, C. (2009). What Does Research Say about Effective
Practices for English Learners? Kappa Delta Pi Record, 46(1), 106-111.
Gersten, R., & Baker, S. (2000). What We Know about Effective Instructional Practices
for English-Language Learners. Exceptional Children, 454-470.
Giambo, D. A. (2010). High-Stakes Testing, High School Graduation, and Limited
English Proficient Students: A Case Study. American Secondary Education, 38(2),
44-56.
Harris, D., & Sass, T. (2011). Teacher training, teacher quality and student achievement.
Journal of Public Economics, 95(7), 798-812.
Heilig, J., & Darling-Hammond, L. (2008). Accountability Texas-Style: The Progress and
Learning of Urban Minority Students in a High-Stakes Testing
Context. Educational Evaluation and Policy Analysis, 30(2), 75-110.
Hord, S. (2009). Professional Learning Communities: Educators Work Together toward a
Shared Purpose. Journal of Staff Development, 30(1), 40-43.
Leane, B. (2014). How I Learned the Value of a True PLC. Phi Delta Kappan, 95(6), 4446.
Minarechov, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy /
Pedagogick Casopis, 3(3), 82-100.
Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. (2012). Team Check-Up: Use 4
Goals to Assess a Professional Learning Community's Effectiveness. Journal of
Staff Development, 33(3), 32-36.
Nadelson, L. S., Harm, E., Croft, G., McClay, K., Ennis, K., & Winslow, R. (2012). It
Takes a School: Exploring the Relationship between Professional Learning

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Communities and Student Achievement. Teacher Education and Practice, 25(3),

402-421.
Plank, S. B., & Condliffe, B. F. (2013). Pressures of the season: An examination of
classroom quality and high-stakes accountability. American Educational Research
Journal, 50(5), 1152-1182.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of
professional learning communities on teaching practice and student
learning. Teaching and Teacher Education, 24(1), 80-91.

Point

595 Research Plan Grading Rubric

CLAQWA (modified), Flateby & Metzger - University of South Florida
Module 1 Assignment
Statement of the Problem

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s
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6
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The statement of the problem and need for the study is clearly addressed.
The statement of the problem is clear, although a rare extraneous element is
introduced.
The research plan has a statement of the problem, but additional unrelated
ideas distract the reader.
The statement of the problem is unclear.
The research plan lacks a statement of the problem or appears to reflect the
writer's "free association."
Module 2 Assignment
Research Questions
All research questions are well written and relate to research topic.
Majority of research questions are well written and relate to research topic.
Research questions slightly deviate from research topic and have room for
improvement.
Research questions are unrelated to research topic.
Research questions are poorly written, unrelated to problem.
References
All references are appropriate with no APA errors.
Most references are appropriate and/or limited APA errors.
Some references are appropriate and/or limited APA errors.
Many references are inappropriate and/or a variety of APA errors.
Most references are inappropriate and/or excessive APA errors.
Module 6 Assignment
Significance of Study
The significance of study clearly contributes to the research plan, which is
obvious, specific and appropriate.
The writers significance of study is present, appropriate for the research plan.
The writers significance of study is present and appropriate, but elements
may not clearly contribute to the statement of the problem.
The writers significance of study is inappropriate for the research plan.
The writers significance is not evident.
Selection of Sample
Target population was identified and appropriate method used for selection of
sample of participants. Description of participants was included and
appropriate in ability to provide data in answering research questions.
Little discussion of target population; however sampling technique used for
selection was discussed and appropriate in providing data for research
questions. Description of participants provided.
No discussion of target population and room for improvement in sample
technique used. No description of actual participants.
No discussion of target population and poor sampling technique used.
No discussion of target population and/or sampling technique used.
Participants targeted for study were inappropriate for providing data to
research questions.

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Module 7 Assignment
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Design
Procedure for collecting and analyzing data was sound, effective and realistic
to addressing the research questions posed in the research plan. Provides a
clear roadmap to the reader.
Procedure for collecting and analyzing data was appropriate for research
questions posed in the research plan. Room for improvement with description.
Procedure for collecting and analyzing data was average for research
questions posed in proposal with room for improvement.
Procedure for collecting and analyzing data was attempted for research
questions posed in proposal; however, better description is needed.
Procedure of collecting and analyzing data was inappropriate and unrelated to
research questions statements posed in the research plan.
Data Analysis
Description of analysis of data excellent. Methods used for analysis of data
appropriate.
Description of analysis of data good. Methods used are appropriate with some
room for improvement.
Description of analysis of data average.
Little description of analysis of data. Need major revisions.
Inaccurate description provided for analysis of data.