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Examining the achievement gap of seventh grade English language learners: A gap analysis

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Examining the achievement gap of seventh grade English language learners: A gap analysis

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Content RUNNING HEAD: SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS

EXAMINING THE ACHIEVEMENT GAP OF SEVENTH GRADE ENGLISH LANGUAGE
LEARNERS: A GAP ANALYSIS

by

Norma Moreno

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Norma Moreno
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 2

Acknowledgments
This research study would not have been possible without the support of the USC Rossier
School of Education. First and foremost, praises and thanks to the God, the Almighty, for His
showers of blessings throughout my research work to complete the research successfully.
I am especially indebted to Dr. Kenneth Yates, Co-Chair, Dr. Melora Sundt, Co-Chair,
and Dr. Rudy Castruita, Committee Member, for their patience, guidance, and good
humor. Thank you for helping me get through all five chapters of my dissertation.
I am extremely grateful to my mom Maria. Thank you for listening to the stories about
my life as a doctoral student. Thank you to my dad, Francisco. Although you are now in
heaven, I know you are watching over me. Thank you to my sisters, Sandra, Margie, Patty,
Marlene, Beronica, and my brother Paco. You have all inspired me to live my dream.
I would like to thank my husband Eddy; thank you for your endless support, love,
understanding, and words of encouragement during this process. To my boys, Cypress, Kobe,
and Nathan. You are the reason for this journey. Thank you for encouraging me to never give
up and to pursue my dream.
Finally, my thanks go to all the people who have supported me to complete the research
work directly or indirectly.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 3

Table of Contents
List of Tables 5
Abstract 8
Chapter One: Introduction 9
Introduction of the Problem of Practice 9
Organizational Context and Mission 11
Organizational Performance Status 11
Related Literature 12
Importance of Addressing the Problem 12
Organizational Performance Goal 14
Description of Stakeholder Groups 14
Stakeholders’ Performance Goals 15
Stakeholder Group for the Study 18
Purpose of the Project and Questions 19
Conceptual and Methodological Framework 20
Definitions 20
Organization of the Proposal 22
Chapter Two: Review of the Literature 23
Introduction 23
Conceptual Framework 23
Stakeholder Knowledge, Motivation, and Organizational Factors 24
Motivation 33
Summary 41
Chapter Three: Methodology 42
Purpose of the Project and Questions 42
Conceptual and Methodological Framework 43
Figure A. Gap Analysis Process 43
Assessment of Performance Influences 43
Participating Stakeholders and Sample Selection 52
Instrumentation 54
Data Collection 55
Data Analysis 57
Trustworthiness of Data 58
Role of Investigator 58
Limitations 59
Chapter Four: Results and Findings 60
Participating Stakeholders 61
Data Validation 62
Results and Findings for Knowledge Causes 64
Results and Findings for Motivation Causes 93
Results and Findings for Organization Causes 111
Summary of Validated Influence 122
Chapter Five: Recommendations and Evaluation 126
Purpose of the Project and Questions 126
Integrated Implementation and Evaluation Plan 141
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 4

Limitations and Delimitations 155
Recommendations for Future Research 155
Conclusion 156
References 157
Appendix A. Recruitment Script (for Teachers) 162
Appendix B. Informed Consent/Information Sheet 163
Appendix C. Confidence Survey 164
Appendix D. Walkthrough Checklist 165
Appendix E. Self-Efficacy Survey 166

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 5

List of Tables
Table 1. Organizational Mission, Global Goal, and Stakeholder
Performance Goals 17
Table 2. Summary of Assumed Knowledge Influences on Stakeholder’s
Ability to Achieve the Performance Goal 32
Table 3. Summary of Assumed Motivation Influences on Stakeholder’s
Ability to Achieve the Performance Goal 36
Table 4. Summary of Assumed Organization Influences on EL Teacher’s
Ability to Achieve the Performance Goal 40
Table 5. Summary of Knowledge Influences and Method of Assessment 44
Table 6. Summary of Motivation Influences and Method of Assessment 49
Table 7. Summary of Organization Influences and Method of Assessment 51
Table 8. Demographic Table 62
Table 9. Survey Results for Factual Knowledge of Chats Strategies 65
Table 10. Survey Results for Factual Knowledge of Mandates for ELs 66
Table 11. Survey Results for Factual Knowledge of the ELD Standards
and ELA Curriculum 68
Table 12. Survey Results for Factual Knowledge of the ELA Standard 70
Table 13. Survey Results for Declarative Conceptual Knowledge of the
Relationship between ELD Strategies in Relation to Technology 72
Table 14. Survey Results for Procedural Knowledge of Knowing How to
Demonstrate Implementation of the ELD Standards and the
Common Core Standards 75
Table 15. Survey Results for Procedural Knowledge of Knowing How to
Demonstrate Implementation of the ELD Standards and the
Common Core Standards 77
Table 16. Survey Results for Procedural Knowledge of How to Make
Informed Decisions to Better Meet the Needs of ELs 79
Table 17. Survey Results for Procedural Knowledge of How to Use
Checking for Understanding Strategies 81
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Table 18. Survey Results for Procedural Knowledge of How to Modify and
Model the ELD Strategies for ELs 84
Table 19. Survey Results for Metacognitive Knowledge of Knowing How
to Reflect on Their Own Progress towards Making Effective Use
of ELD Strategies Implemented in Their Lessons 89
Table 20. Survey Results for Metacognitive Knowledge of Knowing How
to Reflect on Their Own Performance towards the Goal of
Increasing Student Reading Proficiency within Their Lessons 91
Table 21. Survey Results for Assumed Motivation Influence of
Stakeholders Valuing the Goal of Helping ELs. 93
Table 22. Survey Results for Assumed Motivation Influence of
Stakeholders Valuing the Use of Particular Strategies to Help
ELs 95
Table 23. Survey Results for Assumed Motivation Influence of
Stakeholders Valuing Observation Feedback from Administration
in Order to Make Adjustments to Help Meet the Needs of ELs 97
Table 24. Survey Results for Assumed Motivation Influence of
Stakeholders Valuing Planning Time to Support ELs 99
Table 25. Survey Results for Assumed Motivation Influence of
Stakeholders Having Confidence That He/She Can Teach ELs 101

Table 26. Survey Results for Assumed Motivation Influence of
Stakeholders Having Mental Effort in Order to Seek New
Knowledge of ELD Strategies and Ways to Support ELs 104

Table 27. Survey Results for Assumed Motivation Influence of
Stakeholders Feeling Positive about Teaching ELs 105

Table 28. Survey Results for Assumed Motivation Influence of
Stakeholders Feeling Positive about Finding Outside Resources
to Support their Teaching Practices 107

Table 29. Survey Results for Assumed Motivation Influence of
Stakeholders Attributing Low Test Scores to Lack of Teacher
and Resources 110
Table 30. Survey Results for Assumed Organization Influences of the
Organization Providing Teachers with Necessary Resources for
Supporting ELs 112
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Table 31. Survey Results for Assumed Organization Influences of the
Organization Providing Timely Informal and Formal Feedback
to Teachers to Support Their Teaching Practice 114
Table 32. Survey Results for Assumed Organization Influences of the
Organization’s Policies Align with ELD Instructional Standards 116
Table 33. Survey Results for Assumed Organization Influences of the
Organization Has a Process for Communicating the Goal to
all Stakeholders 117
Table 34. Survey Results for Assumed Organization Influences of the
Organization Recognizing Teachers Efforts of Improving
Student Achievement Walkthroughs to Support ELs 119

Table 35. Survey Results for Assumed Organization Influences of the
School Recognizing Teachers Efforts of Improving Student
Achievement 121
Table 36. Summary of Assumed Knowledge Gaps Validated 123
Table 37. Summary of Assumed Knowledge Gaps Validated. 124
Table 38. Summary of Assumed Organization Causes Validation 125
Table 39. Summary of Knowledge Influences and Recommendations 128
Table 40. Summary of Motivation Influences and Recommendations 132
Table 41. Summary of Organization Influences and Recommendations 137
Table 42. Outcomes, Metrics, and Methods for External and Internal
Outcomes 143
Table 43. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 144
Table 44. Required Drivers to Support Critical Behaviors 145
Table 45. Evaluation of the Components of Learning for the Program 150
Table 46. Components to Measure Reactions to the Program 151
Table 47. TeachBoost Observation Tool 154

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Abstract
This case study applied the Gap Analysis (Clark & Estes, 2008) approach in order to analyze,
identify, and validate the knowledge and skills, motivation, and organizational influences and
barriers that contribute to the English Language Learner (ELLs) achievement gap. This study
focused on participants at Elementary School as its sample population. The study employed
both qualitative and quantitative methods of research. Mixed methods were used to collect
interview, survey, observation, and document analysis data from eight participants all whom
teach in a seventh grade, single subject, self-contained class with emphasis on ELD
instruction. The New World Kirkpatrick Model was used as the framework for evaluation. The
four levels were planned at the beginning of the instructional design process. Level 4: It is the
degree to which targeted outcomes occur as a result of the training and the support and
accountability package. Level 3: Behavior is the degree to which participants apply what they
learned during training when they are back on the job. Level 2: Learning is the degree to which
participants acquire the intended knowledge, skills, attitude, confidence, and commitment based
on their participation in the training. Level 1: Reaction is the degree to which participants find
the training favorable, engaging, and relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016).
This study demonstrated how school sites and other organizations may apply the Gap Analysis
framework to identify and solve performance issues.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 9

CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
The students in California’s public schools come from a wide variety of ethnic, cultural,
and linguistic backgrounds. Almost 1.6 million, approximately 25%, of these students are
classified as English Learners or “ELLs” or Limited English Proficient (LEP). The California
Education Code (EC) Section 60810(d) (FindLaw, 2017a), and federal law (Titles I and III of the
Elementary and Secondary Education Act, ESEA; U. S. Department of Education, 2010) require
that local educational agencies (LEAs) administer a state test of English language proficiency
and develop Annual Measurable Achievement Objectives (AMA) for: (a) Newly enrolled
students whose primary language is not English as an initial assessment (IA), and (b) Students
who are English learners as an annual assessment (AA). For California’s public school students,
this is the California English Language Development Test (CELDT, CDE, 2017).
One of the purposes of the California English Language Development Test is to identify
students who are Limited English Proficient. Section 306(a) of the California Education Code
defines an “English learner” . . . [as] who does not speak English or whose native language is not
English and who is not currently able to perform ordinary classroom work in English (FindLaw,
2017b). The number of ELLs in public schools is expected to grow. With the growing number
of students considered to be ELLs, Goldenberg (2008) estimated that one in nine students
currently are ELLs, and 20 years from now the number of ELLs will grow to one in four
students, or increase from two million to five million students identified as ELLs.
ELLs score an average of 20-50 percentage points below native English speakers on state
assessments of English language arts and other content-area subjects, and thus the majority of
ELLs fail to achieve a score of proficient or meet adequate yearly progress goals (Abedi &
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 10

Dietal, 2004; Government Accountability Office, 2006; Sullivan et al., 2005). This achievement
gap does not mean that ELLs are failing to acquire English or learn course content; rather, it
more likely simply affirms that the students are indeed ELLs, and that language is posing a
barrier reflected in their test performance.
One key factor impacting the achievement gap is teacher training. ELLs typically require
special assistance from their teachers and schools to meet the state’s rigorous academic content
standards while also learning English (Gándara, Maxwell-Jolly & Driscoll, 2005). Research
indicated that as many as 45% of the nation’s teachers currently have ELLs in their classrooms
(McCloskey, 2002). The most recent National Center for Education Statistics (NCES) Schools
and Staffing Survey which has relevant data (U. S. Department of Education, NCES, 1997, data
from 1993-94) reported that of those teachers who had ELLs in the classroom, only 29.5%
received training in working with this population.
Many teachers are not prepared to give ELLs a quality education because of the lack of
knowledge from their teacher preparation programs. Samson and Collins (2012) examined
teacher preparation programs and found that teachers lack understanding about how to
accommodate students from diverse backgrounds. Moreover, there was a lack of accountability
and alignment amongst teacher preparation programs. Teachers of ELLs need appropriate
trainings to be able to meet the student’s academic and language needs (Samson & Collins,
2012). This is important because teachers impact student learning. It is important for teachers to
know ELD content knowledge and skills needed to teach ELLs in order to ensure that students
learn the necessary skills that will lead them to learn the English language and become proficient
readers.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 11

Building teacher capacity to support ELLs is important to address because if teachers are
not adequately prepared to meet the needs of ELLs and the quality of the program does not
positively influence student achievement, then the achievement gap will continue to exist.
Organizational Context and Mission
XYZ School (pseudonym) is a Title I middle school located in an urban setting in
southern California. XYZ provides students with science, technology, engineering, and math
programs, also known as STEM. The school’s focus is preparing students for college. The
school opened its doors in early 2010. The school is currently serving 500 students grades sixth
thru eighth. The student population consists of 94.4 % of unduplicated pupil count of free and
reduced meal plans, English Learners, and foster youth, of which 97% speak Spanish and 3%
speak Arabic. The average class size is 35 to 1. Approximately 12% of students qualify for
special education services and all SPED students are serviced by a full-inclusion model.
The school operates on three core values; Excellence, Innovation, and Connection. The
school’s vision was to create scientific thinkers to lead a global community and society. The
mission of the school is to provide a safe and nurturing environment cultivating respect for self
and others.
Organizational Performance Status
The organization’s problem of practice is 60% of seventh-grade English Learners have
not achieved proficiency in English Language Arts (ELA) on the California Assessment of
Student Performance and Progress (CAASPP); 40% of students scored at the “standard met”
level or higher. The Measures of Academic Progress Assessment (MAP) results also
demonstrated that only 40% of seventh-grade ELLs met or exceed the national norm in reading.
This problem affects the school’s mission because it demonstrates that the school cannot provide
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 12

a college preparatory program. The problem is related to a larger problem of literacy
achievement gap for students in Title I schools across the United States. Students will continue
to struggle in reading throughout their lifetime and will not be college and career ready.
Related Literature
While the number of students who are ELL has increased in schools over the past 10
years, teacher preparation has been slow to adapt. For example, a study conducted by the
National Clearinghouse for Bilingual Education in 2001 indicated that there is a limited amount
of teacher preparation programs that prepare teachers to teach the need of ELLs. Furthermore,
findings revealed that 93 out of 417 institutions had teacher preparation programs with bilingual
education embedded in the mainstream classroom for educators (Menken, Antniz, & Beth,
2001). Studies also revealed that less than 13% of teachers in the US have received training on
teaching ELLs (Antunez, 2002). In addition, there are a low percentage of teachers who are
qualified to teach ELLs due to being first-year teachers; these teachers are coming in with an
emergency credential. Many content area teachers have not had significant training in second
language acquisition to help address students’ language needs and make sure curriculum is easily
comprehensible for them (Goldenberg, 2008). Studies also revealed that among California
schools, 25% of teachers of ELLs are not fully certified to teach ELLs (Rumberger,
2002). Teachers who recognize their own challenges in ELD instruction can begin to set goals in
order to meet their own performance goals.
Importance of Addressing the Problem
The problem of ELLs and the achievement gap is important to solve for a variety of
reasons. Despite more or less advantageous linguistic environments and learning opportunities,
students need a certain degree of English reading proficiency in order to be able to compete in
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 13

the globalized economy (Grabe & Stoller, 2013). If children receive instruction in phonological
and alphabetic skills, and learn to apply that knowledge of decoding words, they are very likely
to succeed at reading (Moats, 2001). The No Child Left Behind Act of 2001 (NCLB, 2002)
federal law required that all schools be held accountable for the academic program of Limited
English Proficient students (Capps et al., 2005). Holding all stakeholders accountable for the
academic success of ELLs will help solve the achievement gap of ELLs in the US. If the
problem is solved, teacher capacity will increase, students will achieve higher ELA test scores,
and schools will demonstrate accountability of student achievement. In addition, the ELL
population will continue to grow. Research indicated that as many as 45% of the nation’s
teachers currently have ELLs in their classrooms (McCloskey, 2002).
The consequences of not solving the achievement gap will result in students possibly
dropping out of school. Between 1970 and 2002, the total dropout rate among high-school aged
students varied from 5.7% to 3.3%. By high-school aged, we mean students in grades 10 to
12. So, in each year anywhere from 588 to 367,000 students left school without earning a high
school diploma (www.census.gov).
Another consequence of ELL students not meeting proficiency standards is that teachers
will have to reteach the content in the next grade level. Coleman and Goldenberg (2009)
indicated that educators should explicitly teach ELLs the elements of English (e.g., greetings,
conversational conventions). To the extent that explicit teaching helps ELLs acquire English,
effective teaching for these students is similar in ways to effective teaching for most
students. As do all learners, ELLs benefit from clear goals and objectives, well-structured tasks,
adequate practice, opportunities to interact with others, frequent assessment, and reteaching
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 14

when needed, as well as other elements of effective instruction identified in the professional and
research literature.
Organizational Performance Goal
Currently the results from the SBAC and MAP assessment data showed only 20.4% of
students met the standards in ELA. The objective is to increase student English proficiency
scores by 20% annually on the SBAC and MAP assessments. By the 2020 school year, the
estimated target goal is to have 61.2% of students meet the ELA standards in the SBAC and
MAP assessments.
The school administrator alongside the CELDT coordinator established the goal after
analyzing the MAP and SBAC interim assessment results, and identified opportunities for
improvement in ELA within their seventh-grade students.
Description of Stakeholder Groups
There are four stakeholder groups involved in closing the achievement gap at XYZ
School. The first stakeholder group is the teachers. Teachers ensure that all ELA and ELD
curriculum are taught throughout the year. In addition, teachers are responsible for ensuring
student portfolios are up-to-date and that all data is current.
The second stakeholder that contributes to the achievement of ELLs is the CELDT
coordinator. The CELDT coordinator develops and executes professional development geared
towards ELL curriculum and instruction, ELD framework, and CHATS strategies.
A third stakeholder group that contributes to the achievement of ELLs is the
parents. Parents are provided with the necessary tools to help guide them into identifying their
child’s CELDT level. In addition, parents can also participate in workshops where they learn
strategies to assist and support their child with reading homework to improve their
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 15

fluency. They also spend quality time in the classrooms observing teachers as they teach ELD
content and standards. Parents learn how to reinforce content reading strategies, higher order
thinking skills, assessment tools, and learn to scaffold CHATS strategies as they reinforce the
same CHATS strategies at home.
Another stakeholder that contributes to the influence on student achievement is the site
administrator. The administrator provides teachers with ELL professional development where
they will receive the necessary resources and consistent support. Administration also provides
teachers with professional planning time and ongoing instructional coaching cycles that provide
teachers with ELD strategies to help teachers meet their goal.
The key stakeholder in this study is the students. They are the ones who apply the
learned skills and content knowledge taught by their teachers. With the stakeholders supporting
each other, students will be able to reach their proficiency goals. The role of every stakeholder is
important. They each contribute to the success of all students.
Stakeholders’ Performance Goals
There are four key stakeholder groups involved in helping XYZ School meet its goal of
closing the ELL achievement gap. Teachers are the primary stakeholders in helping to achieve
the organization’s mission. The goal of the teachers is to teach 100% of the content using
appropriate content, pedagogy, and assessments 100% of the time. The goal was established by
the organization after analyzing the SBAC and MAP assessment results. The teachers are the
ones who interact and teach students on a daily basis. In order for students to perform at grade
level, teachers are held accountable by administration to deliver content lessons, and teach
students the skills needed to achieve their proficiency goals. In order for teachers to teach
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 16

accordingly, the school must provide teachers with proper ELL training and ongoing support
throughout the year.
The second stakeholder is the CELDT coordinator. The CELDT coordinator’s goal is to
develop and execute professional development to teachers on CELDT scores, ELD standards,
ELD CHATS Framework, resources, and CHATS Framework strategies for ELL
instruction. After analyzing student data, the goal was established by the site administrator and
CELDT coordinator.
The third stakeholder group is the parents. The parents are partners in their child’s
education. After analyzing student CELDT scores, the parent goal was established by the
CELDT coordinator, teachers, and the site administrator during professional development
planning time. The goal is to have 100% of parents practice and implement the ear-to-ear
reading strategy with their child at home.
The fourth stakeholder is the site administrator. The goal of the site administrator is to
provide ELD standards and ELD Curriculum professional development to all teachers. The
organization and the site administrator established this goal. The site administrator consistently
observes the teachers on a weekly basis. Based on the observation feedback and teacher needs,
the administrator reinforces ELL strategies during professional development trainings. The
administrator ensures that teachers are making progress towards their goals by conducting
ongoing, check-in meetings and supporting teachers by helping them monitor and analyze
student assessment results throughout the year.
Table 1 shows the organizational mission, global goal, and stakeholders’ performance
goals. It also shows the critical behaviors of all stakeholder groups involved in closing the
achievement gap.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 17

Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
STAKEHOLDERS’ PERFORMANCE GOALS
Organizational Mission

The mission of XYZ School is to prepare all students to become college and career ready.

Organizational Performance Goal

By spring 2019, the organization’s assessment results of seventh-grade ELLs will increase in ELA and
SBAC by 20% annually.
Teachers

By spring 2019, all
7th-grade teachers
will have taught
100% of
CELDT Coordinator

By Fall 2019, the CELDT
Coordinator will develop and
execute
Parents

By September 2019, 100% of
parents will practice and
Administrator

By June 2019, the site
administrator will provide
ELD standards and ELD
Teachers CELDTS Coordinator Parents Administrator
The content using
appropriate
content, pedagogy,
and assessments
100% of the time.

Professional development to
teachers on CELDT scores,
ELD standards, ELD CHATS
Framework, Resources,
CHATS framework strategies,
and key strategies for ELL
instruction.

Implement the ear-to-ear
reading strategy with their
child at home. By practicing
the reading strategy with their
child at home, parents will
help their child increase their
reading fluency, accuracy, and
speed.
Curriculum professional
development to all
teachers.

Critical Behaviors
Teachers embed
instructional lesson
designs that meet
the needs of ELLs.

CELDT Coordinator observes
and provides constructive
feedback on ELL strategies to
support teachers.

Parents identify their child’s
CELDT level and learn
strategies to help support their
child with reading homework.

Administrator generates
ELD professional
development content to
support teachers in
reaching the organizational
goal and mission.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 18

Table 1 (Cont’d.)
STAKEHOLDERS PERFORMANCE GOALS
Teachers CELDTS Coordinator Parents Administrator
Teachers read and
analyze data to
make informed
decisions and
adjust teaching
practices.

Teachers
demonstrate
content knowledge
of reading
strategies to
support ELLs.

Teachers apply
information learned
during professional
development
(building
linguistics, English
language, academic
vocabulary,
reading, and
writing skills) and
implement newly
learned ELL skills
and strategies
during their
teaching practice.
CELDT Coordinator
conducts weekly meetings to
review five key strategies to
support ELLs with 7 grade
teachers.
CELDT coordinator guides
7th grade teachers into
analyzing student data and
identify areas of weakness
and opportunities for
improvement.
Parents participate in parent
trainings and learn strategies to
support their child with
homework.
Administrator conducts
weekly check in meetings
to ensure teachers remain
on task with their goals to
support ELL instruction.

Administrator measures the
use of the reading strategies
by having parents
participate through
informal conversations
during the ‘coffee with the
principal’ sessions.
Teachers use smart
goal setting
worksheets to set
goals in order to
support their
ELLs.

Stakeholder Group for the Study
While there are many stakeholders involved in achieving the organizational goal, the
primary stakeholders in this study are the teachers. However, the goal is that all underachieving
students achieve a 20% gain in the MAP and SBAC assessments. Teachers are the primary
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 19

stakeholder for this study because they are the ones who directly impact student achievement on
a daily basis.
Teachers have the ability to understand and internalize ELA and ELD curriculum and
teach content knowledge while supporting students’ learning. The number one priority is to
close the achievement gap of all seventh-grade ELLs and provide the necessary tools to support
their learning. Teachers contribute to the achievement of the organizational goal by ensuring
that their work is ongoing, helping students to work towards mastery of the ELA and ELD
standards, while providing scaffolding and interventions that will help to build and improve
student’s knowledge, skills, and understanding of the English language.
It is important to note that teachers play a vital role in closing the achievement
gap. Ongoing teacher support increases adherence to the practices being learned and
implemented, which is critical because fidelity has been linked to improved outcomes (Allen,
2007; Echevarria, Short, & Vogt, 2008; Emshoff et al., 1987; Goldenberg, 2004; Holback &
Rich, 2004; Moran, 2007; Tomlinson, Brimijoin, & Narvaez, 2008).
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation, and organizational influences that prevent teachers from achieving their performance
goal of teaching 100% of the content using appropriate content, pedagogy, and assessments,
100% of the time. The questions that guided this gap analysis study are:
1. What are the knowledge and skills, motivation, and organizational causes that are
preventing teachers from achieving their goal of teaching 100% of the seventh-grade
content using appropriate ELL content, pedagogy, and assessments 100% of the time?
2. What are the solutions and recommendations for teachers to achieve their goal?
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 20

Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization was implemented as the conceptual framework. The
methodological framework was a mixed-methods case study. The assumed knowledge,
motivation, and organizational influences that interfere with teachers meeting the organizational
goal of teaching ELD content 100% of the time. These influences were assessed by using
surveys, document analysis, interviews, and document analysis. Research-based solutions are
recommended and evaluated in a comprehensive manner.
Definitions
• Annual Measurable Objective: A goal that a state sets each year to define a minimum
percentage of students who must meet or exceed standards on its academic assessments.
• California Department of Education: The CDE is an agency within the Government of
California that oversees public education. Its headquarters are located in the US State of
California’s capital city, Sacramento.
• California English Language Development Test: The CELDT is the state’s English
language proficiency test for all students whose home language is not English.
• Content Reading Strategies, Higher Order Thinking, Assessment, Total Participation
Techniques, Scaffolding Framework: The CHATS framework provides teachers with
content reading strategies, higher-order thinking skills, assessment tools, total
participation techniques, and scaffolding strategies.
• English Language Development (ELD): ELD is a systematic instructional model
designed to develop the English language proficiency of English Language Learners (i.e.,
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 21

students who speak English as a second language). Semantics: the meaning of language,
including vocabulary and academic language.
• English Learner (EL): Students who are unable to communicate fluently or learn
effectively in English, who often come from non-English-speaking homes and
backgrounds, and who typically require specialized or modified instruction in both the
English language and in their academic courses.
• Limited English Proficiency (LEP): A term used in the United States that refers to a
person who is not fluent in the English language, often because it is not in their native
language.
• Local Control Accountability Plan (LCAP): The LCAP is a critical part of the new Local
Control Funding Formula (LCFF). Each school district must engage parents, educators,
employees, and the community to establish these plans. There are eight areas for which
school districts, with parent and community input, must establish goals and, actions.
• Measures of Academic Progress (MAP): MAP are K-12 interim assessments that
measure growth, project proficiency on high-stakes tests, and inform how educators
differentiate instruction, evaluate programs, and structure curriculum. MAP assessments
are grade independent and adapt to each student’s instructional level.
• Northwest Evaluation Association (NWEA): The Northwest Evaluation Association
(NWEA) is a national, non-profit organization dedicated to helping all children
learn. NWEA provides research-based assessments, professional training, and consulting
services to improve teaching and learning.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 22

• Smarter Balanced Assessment Consortium: The SBAC is a standardized test
consortium. It creates Common Core State Standards-aligned tests (adaptive online
exams) to be used in several states. It uses automated essay scoring.
Organization of the Proposal
To organize this proposal, three chapters were used. Chapter One provided the reader
with the key concepts and terminology commonly found in a discussion about examining the
achievement gap. The organization’s mission, goals, and stakeholders as well as the initial
concepts of gap analysis were introduced. Chapter Two includes a review of current literature
surrounding the scope of the study. Topics of effective strategies to support ELLs, adequate
resources, policy, and funding are addressed. Chapter Three includes details of the assumed
interfering elements as well as methodology when it comes to choice of participants, data
collection, and analysis. Chapter Four includes the results and findings for knowledge causes.
Chapter Five includes the recommendation to improve each validated cause.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 23

CHAPTER TWO: REVIEW OF THE LITERATURE
Introduction
Each year, the United States becomes more ethnically and linguistically diverse, with
over 90% of recent immigrants coming from non-English-speaking countries (Short, 2002). The
NCLB 2002 federal law required that all schools be held accountable for the academic program
of Limited English Proficient students (Capps et al., 2005). Holding all stakeholders accountable
for the academic success of ELLs will help solve the achievement gap of ELLs in the US. If the
problem is solved, teacher capacity will increase, students will achieve higher ELA test scores,
and schools will demonstrate accountability of student achievement. In addition, the ELL
population will continue to grow. Research indicated that as many as 45% of the nation’s
teachers currently have ELLs in their classrooms (McCloskey, 2002).
Because a very high percentage–more than 25%–of students in California are ELLs
(California Department of Education, 2007), any policy that affects these students inevitably has
an impact on the entire state education system. Efforts at raising achievement levels for
California’s students, who currently rank among the bottom in the nation, five are held hostage
to the fates of ELLs. Given that they represent such a large and growing demographic, 6% of the
student population, they so persistently score at the lowest levels, California will not see a
significant increase in statewide student achievement until the needs of ELLs are addressed. It is
estimated that today about 80% of teachers in the state have ELLs in their classrooms (Center for
the Future of Teaching and Learning, 2005).
Conceptual Framework
There are a number of causes attributed to the performance gaps. Three of the most
prominent causes exist in the areas of knowledge, motivation, and organizational policies,
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 24

procedures, resources, and culture (Clark & Estes, 2008; Rueda, 2011). Clark and Estes’ (2008)
gap analysis, a systematic, analytical method that helps to clarify organizational goals and
identify the gap between the actual performance level and the preferred performance level within
an organization, was implemented as the conceptual framework. According to Clark and Estes,
three critical factors must be examined during the analysis process. The three factors are:
people’s knowledge and skills, their motivation to achieve the goal, and organizational barriers
such as a lack of necessary equipment and missing or inadequate work processes.
Stakeholder Knowledge, Motivation, and Organizational Factors
Knowledge and Skills
Anderson and Krathwohl (2001) suggested four knowledge dimensions: Factual
Knowledge, Conceptual Knowledge, Procedural Knowledge, and Metacognitive
Knowledge. Factual knowledge refers to the basic elements that students must know to be
acquainted with a discipline or solve problems in it. Conceptual knowledge is the
interrelationships among the basic elements within a larger structure that enables them to
function together. Procedural knowledge is how to do something: methods of inquiry and
criteria for using skills, algorithms, techniques, and methods. Metacognitive knowledge is
knowledge of cognition in general as well as awareness and knowledge of one’s own cognition
(Anderson & Krathwohl, 2001).
Declarative factual knowledge influences. What follows are the assumed causes of
declarative factual knowledge.
Teachers need to know the ELD standards and ELA curriculum.
Topic Sentence: There are specific terms, facts, and knowledge influences that teachers
need to know in order to be able to meet the needs of all seventh-grade ELLs. Assumed causes
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 25

for factual knowledge examined in this study were teachers’ lack of content knowledge of ELD
standards, ELD curriculum, CHATS strategies, ELA standards, and mandates for ELLs (Santos,
Darling-Hammond, & Cheuk, 2012). Teacher development to support English Language
Learners in the context of common core state standards are:
1. Educators need to understand the shifts required in curriculum, as well as instruction and
assessment for implementation of the new standards.
2. They also need to have hands-on opportunities to acquire teaching strategies that respond
to these shifts.
In this case, teachers need to know the ELD curriculum, standards, and strategies as they relate
to ELLs.
Synthesis Statement: Educators must know factual and declarative knowledge in order to
better meet the needs of ELLs.
Transition Sentence: Teachers must recognize the impact and challenges students are
faced with if teachers do not prepare students to read and write at grade level. Understanding
and knowing the ELD curriculum, standards, and strategies help guide teachers when planning
for ELD lessons and ensuring students are adequately prepared to succeed in ELA.
Teachers at XYZ School need to know mandates for ELLs.
Topic Sentence: Teachers have an obligation to provide ELLs with equal access to the
curriculum (Menken, 2006).
1. Teachers need to know the new Title I and III of the ESEA mandate types.
2. Teachers must use formative and summative assessments to identify ELLs’ progress and
areas for improvement in order to plan accordingly.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 26

Synthesis Statement: Teachers must ensure that all ELLs in their classroom have equal
access to the curriculum and standards.
Transition Statement: Teachers must ensure to develop and consistently use measures to
assess and monitor student progress towards the ELD content standards and
curriculum. Teachers will continue to work towards the organizational goal to increase ELLs
English proficiency.
Teachers need to know the standards they are teaching in relation to ELLs.
Topic Sentence: Teachers must be able to know and understand the key features of the
ELD standards in order to support ELLs (Santos et al., 2012).
1. Teachers need to know the NCLB mandates in relation to the standards and standards-
based assessments.
2. Teachers must be knowledgeable on ELD standards, ELD programs, and how funding is
allocated for such programs.
Synthesis Statement: It is important to examine the results of solutions to make sure they
actually solve the performance problems they were intended to address or that they have not led
to other unintended consequences (Rueda, 2011). The solutions proposed in the gap analysis
were analyzed using Kirkpatrick’s four levels of performance evaluations (1998). The
evaluation plan consisted of four levels of evaluation: (1) Reaction, (2) Impact, (3) Transfer, and
(4) Bottom Line Results (Rueda, 2011).
Transition Statement: In this case, teachers need to know the ELA and ELD standards
they are teaching to ELLs.
Conceptual knowledge influences. Anderson and Krathwohl (2001) stated that
conceptual knowledge is knowledge of classification and categories, knowledge of principles and
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 27

generalizations, and knowledge of theories, models, and structures. With the new shift to
common core, teachers must prepare students to obtain the core competencies, digital, and
problem-solving skills in today’s world.
Teachers must ensure that all students acquire the skills necessary for them to become
successful, lifelong learners. Teachers used CHATS strategies to provide support for all ELLs.
Stakeholder needs to know the relationship between ELD strategies in relation to
technology.
Topic Sentence: Many of the ELD lesson activities are computer adaptive lessons. This
places a higher demand on teachers to teach students how to use technology effectively (Lai &
Kritsonis, 2006).
1. Current computer technology has many advantages for second language learning.
2. Computer and its attached language learning programs provides second language learners
more independence from classrooms and provides learners with the option to work on
their learning material at any time of the day.
Synthesis Statement: Teachers implement reading-strategy instruction through the use of
the Accelerated Reading (AR) program. The teachers’ program was used to monitor student
proficiency and growth, inspiring students to enjoy learning, and connect reading with their
future goals.
Transition Statement: In this case, through the use of the AR program, teachers provide
students with access to other ELD resources as they continue to support and reinforce skills
needed to help increase the students’ English proficiency.
Teachers need to know the impact of students not being able to read or write at the
seventh-grade level.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 28

Topic Sentence: It is important for teachers to understand the importance and
implications for students not being able to read at the seventh-grade level (Moughamian, Rivera,
& Francis, 2009).
1. Teachers need to teach writing and reading strategies in order to support ELLs in ELA.
2. Teachers need to understand that they will have to reteach the seventh-grade curriculum
when students move on to the next grade.
3. Teachers must teach language and literacy skills in order to meet the needs of ELLs.
4. Teachers must teach reading comprehension and writing skills to ELLs and assess
frequently in order to identify growth areas and understand the student comprehension
abilities.
Synthesis Statement: Teachers need to know literacy skills that promote student achievement
in ELA.
Transition Statement: In this case, teachers will have to be fully knowledgeable on all
ELL mandates in order to better prepare ELL students.
Teachers need to know their weekly goal in relation to the organizational goal.
Topic Sentence: At XYZ School, teachers need to know the organizational
goal. Teachers prepare lesson plans that promote language and content skills strategies to
support all seventh-grade ELLs. Teachers modify lesson plans according to the students’
English proficiency and literacy level, building background knowledge and explicit instruction
and modeling (Darling-Hammond, 2012).
1. Teachers need to know the impact of meeting the organizational goal.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 29

2. Teachers also need to know the importance of students entering eighth grade at grade
level in reading as measured by the SBAC interim assessments administered at the end of
the seventh-grade school year.
3. The more teachers know, and the better prepared they are, the more effective they can be
with implementing instructional processes.
4. Teachers need to know their weekly goal relative to the organization’s goal.
Synthesis Statement: Teachers modify lesson plans according to the students’ English
proficiency and literacy levels, building background knowledge, and explicit instruction and
modeling.
Transition Statement: In this case, having clear and concise lesson plans for ELLs will
demonstrate teacher’s preparedness in addressing a wide range of student needs.
Procedural knowledge influences. Teachers need to know how to implement the
CHATS strategies to help support ELLs.
Topic Sentence: In order to support ELLs, it is important for teachers to know and have
content knowledge of specific ELD strategies that will help ELLs increase their English
proficiency (Short, 2002).
1. In order for teachers to teach the standards successfully, they need to know how to
unpack the ELD standards into concept and skills.
2. Teachers need to know how to develop students’ academic English skills.
Synthesis Statement: English Language Learners need to develop academic English
skills along with content knowledge to be successful in school.
Transition Statement: In this case, ELLs must learn English, learn it well, and meet
rigorous standards. No matter what the method or program of instruction, teachers of English
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 30

Language Learners need special skills and training to effectively accomplish this task (Gandara,
Jolly, & Driscoll, 2005).
Teachers need to know how to implement the teaching strategy.
Topic Sentence: Mayer (2001) explained that the learning process is initiated when a
learner interacts with his or her environment–such as through participating in a discussion,
reading a book chapter, or playing an educational game. The ability to learn from our experience
is an extremely useful characteristic for our species, because it contributes to our survival
(Mayer, 2011).
1. Teachers at XYZ School need to know how to teach ELA content.
2. Teachers need to have daily interactions with colleagues about the different ELD
strategies they are implementing.
3. Teachers need to know how to track student progress while using CHATS strategies.
Synthesis Statement: It is through consistent practice and daily interaction with their
teacher, peers, and students that will lead teachers to identify if the implementation of strategies
result in producing progress in student achievement in the area of ELA.
Transition Statement: In this case, by providing teachers with a fun and engaging
learning environment that promotes cohesiveness and building of teacher morale through
professional development, administration strongly believes ELL performance will increase.
Metacognitive knowledge influences. Stakeholders need to know how to reflect on
their own progress towards making effective use of ELD strategies implemented in their
lessons.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 31

Topic Sentence: XYZ School placed a great emphasis on data analysis while creating a
data-driven culture. As a result of this approach, teachers met regularly to analyze student
progress and identify levels of mastery using MAP assessment results (Rueda, 2011).
1. Teachers demonstrate ELD curriculum and CHATS strategies content knowledge by
monitoring and evaluating their progress towards their stakeholder goal.
2. Teachers used the MAP assessment reports to help identify student’s progress and current
levels of performance based on real-time insights for each student in class, school, and
district level.
Synthesis Statement: The assumed metacognitive cause is teachers not knowing how to plan
rigorous lessons with ELD strategies in their daily practice.
Transition Statement: In this case, providing teachers with specific ELL trainings and
lesson plan designs that promote self-regulatory skills could validate the assumed metacognitive
cause. This can be accomplished by providing teachers with a rubric on how to self-evaluate
specific components that are being used to teach ELLs.
Table 2 is a summary of the stakeholder’s assumed knowledge influences. Teachers need
to know the declarative factual, declarative conceptual, procedural, and metacognitive
knowledge influences in order to best support the needs of the seventh-grade ELLs.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 32

Table 2
Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the
Performance Goal

Assumed Knowledge Influences
Research Literature
Author, Year; Author, Year.
DECLARATIVE FACTUAL

Stakeholders need to know the ELD
standards and the ELA curriculum.
Santos et al. (2012). Teacher development to support English language
learners in the context of common core state standards. In
Understanding Language Conference, Stanford University,
California. http://ell. stanford.edu/sites/default/files/pdf/ academic-
papers/10-Santos% 20LDH% 20Teacher% 20Development%
20FINAL.pdf.
Stakeholders need to know the ELD
strategies.
Moughamian et al. (2009). Instructional Models and Strategies for
Teaching English Language Learners. Portsmouth, NH; RMC Research
Corporation, Center on Instruction.
Stakeholders need to know mandates
for ELLS.
Menken (2006). Teaching to the test: How No Child Left Behind
impacts language policy, curriculum, and instruction for English
language learners. Bilingual Research Journal, 30(2), 521-546.
Stakeholders need to know the ELA
standards
Santos et al. (2012). Teacher development to support English language
learners in the context of common core state standards. In
Understanding Language Conference, Stanford University,
California. http://ell. stanford.edu/sites/default/files/pdf/academic-
papers/10-Santos% 20LDH% 20Teacher% 20Development%
20FINAL.pdf.
DECLARATIVE CONCEPTUAL

Stakeholders need to know the
relationship between ELD strategies in
relation to technology.
Lai and Kritsonis (2006). The advantages and disadvantages of computer
technology in second language acquisition. Online Submission, 3(1).

PROCEDURAL

Stakeholders need to know how to
demonstrate an understanding of the
ELD Standards and Common Core
Standards.

Santos et al. (2012). Teacher development to support English language
learners in the context of common core state standards. In
Understanding Language Conference, Stanford University,
California. http://ell.stanford.edu/sites/default/files/pdf/academic-
papers/10-Santos% 20LDH% 20Teacher% 20Development%
20FINAL. pdf.
Stakeholders need to know how to
unpack the ELD standards into
concepts and skills.
Short (2002). Language learning in sheltered social studies
classes. TESOL Journal, 11(1), 18-24.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 33

Table 2 (Cont’d.)

Assumed Knowledge Influences
Research Literature
Author, Year; Author, Year.
Stakeholders need know how to
make informed decisions to better
meet the needs of ELLs.
Samson and Collins (2012). Preparing All Teachers to Meet the Needs of
English Language Learners: Applying Research to Policy and Practice for
Teacher Effectiveness. Center for American Progress.
Stakeholders need to know how to
use checking for student
understanding strategies.
De Jong and Harper (2005). Preparing mainstream teachers for English-
language learners: Is being a good teacher good enough? Teacher
Education Quarterly, 32(2), 101-124.
Stakeholders need to know how to
modify and model the ELD
strategies for all ELLS.
Proctor, Dalton, and Grisham (2007). Scaffolding English language
learners and struggling readers in a universal literacy environment with
embedded strategy instruction and vocabulary support. Journal of
Literacy Research, 39(1), 71-93.
Stakeholders need to know how to
teach content with ELLs.
Hansen (2006). Strategies for ELL success. Science and Children, 43(4),
22-25. Retrieved from
http://libproxy.usc.edu/login?url=http://search.proquest.com.libproxy1.usc
.edu/docview/236944314?accountid=14749
Stakeholders need to know how to
implement the levels of language
proficiency.
Pereira, and de Oliveira (2015). Meeting the linguistic needs of high-
potential English language learners: What teachers need to
know. TEACHING Exceptional Children, 47(4), 208-215.
METACOGNITIVE

Stakeholders need to know how to
reflect on their own progress
towards making effective use of
ELD strategies implemented in their
lessons.
Rueda (2011). The 3 Dimensions of Improving Student Performance:
Finding the Right Solutions to the Right Problems. Teachers College
Press.1234 Amsterdam Avenue, New York, NY 10027.
Stakeholders need to know how to
reflect on their own performance
towards the goal of increasing
student reading proficiency within
their lessons.
Darling-Hammond (2012). Powerful teacher education: Lessons from
exemplary programs. John Wiley and Sons.

Motivation
General Theory
According to Clark and Estes (2008), motivation can be observed in three very critical
aspects of our work and private life – “Choosing to work towards a goal,” “Persisting at it until it
is achieved,” and “Applying mental effort.” In this case, teachers may not be applying mental
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 34

effort to seek new ways of teaching ELL students. Mental effort is driven by value, self-
efficacy, and mood.
Value
Stakeholders need to value the goal of helping ELLs.
Topic Sentence: At XYZ School, 70% of teachers are new to the school. Many of the
new teachers have not been exposed to ELD content, curriculum, or CHATS strategies due to the
lack of teaching experience (Pintrich, 2003).
1. Teachers need to value the goal of helping ELLs as they prioritize ELD time and ensure
that ELLs receive appropriate lessons geared towards their English proficiency levels
determined by their CELDT assessment results.
2. Through observations, administration will provide meaningful and effective feedback to
help guide teachers into prioritizing particular strategies to help support ELLs. t
Synthesis Statement: During professional development time, teachers will be given time
to prepare EL lessons. Teachers will recognize that preparing lessons for ELLs is time
consuming and more emphasis must be placed during planning time.
Transition Statement: Many teachers have expressed the need for modeling EL
strategies from administration and the CELDT coordinator. In this case, teachers must use their
self-efficacy skills to research motivation strategies to support ELLs in the absence of
administration.
Stakeholders need to value the use of particular strategies to help ELLs.
Topic Sentence: Teachers must be prepared to teach in diverse classrooms (De Jong and
Harper, 2005).
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 35

1. Teachers who teach ELLs must have specific related EL knowledge and skills to support
ELLs in the classroom.
2. Teachers must be able to draw on different processing strategies to support ELLs.
Synthesis Statement: Mainstream teachers must value the need to be prepared to teach
native and non-native English speakers.
Self-efficacy. The possible motivation gaps attributing to the achievement gap of ELLs
include the utility value and self-efficacy. Teachers need to have confidence that they will learn
the ELD strategies and implement them throughout their ELA lessons. Teachers need to believe
they are capable of teaching all ELLs. According to Pajares (2006), social cognitive theory and
self-efficacy beliefs provide the foundation for human motivation, well-being, and personal
accomplishment: Unless people believe that their actions can produce the outcomes they desire,
they have little incentive to act or to persevere in the face of difficulties. Teachers must find the
will and confidence within themselves and believe that they can teach and meet the needs of all
ELLs to produce high academic achievement in ELA and all subject areas.
Mood. Teachers need to feel positive about teaching ELLs. Research indicated that
teachers continue to doubt their individual skills and capacities for working with ELLs
(Alexander et al., 1999; Gandara et al., 2005). Stakeholders need to feel positive about finding
outside ELD resources to support their teaching practice. Teachers at XYZ were often provided
with the opportunity to conduct peer observations and use a peer reflection form in which they
can provide each other with meaningful and constructive feedback. Learning from one another
can help teachers increase their mood towards their teaching practices when it comes to teaching
ELLs. An individual also acquires capability information from knowledge of others. Similar
others offer the best basis for comparison (Schunk, 1989b). Observing similar peers perform a
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 36

task conveys to observers that they too are capable of accomplishing it. Information acquired
vicariously typically has a weaker effect on self-efficacy than performance-based information; a
vicarious increase in efficacy can be negated by subsequent failures. Table 3 lists the assumed
causes for motivation and supporting literature.

Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal

Assumed Motivation Influences
Research Literature
Author, Year; Author, Year.
VALUE
Stakeholders need to value the goal of helping
ELLs.
Pintrich (2003). A motivational science perspective on the role of
student motivation in learning and teaching contexts. Journal of
Educational Psychology, 95(4), 667.
Stakeholders need to value the use of
particular strategies to help ELLs.
De Jong and Harper (2005). Preparing Mainstream Teachers for
English-Language Learners: Is Being a Good Teacher Good
Enough? Teacher Education Quarterly, 32(2), 101-124. Retrieved
from http://www.jstor.org/stable/23478724
Stakeholders need to value observation
feedback from administration in order to make
adjustments to help meet the needs of ELLs.
Clark and Estes (2008). Turning research into results: A guide to
selecting the right performance solutions. Atlanta, GA: CEP
Press.
Stakeholders need to value planning time to
support ELLs.
Dove and Honigsfeld (2010). ESL co-teaching and collaboration:
Opportunities to develop teacher leadership and enhance student
learning. TESOL Journal, 1(1), 3-22.
SELF-EFFICACY
Stakeholders need to have confidence that
he/she can teach ELLs.
Clark and Estes (2008). Turning research into results: A guide to
selecting the right performance solutions. Atlanta, GA: CEP Press.
Stakeholders need to have confidence that
they will learn the ELD strategies and
implement them throughout their ELA
lessons.
Pajares (1992). Teachers’ beliefs and educational research:
Cleaning up a messy construct. Review of educational research,
62(3), 307-332.
Stakeholders need to have mental effort in
order to seek new knowledge of ELD
strategies and ways to support ELLs.
Clark and Estes (2008). Turning research into results: A guide to
selecting the right performance solutions. Atlanta, GA: CEP
Press.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 37

Table 3 (Cont’d.)

Assumed Motivation
Influences
Research Literature
Author, Year; Author, Year.
MOOD

Stakeholders need to feel
positive about teaching
ELLs.
Téllez and Manthey (2015). Teachers’ perceptions of effective school-wide
programs and strategies for English language learners. Learning Environments
Research, 18(1), 111-127.
Stakeholders need to feel
positive about finding outside
ELD resources to support
their teaching practice.
Schunk (1991). Self-efficacy and academic motivation. Educational psychologist,
26(3-4), 207-231.

Organization
Resources. The organization provides teachers with necessary resources to support
English Learners’ Language development and reading proficiency.
The school resources included Wonders ELD curriculum, ThinkCerca curriculum,
internal professional development provided by the CELDT coordinator, and external
trainings. Specific topics addressed during professional development are CHATS strategies,
links to finding resources, ELD designated supports, CELDT data, and data analyzes of the MAP
and SBAC assessments. Ongoing professional development to support teachers with CCSS and
the implementation of SBAC assessments was planned. Although XYZ School’s LCAP state
that ELLs will receive instruction in CHATS strategies for the 2017-2018 school year, it has not
taken place thus far.
Short and Echeverria (2004) indicated that teachers need specific preparation in working
with English language learners. They need to know who the students are and what their prior
education experiences were like. Moreover, teachers need to know how to deliver sheltered
instruction–to teach content to English Language Learners in strategic ways that make the
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 38

concepts comprehensible while promoting the students’ academic English language
development. This is an important factor because without the proper resources, teachers will be
facing many challenges. EL instruction for ELLs will be placed at risk due to lack of ongoing
professional development for teachers that will help enhance their sheltered instruction for ELLs.
Policies and procedures. The organization’s policies must be aligned with the ELD
instructional standards and the LCAP goals.
XYZ School has prioritized ELD standards, ELD curriculum, and instructional practices
to be the focus during scheduled professional development sessions. A study conducted by the
National Clearinghouse for Bilingual Education in 2001, showed that there is a limited amount
of teacher preparation programs to prepare teachers to teach the needs of ELLs. Furthermore,
findings revealed that 93 out of 417 institutions have teacher preparation programs with bilingual
education embedded in the mainstream classroom for educators (Menken, Antniz, & Beth,
2001). Studies also revealed that less than 13% of teachers in the US have received training on
teaching ELLs (Antunez, 2002). In addition, there are a low percentage of teachers who are
qualified to teach ELLs due to being first year teachers. These teachers are coming in with an
emergency credential. Many content area teachers have not had significant training in second
language acquisition to help address students’ language needs and make sure curriculum is easily
comprehensible for them (Goldenberg, 2008).
Cultural setting. The organization needs a supportive culture that is aligned with
daily feedback on informal and formal walkthroughs to support EL.
Teachers are constantly asking for feedback on their teaching practices. Teachers are
open to receiving constructive feedback and often seek guidance from administration in terms of
professional development and peer observations. Informal walk throughs are conducted on a
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 39

weekly basis where teachers receive immediate feedback that is time bound with resources and
support links if needed. The school administrator provides reflection questions and next steps to
the teachers. Just as teachers receive meaningful and constructive feedback from administration,
the same can be done by teachers with their students. Short and Echevarria (2005) contended
that content-area teachers are usually skillful in giving feedback to students on their content
comprehension but less experienced in giving feedback on the students’ language
abilities. Administration has recognized this to be true of teachers and recognize that teachers
need the support from the organization and administration on how to appropriately provide
students with constructive language ability feedback for students. The assumed organization
causes need to be validated in order to analyze what changes need to be addressed. Cultural
settings can be seen as the who, what, when, where, why, and how of the routines which
constitute everyday life (Rueda, 2011).
Cultural models. Teachers understand the need to close the achievement gap.
However, the school’s administration and organization provide teachers with extra duties
due to the fact that the school has teachers acting as physical education teachers instead of
providing teachers with ample time for planning curriculum and instruction to support
ELLs. The decision made by the organization hinders the teachers’ time and devotion to the
importance of learning, planning, and delivering great lessons with their classrooms to help
support ELLs. The cause of such decision has led to teachers going on stress leave or stating that
they are thinking of not returning to the school to teach.
Stakeholder/topic specific factors. Stakeholders need to receive the assumed
organizational influences in order to achieve the organization’s goal.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 40

Stakeholders need to receive the necessary resources, organizational policies, process and
procedures, supportive culture, and individual recognition. Table 4 lists the summary of
organizational causes and the supporting literature.

Table 4
Summary of Assumed Organization Influences on EL Teacher’s Ability to Achieve the
Performance Goal

Assumed Organization Influences
Research Literature
Author, Year; Author, Year.
RESOURCES

The organization provides teachers with
necessary resources for supporting ELLs.
Short and Echevarria (2004). Teacher skills to support English
language learners. Educational Leadership, 62(4), 8-13.
The organization has a process for providing
timely informal and formal feedback to
teachers to support their teaching practice.
Bell (2001). Supported reflective practice: A program of peer
observation and feedback for academic teaching
development. International Journal for Academic Development,
6(1), 29-39.
POLICIES, PROCESSES, &
PROCEDURES

The organization’s policies align with ELD
instructional standards.
Menken (2013). Restrictive Language Education Policies and
Emergent Bilingual Youth: A Perfect Storm With Imperfect
Outcomes. Theory Into Practice 52:3, pages 160-168.
The organization has a process for
communicating the goal to all stakeholders.
Leithwood and Riehl (2003). What we know about successful
school leadership. Nottingham: National College for School
Leadership.
CULTURE

The organization supports a culture that
aligns with daily feedback on informal and
formal walk throughs to support ELLS.
Short and Echevarria (2004). Teacher skills to support English
language learners. Educational Leadership, 62(4), 8-13.
RECOGNITION

Stakeholders need to feel valued and
rewarded towards progress made on student
achievement.
Schunk (2010). Goal Setting and Self-Efficacy during Self-
Regulated Learning (pp.71-86).

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 41

Summary
Table 4 demonstrated the assumed knowledge, motivation, and organizational influences
teachers need to have in order to reach the organizational goal. In Chapter Three, the KMO
causes will be clearly defined as teachers partake in various data collection tools such as:
interviews, surveys, formal and informal observation, focus groups, and document
analysis. Through the data collection tools, teachers will demonstrate understanding and content
knowledge of the KMO assumed causes and influence towards the organizational goal.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 42

CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this mixed-methods study was to examine the teachers’ performance as it
relates to the achievement gap of seventh-grade English Language Learners at XYZ
School. Currently, seventh graders are not performing at a proficient level in ELA in the SBAC
assessments administered at the end of the school year. The school has instituted NWEA MAP,
which is now their benchmark testing system that is given three times per year.
It is important that teachers are qualified in ELD instruction to ensure that students are
able to reach their English proficiency levels. The general background literature about this
problem stated that 25% of teachers of ELLs are not fully certified to teach ELLs (Rumberger,
2002).
This mixed-methods study examined the knowledge, motivation, and organizational
barriers that are preventing teachers from meeting their organizational goal. The goal of the
seventh-grade teachers of XYZ School was to teach 100% of the content using appropriate
content, pedagogy, and assessments 100% of the time by spring 2019.
The amplified questions that guided this gap analysis were:
1. What are the knowledge and skills, motivation, and organizational causes that are barriers
to teachers achieving their goal by spring 2019 that all seventh-grade teachers will have
taught 100% of the content using appropriate content, pedagogy, and assessments 100%
of the time?
2. What are the solutions and recommendations for teachers to achieve their goal by spring
2019, that all seventh-grade teachers will have taught 100% of the content using
appropriate content, pedagogy, and assessments 100% of the time. (Clark & Estes, 2008)
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 43

Conceptual and Methodological Framework
The Conceptual and Methodological framework used in this study was the Clark and
Estes’ (2008) Gap Analysis Framework. The Gap Analysis is a systemic, problem-solving
approach to improve performance and achieve organizational goals. The gap analysis process
focuses on three areas (knowledge and skill, motivation, and organizational factors). It provides
for the use of validated (i.e., research-based) solutions. Finally, it is designed to help real
organizations improve their success by providing assistance in solving real-world problems,
whether in a classroom, school, or district (Rueda, 2011). Figure A shows the Gap Analysis
process model.

Figure A: Gap Analysis Process

Assessment of Performance Influences
Causes for teachers’ performance gap was diagnosed along three dimensions –
knowledge, motivation, and organization. Teachers at XYZ School were assessed in the
declarative, procedural, and metacognitive knowledge through observations, interviews, surveys,
and document analysis in their skills and knowledge of teaching ELLs. Another area where
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 44

teachers were assessed was on the content knowledge of ELD curriculum and standards. Having
an understanding of ELD curriculum and standards allows teachers to prepare and execute
successful ELD lessons.
The seventh-grade EL teachers’ value, self-efficacy, mood, attribution, goal, and culture
were assessed through survey questions, observations, and interviews based on the influences in
Chapter Two revealed by previous EL literature.
Knowledge Influences
The interview and survey questions were derived from the knowledge influences in
Chapter Two. In order to assess teachers’ declarative, procedural, and metacognitive knowledge,
teachers participated in a one-on-one interview, and a survey was given afterwards. The
teachers’ responses revealed what teachers knew and understood about ELD Curriculum,
Standards, and Strategies to support ELLs. Table 5 shows each knowledge influence and the
survey and interview items that were used to assess them.

Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge Influences Survey Item Interview Item
DECLARATIVE FACTUAL
(terms, facts, concepts)

Stakeholders need to know the ELD standards
and the ELA curriculum.
Multiple choice. Complete
the sentence.
The XYZ School’s ELD
Curriculum is...
a.) Fast Forward
b.) Wonders
c.) Hampton’s Brown’s Into
English
d.) Study Sync
Please explain the seventh-
grade ELD curriculum?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 45

Table 5 (Cont’d.)
Assumed Knowledge Influences Survey Item Interview Item
Stakeholders need to know the
CHATS Strategies.
Multiple choice. The CHATS framework
provides teachers with…

a.) Higher order thinking skills
b.) Tools
c.) Techniques
d.) CHATS strategies

a.) In your own words tell me
what is the CHATS
Framework Strategies?
b.) Where can you find the
CHATS Framework?

Stakeholders need to know mandates
for ELLs.
ELLs’ laws, policies, and regulations are
impacted at which of the following. Circle
all that apply
a.) federal
b.) state
c.) local
d.) district
What is the Every Student
Succeeds Act?

Stakeholders need to know the ELA
standards
Multiple choice. Circle the ELA standard
from among the choices below
a.) Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular
sentences.
b.) Exchange information and ideas with
others through oral collaborative
discussions on a range of social and
academic topics.
c.) Interact with others in written English in
various communicative forms (print,
communicative technology, and
multimedia).
Name one of the ELA
standards for Conventions
of Standard English.
DECLARATIVE
CONCEPTUAL

Stakeholders need to know the
relationship between ELD strategies
in relation to technology.
Multiple choice. What is one of the
challenges ELLs face when implementing
technology in the classroom?
a.) weak language
b.) not having enough computer practice
c.) not having supportive parents
What is one technology skill
you can implement in the
class to support ELLs?
Prompt: Think about digital
literacy.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 46

Table 5 (Cont’d.)
Assumed Knowledge Influences Survey Item Interview Item
PROCEDURAL

Stakeholders need to know how to
demonstrate an understanding of the
ELD Standards and Common Core
Standards.

Multiple choice. Choose the best
answer to complete the sentence.
When presenting ELD or
Common Core Standards to the
students, what should you do
first?
a.) State the objective
b.) Unpack the standard
c.) Activate prior knowledge
Walk me through the process when
you first present an ELD standard.
Stakeholders need to know how to
unpack the ELD standards into
concepts and skills.
Multiple choice. Choose the best
answer to complete the sentence.
You are about to unpack an ELD
standard. You should:
a.) Teach students how to read the
standard out loud.
b.) Identify the concept (noun)
and skill (verb) being taught.
c.) Assess students prior to the
lesson.
Can you walk me through a daily
snapshot of how you would unpack
an ELD standard with your students?
Stakeholders need to know how to
make informed decisions to better
meet the needs of ELLs.
Multiple choice. When observing
ELLs in a lesson, how might you
use data to adjust your teaching
style?
a.) take notes at the moment
b.) ask open-ended questions to
check for understanding
c.) distribute a quiz on the subject
matter
d.) all of the above
Walk me through the process on how
to check for student understanding
based on the ELD strategy being
taught at the moment.
Stakeholders need to know how to use
checking for student understanding
strategies.
Multiple choice. What kind of
strategy can you use when
checking for understanding?
a.) exit ticket
b.) capacity matrix
c.) fill in your thoughts
d.) rubric
e.) all of the above
Explain how you would use an exit
or entrance ticket.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 47

Table 5 (Cont’d.)
Assumed Knowledge Influences Survey Item Interview Item
Stakeholders need to know how to modify
and model the ELD strategies for all ELLs.
How might you model the
Cognitive Content Dictionary
strategy?
a.) involve students in
metacognition
b.) build vocabulary
c.) aid comprehension
d.) write or sketch something that
will help students remember
e.) all of the above
Can you demonstrate how you
would model the CCD
strategy for ELLs?
Stakeholders need to know how to teach
content with ELLs.
Multiple choice. What is the first
step of unpacking a standard?
a.) Identify concept and skill
b.) reference the aligned common
core standard
c.) state the objective
d.) underline the nouns and verbs
embedded in the standard
Can you demonstrate how you
would unpack the ELD
standard you are currently
teaching?
Stakeholders need to know how to
implement the levels of language
proficiency.
A student received a scale score
range of 140 in speaking. This
signifies that the student is at what
level?
a.) Beginning level in language
proficiency.
b.) Intermediate level in language
proficiency.
c.) Advanced level in language
proficiency.
d.) None of the above

Walk me through how you
would use the CELDT scoring
sheet to identify the student’s
overall performance levels.
METACOGNITIVE

Stakeholders need to know how to reflect
on their own progress towards making
effective use of ELD strategies
implemented in their lessons.
Multiple choice. Complete the
sentence. In the last weeks, I have
self-reflect by...other_________.
a.) Deciding what data to use to
inform my teaching practice
b.) Identifying what strategies
worked well to support
students’ learning
c.) Thinking about the
effectiveness of my teaching
practice during the ELD block
time
d.) All of the above
e.) None of the above

How might you evaluate the
progress of your own teaching
strategies?

How might you describe the
reasoning behind choosing a
specific ELD strategy?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 48

Table 5 (Cont’d.)
Assumed Knowledge Influences Survey Item Interview Item
Stakeholders need to know how to reflect
on their own performance towards the goal
of increasing student reading proficiency
within their lessons.
Multiple choice. Complete the
sentence. I self-reflect by…
a.) Analyzing student’s reading
data to make informed decisions
b.) Thinking about the overall
reading proficiency class goal
c.) Thinking about ways to help
ELD students increase their
accuracy, fluency, and speed in
reading.
d.) All of the above
What reading strategy have
you used to help ELLs
increase their reading
proficiency?

Can you describe how you use
the reading ear-to-ear strategy
during ELD time?

Motivation Influences
In order to assess teachers’ value, mood, and self-efficacy, the researcher used a survey
and an interview. Teachers participated by answering interview questions, and completing the 5-
point Likert-scale survey questions. Bandura (2006) stated perceived self-efficacy is concerned
with people’s beliefs in their capabilities to produce given attainment at the moment. Table 6
shows the assumed motivation influences for seventh-grade EL teachers with survey and
interview items.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 49

Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influences

Survey Item

Interview Item
VALUE

Stakeholders need to value the
goal of helping ELLs.
How important is…
Helping ELLs achieve their proficiency goal?
⚬ most important
⚬ important
⚬ neutral
⚬ unimportant
⚬ not important at all
Describe a time you held the
goal of helping ELLs in high
regards?
Stakeholders need to value the
use of particular strategies to
help ELLs.
Which of the four defines your decision to use
CHATS Strategies when supporting ELLs?
⚬ Strongly Agree
⚬ Agree
⚬ Neutral
⚬ Disagree
⚬ Strongly Disagree

What strategies do you believe
are most important to support
ELLs?

Stakeholders need to value
observation feedback from
administration in order to make
adjustments to help meet the
needs of ELLs.
Do you consider observation feedback from
your administrator valuable to improve EL
instruction?
⚬ Strongly Agree
⚬ Agree
⚬ Neutral
⚬ Disagree
⚬ Strongly Disagree

What is your opinion as to
receiving observation
feedback from administration
as it relates to your teaching of
ELLs?
Stakeholders need to value
planning time to support ELLs.
ELD Planning is valuable in order to design
effective ELD lessons to support ELLs.
⚬ Strongly Agree
⚬ Agree
⚬ Neutral
⚬ Disagree
⚬ Strongly Disagree
Where does planning time fit
in your schedule?
SELF-EFFICACY

Stakeholders need to have
confidence that he/she can teach
ELLs.
Please rate your level of confidence from 1 to
10. With 10 being the highest.
Today I am confident in teaching ELLs.
1 ...2...3.4….5....6..7..8..9..10
What has been the greatest
challenge for you as an ELD
educator?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 50

Table 6 (Cont’d.)
Assumed Motivation
Influences

Survey Item

Interview Item
Stakeholders need to have
confidence that they will learn
the ELD strategies and
implement them throughout their
ELA lessons.
Please rate your level of confidence
from 1 to 5. 5 Being the highest.
I am confident in learning the ELD
strategies. I am confident in
implementing ELD strategies
throughout the ELA lessons.
1...2….3….4….5...
How confident are you in embedding
ELD strategies when developing
student lessons?
Stakeholders need to have
mental effort in order to seek
new knowledge of ELD
strategies and ways to support
ELLs.
Please rate your level of confidence
from 1 to 5. 5 Being the highest.
I am confident in seeking ELD
resources on my own.
1...2….3….4….5...
How confident are you in seeking new
knowledge of ELD strategies to support
ELLs?
MOOD
Stakeholders need to feel positive about
teaching ELLs.
Likert 5-point scale:
I feel positive about teaching
ELLs.
a.) Strongly Disagree
b.) Disagree
c.) Neutral
d.) Agree
e.) Strongly Agree
When you think about
teaching a room of ELLs,
what’s the first emotion that
comes to mind?
Stakeholders need to feel positive about
finding outside ELD resources to support their
teaching practice.
I feel positive about finding
outside ELD resources to
support my teaching practice.
a.) Strongly Disagree
b.) Disagree
c.) Neutral
d.) Agree
e.) Strongly Agree

How do you feel about finding
outside resources to support
your teaching practice?
ATTRIBUTION Instructions and where Should they answer?
Stakeholders attribute low test scores to lack of
teacher and resources.
My students’ low test scores in
reading are due to the lack of
teacher and student ELD
resources.
What identifying factors do
you believe contribute to your
ELLs low test scores?
Stakeholders attribute low test scores to not
having enough time to teach the material.
My students’ low test scores in
reading are due to the lack of
ELD time.
Do you have enough time to
teach ELD curriculum?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 51

Table 6 (Cont’d.)
Assumed Motivation
Influences

Survey Item

Interview Item
Stakeholders attribute the low test scores to the
lack of implementation time of the AR
program.
My students’ low test scores in
ELA are due to the lack of time
to implement the AR program.
Tell me about the time the
program allocates for EL
teaching.

Organization/Culture/Context Influences
Survey and interview questions were derived from Chapter Two. To assess the
organizational influences, Likert-5-point scale survey questions were created. Rueda (2011)
indicated once the cultural models and settings in the classroom, school, or even an entire district
or educational organization are clear, it is easier to understand why people in that context think,
behave, and respond in the ways that they do. Table 7 lists the assumed organizational
influences, survey items, and the interview questions.

Table 7
Summary of Organization Influences and Method of Assessment
Assumed Organization Influences Survey Item Interview Item
RESOURCES
(time; finances; people)

The organization provides teachers with
necessary resources for supporting ELLs.
My school provides me with the
necessary resources for supporting
ELLs.
Likert 5-point scale:
1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree
What kind of resources does
your school provide for
supporting ELLs?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 52

Table 7 (Cont’d.)
Assumed Organization Influences Survey Item Interview Item
The organization has a process for
providing timely informal and formal
feedback to teachers to support their
teaching practice.
My school has a process for
providing timely informal and
formal feedback to me to support
my teaching practices.
1. ⚬ Strongly Disagree
2. ⚬ Disagree
3. ⚬ Neutral
4. ⚬ Agree
5. ⚬ Strongly Agree
Describe what the process for
providing feedback to teachers
looks like.
POLICIES, PROCESSES, &
PROCEDURES

The organization’s policies align with
ELD instructional standards.
My school and/or organization’s
policies align with the ELD
standards.
Describe one policy that is
aligned with the ELD
standards.
The organization has a process for
communicating the goal to all
stakeholders.
My school has a process for
communicating the goal to all
stakeholders.
Describe the process for
communication in regards to the
organization’s goal.
CULTURE

The organization supports a culture that
aligns with daily feedback on informal
and formal walk throughs to support
ELLs.
My school supports a culture that
aligns with daily feedback to
support ELLs.
How does your school show that
they support the culture that
aligns with daily feedback to
support ELLs?
RECOGNITION

Stakeholders need to feel value by the
organization recognizing their efforts
toward achieving their goals of improving
ELL achievement.
My school values my efforts of
improving EL achievement.

Walk me through a time when
the school recognized your
efforts of improving student
achievement.

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper were eight seventh-grade teachers including
and ELD Coordinator of XYZ School in southern California. The teacher population consisted
of eight teachers, five Latino descent, one Latino/Asian, and one Caucasian, and one unknown
(teach did not want to identify ethnicity/race). Six out of the eight teachers are new to XYZ
School. The responsibility of the teachers was to implement instructional initiatives that support
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 53

student literacy development. Teachers must support students by implementing reading
strategies across the curriculum, monitoring student proficiency and growth, and inspiring
students to enjoy reading.
Sampling
For this mixed-methods study, the sampling strategy for the surveys, observations, and
document analysis included all eight teachers which included the ELD Coordinator. (The ELD
Coordinator was considered a teacher but only focused on ELS instruction and has her own
classroom. She sees all seventh-grade students/classes throughout the week). A purposive
sampling technique was used in the study. Tongo (2007) defined purposive sampling as a type
of non-probability sampling that is most effective when one needs to study a certain cultural
domain with knowledgeable experts within. Teachers volunteered to participate in the study
during professional development time.
Recruitment
Middle School EL teachers and the ELD Coordinator were recruited during a
professional development meeting. The researcher provided participants with a detailed
recruitment and information sheet as it related to the study. Information in the recruitment sheet
included the purpose of the study, participant expectations, where the study will take place, and
time commitment. A follow up email was sent to the participants thanking them for agreeing to
participate in the research. Participants were offered incentives for their participation and
completion of the surveys, interviews, volunteering to be observed, and sharing documents with
the researcher.
For the completion of the online survey, teachers were offered a $10 Lakeshore gift
card. For the participation and completion of the face-to-face interview questions, teachers were
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 54

offered a free lunch. Finally, teachers were offered a school spirit t-shirt for their participation in
the observations.
Instrumentation
The data collection instruments used in this mixed-methods study are described
below. The sources of data used for this study consisted of surveys, face-to-face interviews,
observations, and document analysis.
Survey Design
A survey was developed to validate the assumed causes derived from Tables 5, 6, and
7. Twenty-eight survey items were developed based on a five-point Likert-scale: (a) strongly
disagree, (b) disagree, (c) neutral, (d) agree, and (e) strongly agree. The multiple choice
questions were used to gather information on teacher’s factual, declarative, and conceptual
knowledge. The survey was administered to all seventh-grade teachers. All data was kept in a
password protected laptop.
Interview Protocol Design
The Interview Protocol Design questions were developed to validate the stakeholders’
KMO influences. The purpose of the interview questions was to identify and validate
participants’ knowledge, motivation, and organization root causes that may contribute to the
knowledge and skills of seventh-grade teachers’ instruction and impact on EL student
achievement. The interview process consisted of note-taking and using a recorder to gain in-
depth information on the interviewees’ responses. All interviews were transcribed and kept on a
password protected laptop.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 55

Observation Checklist Design
Anecdotal notes were used as a method of observing data collection. The data gathered
in the classroom was used as evidence for each assumed K and M influence. The data also
indicated the alignment of teachers’ understanding of the ELD curriculum, standards, and
CHATS framework strategies.
Document Analysis Design
The document analysis involved the review of lesson plans, professional development
agendas, grade-level content standards, ELD standards, and CHATS strategies. The researcher
reviewed the data to examine teachers’ knowledge and skills of the implementation of ELD
content and strategies when supporting student learning in the classroom. The document
analysis was developed in the form of a checklist based on the content standards and frameworks
from the California Department of Education (2020) shown in Appendix B.
Data Collection
Following the University of Southern California Institutional Review Board (IRB)
approval, the researcher solicited participants during professional development
meetings. Participants were provided with an information sheet stating the purpose of the study.
With the school’s permission, observations and interviews were conducted in the seventh-grade
classroom, faculty lounge, and before and after school. All stakeholders were informed that their
participation in the study was completely voluntary. If stakeholders wished to opt out at any
time, they were able to do so.
Survey
Teachers were emailed a link to the survey questions. All surveys were anonymous and
distributed through email. A bi-weekly email blast was sent to all teachers reminding them of
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 56

the survey deadline. The survey could be completed before and after school, during lunch, or
during professional development time. In order to motivate teachers in completing the survey,
an email reminder with the incentive information was provided. Teachers received a $10 gift
card to Lakeshore, free lunch, and a school spirit t-shirt as an incentive for completing the
survey, interview, and observations.
Interviews
Seventh-grade teachers were interviewed in person. Interviews were recorded only with
prior consent by the interviewee. The interviews lasted approximately 30 minutes. Skype and
phone interviews were offered if needed in order to accommodate teachers who could not meet
in person. All interviews were recorded with prior teacher consent. Interviews were transcribed
and kept in a file folder protected by a password.
Observations
Observations were conducted on a bi-weekly basis. The researcher used an observation
protocol template to take notes while conducting the observations. Each observation was
approximately 30 minutes in length or until the ELD lesson unfolded. All observations were
conducted in the classroom or in the designated ELD instruction room. Observations were
conducted at XYZ School. There were eight teachers observed. Each teacher was observed
twice for an hour long; there were two observations per teacher.
Document Analysis
Seventh-grade teachers were asked to provide the researcher with current lesson plans
during observations. The document analysis was used as a guide to determine if the lesson
objectives, content, and skills were being met during the lesson. With the school’s approval, and
parent consent, student test scores were also gathered from cumulative records. The scores
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 57

gathered were used to compare ELLs’ progress and reclassification status. CELDT scores and
MAP scores were scanned and saved on a drive. Once the research was completed, all scanned
documents were deleted to protect the privacy of the students’ educational record.
Data Analysis
The unit of analysis for this study was the XYZ Charter School. The study consisted of a
mixed-method approach. This section explains the data analysis that was conducted for surveys,
observations, and interviews.
Descriptive statistics were used to analyze survey data. For each survey item, mean and
standard deviation was measured. The researcher determined patterns based on the assumed
causes of knowledge, motivation, and organizational culture.
Gaps caused by lack of knowledge were categorized as one of the following: factual,
procedural, conceptual, or metacognitive. Gaps caused by lack of motivation were categorized
as one of the following: value, self-efficacy, mood, or attributions. For gaps caused by the
organization, they were categorized by: resources, policies, procedures, culture, or
recognition. In order to protect the privacy and identity of all participants, pseudonyms for
individuals were used.
Standardized, semi-structured interviews were conducted. The analysis used a coding
scheme that included priori codes and emergent codes. Interview questions were derived from
the KMO influences. During the interview, the researcher used an audio recording and
transcribed the recording while reviewing common trends and occurrences of the use of ELD
strategies, curriculum, and standards. The coding strategy was used throughout the study, as it
helped the researcher gather, organize, and clearly understand the data more easily. All data
gathered was kept on a password protected laptop. All interview information was transcribed.
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 58

For observations, informal observation data were collected. The researcher looked for
evidence that demonstrated teachers’ knowledge and understanding of the KMO influences, and
how the influences aligned with the ELD curriculum, standards, and strategies to support student
learning.
For documents, data collected consisted of professional development agendas, lesson
plans, agenda minutes, and ELD content block schedule to assess evidence and progress of ELD
curriculum, standards, and strategy implementation to support ELLs.
Trustworthiness of Data
The interviewer asked participants to be candid with their responses in order to maintain
the credibility and trustworthiness of this study. The researcher informed participants that no
judgement would be placed on any of their responses, and that confidentiality would be kept at
all times for the purpose of the study. Patton (2015) suggested it is the training, experience, and
“intellectual rigor” of the researcher that determines the credibility of a qualitative research
study.
Role of Investigator
The investigator in this study is a graduate student at USC Rossier School of
Education. The investigator selected the study, location, and recruitment of diverse participants.
The investigator collected consent forms, surveys, observations, and interview responses for data
analysis. The investigator remained neutral and non-judgmental towards the recruitment of
participants and their findings. The investigator reported the findings and discussions in Chapter
Four and Five.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 59

Limitations
The limitations of the study included not having enough time to gather a large group of
participants. The time allotted for observations, interviews, surveys, and a reliable source for
measurement was limited for the overall study. Another limitation was there was no prior
relationship built between the researcher and the stakeholders.
Despite these limitations, the researcher provided an accurate account of information and
full range of findings and possible solutions in closing the achievement gap in Chapter Four
(Creswell, 2014).

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 60

CHAPTER FOUR: RESULTS AND FINDINGS
Closing the achievement gap is an educational goal that every educational institution
wishes to solve. Despite more or less advantageous linguistic environments and learning
opportunities, students need a certain degree of English reading proficiency in order to be able to
compete in the globalized economy (Grabe & Stoller, 2013). This project was conducted at
XYZ Elementary School using seventh-grade teachers as a case study. A mixed-method study
was used to:
1. Analyze the challenges and barriers in knowledge and skills, motivation, and
organizational culture within the chosen participants who teach ELs.
2. Identify and implement solutions and recommendations by which the seventh-grade
teachers can help improve the achievement of their ELs.
The assumed causes impacting teachers were described in Chapter Three and categorized
under knowledge, motivation, and organization (KMO) challenges. The results of the study will
be organized by the categories of assumed causes, Knowledge, Motivation, and Organization
causes. Multiple sources of quantitative and qualitative data were collected to validate the
assumed causes. Specifically, survey, interviews, observations, and artifact data were collected
to understand the knowledge, motivation, and organization challenges teachers encounter
teaching English language development at Elementary School.
The data collection began with setting up teacher interviews. All interviews were
conducted in the month of October along with the survey and observations. The decision to
interview teachers first was based on creating a culture of trust between the interviewer and
interviewee, to allow teachers to feel comfortable with the interviewer before the interviewer set
foot in the classrooms. In order to accommodate teachers, the interviewer presented teacher
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participants with the option of having the interview be conducted inside or outside the school
grounds. All eight teachers chose to be interviewed in the school setting. Interviews were
conducted according to the teachers’ availability, and in an empty classroom. Each interview
was recorded with the interviewee’s permission. Following the interviews, two observations
were scheduled with each teacher during the month of October, 2017. Teachers were given the
opportunity to take the online survey at their leisure. A 29-question survey was distributed to all
eight participants. The survey was generated using the Qualtrics software. The purpose of the
survey was to collect participant data on the assumed KMO influences and identify any potential
gaps on ELD academic insights.
Participating Stakeholders
The stakeholders from whom data were gathered to validate the assumed knowledge,
motivation, and organizational causes were a group of seventh-grade teachers who teach ELs at
XYZ Elementary School in southern California. The eight participants were chosen because
they teach and interact with ELs on a daily basis. All eight participants taught a single subject
with emphasis on ELD instruction. There were six female participants and two male
participants. There were six participants who were completely new to teaching and were in their
first three years of teaching, while two participants had six years plus teaching experience. Of all
the participants, three out of eight teachers have earned a Master of Arts degree. There were five
teachers who are of Hispanic/Latinx descent, one White, one Hispanic/Asian descent, and one
who did not want to have his/her race known. Teachers’ ages ranged from 26 to 29 with the
exception of one teacher who did not want his/her age known. All eight teachers agreed to
participate in the survey and interview, and allowed for the observer to observe their
classroom. A minimum of two classroom observations were conducted per teacher.
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Table 8
Demographic Table
Gender Age Race Subject Taught Highest Degree Held Number of
Years Teaching
Female 29 Hispanic/Latina ELA MS, Education 6
Male 29 White History BA, History 3
Female 28 Hispanic/Latina Math MS, Education 3
Female 27 Hispanic/Latina Science BA, Humanities 1
Female 27 Hispanic/Latina SPED/Support for
ELA and Math
BA, Liberal Studies 2.5
Female N/A N/A ELD Coordinator Degree Not Stated,
Counseling,
Math, Economics and
Business
6
Male 26 Hispanic/Latino P.E. BS, Sports & Health
Sciences
2
Female 26 Asian &
Hispanic
P.E. BS, Kinesiology/ Physical
& Health Education
2

Data Validation
The sources of data used for this study were interviews, a survey, documents, and
observations. In order to validate the data, the researcher was able to determine patterns for each
of the assumed causes. For example, based on the interview responses provided by the
participants, common statements, common trends, and common language were used as
identifiable evidence to either affirm or not affirm validation of each assumed KMO
influences. The criterion for validating interviews was five or more participants must have
articulated and demonstrated knowledge of the influence within their responses in order for a gap
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to not be validated. The data sources were triangulated by cross referencing the observation
notes with the interview notes. This approach was taken in order to determine if what was being
said by the interviewees was also seen in action through the observations. Evidence from both
sources was used in order to affirm validation of specific KMO influences. In order to obtain
quality answers with rich explanation and content from each interviewee, the researcher allowed
each participant to elaborate on their responses and provide examples if needed. All 29
interview questions were asked. Each individual interview lasted between 20 to 30 minutes in
length. Out of eight surveys distributed, eight were completed, representing a 100% return rate.
The criteria for validating a gap was:
• Surveys: The criterion for validating surveys was 62% or 5 out of 8 participants must
have demonstrated correct responses in order for the gap to not be validated.
• Interviews: The criterion for validating interviews was 62%. Five or more participants
must have articulated and demonstrated knowledge of the influence within their
responses in order for the gap to not be validated.
• Observations: The criterion for validating observations was 62% or 5 out of 8 participants
must have demonstrated the required skill or knowledge through their teaching.
• Document Analysis: The criterion for validating document analysis was 50% or 4 out of
8 topics within the ELD content area must have been addressed either during professional
development or during observations.
The threshold was determined by identifying the years of teaching experience each
participant had. For example, the number of years participants had been teaching ranged from
one to six years. This demonstrated that all teachers were fairly new to teaching. The
assumption was that all new teachers had just graduated from a four-year university and had
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gained the knowledge and expertise to teach ELs. It was assumed that the participants could
deliver EL content and support EL students by guiding them to use EL strategies to help them
reach proficiency in ELA. If the evidence from one source conflicted with another one,
observations were prioritized as a means of validating the gap. Observing participants to ensure
EL strategies were executed and ELs were provided with adequate support is what helped the
researcher make the decision whether a gap was validated or not. Observation data had more
weight than any other data. The Qualtrics survey provided overall findings on specific
influences.
Results and Findings for Knowledge Causes
The results and findings of the knowledge causes were reported using the knowledge
categories and assumed knowledge influences for each category. There were four types of
knowledge influences examined: factual, conceptual, procedural, and metacognitive knowledge.
All knowledge types are demonstrated in Tables 9, 10, 11, and 12.
Factual Knowledge
Assumed Knowledge Influence 1. Stakeholders need to know the CHATS
Strategies.
Survey results. As shown in Table 9, only 14% of participants knew what a Chat
strategy was. Therefore, there was a gap in their knowledge. As the threshold for validation of
the survey results for knowledge is 62%, the survey provided evidence that there is a knowledge
gap. However, this also showed that an improvement could be made for participants to
understand the Chats strategies; 72% noted that the Chats Framework provided teachers with the
Chats strategies. As the assumed influence is that participants do not know what the Chat
strategies are, this knowledge gap was confirmed by the data.
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Table 9
Survey Results for Factual Knowledge of Chats Strategies

# Factual Knowledge Item % Count

The Chats Framework Provides teachers with higher order thinking skills.

1 Higher order thinking skills* 14% 1
2 Tools

3 Techniques 14% 1
4 CHATS strategies 72% 5

Total 100% 7
Note: *Correct response

Interview findings. There was clear evidence that six interviewed participants did not
know what the Chat strategies were. Participant Two noted that,
I don’t know too much about the Chats strategies. I’m fairly new. This is my third year teaching so I’m
still adjusting. I honestly didn’t know too much about it going in until this last staff meeting
where they gave us a handout about the different strategies that we can use in our class.
Participant Five agreed by stating, “The Chats framework strategies, no, I don’t know
that question.” In summary, the interviewed teacher participants did not demonstrate factual
knowledge of the Chat Strategies.
Observation. In the observation of eight teacher participants, only three participants
demonstrated knowing what the Chats Strategies were as they were observed using the strategies
to support ELs during their lessons. For example, Participant Two was observed using DOK
levels of questioning to help students make a direct connection to real world applications.
Technology was also used to support ELs as they worked on math problems. In summary, 62%
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of the participants did not demonstrate factual knowledge of the Chat strategies, and therefore
these data support the presence of a knowledge gap.
Document analysis. Data were pulled from the professional development agendas which
demonstrated emphasis on ELD instruction and strategies to support ELs. Four out of the five
agendas gathered included Chats Framework, Academic Language by Kate Kinsella, ELD
Supports, Student Group Strategies, and Depth of Knowledge Levels of Questioning.
Summary. In summary, each of the data sources demonstrated that the majority of the
participants did not know what the Chat strategies were. The expected criterion was to have
62% of participants demonstrate knowledge of the Chat strategies. Thus, there is a knowledge
gap for this influence.
Assumed Knowledge Influence #2. Stakeholders need to know mandates for ELs.
Survey results. As shown in Table 10, 55% of participants knew how ELs policies, laws,
and regulations are impacted at the federal, state, local, and district level. As the threshold for
validation of the survey results for knowledge is 62%, the survey provided evidence that there is
a knowledge gap. However, this also showed that an improvement could be made for
participants to understand mandates for ELs; 18% noted that ELs laws, policies, and regulations
are impacted at the local level. As the assumed influence is that participants do not know
mandates for ELs, this knowledge gap was confirmed by the data.

Table 10
# Factual Knowledge Item % Count

ELs laws, policies, and regulations are impacted at the federal, state, local, and
district level.

1 Federal 9% 1
2 State 9% 1
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Table 10 (Cont’d.)
# Factual Knowledge Item % Count
3 Local 18% 2
4 District 9% 1
5 All of the above* 55% 6

Total 100% 11
Note: *Correct response

Interview findings. There was a clear agreement between six interviewed participants on
knowing what the Every Student Succeeds Act (2015) is. Participant one noted that, “The ESSA
is the federal act that was passed that ensures that all students including IEPs and ELs have the
opportunity to be in the classroom receiving instruction with other students who need support
and can access the curriculum.” Participant Three agreed by stating, “My understanding is that’s
the replacement for the No Child Left Behind Act (2002) during the Bush Era and it’s similar in
that standardized test scores are used to measure school achievement and teacher effectiveness in
the classroom.” In summary, 62% of the interviewed teacher participants demonstrated factual
knowledge of knowing what the ESSA is, and therefore this influence was not validated by the
interviews.
Observation. In the observation of eight teacher participants, 100% of the participants
demonstrated knowing what the ESSA is as they engaged and implemented lessons to ELs that
provided them with fair and equitable access to the curriculum. For example, Participant Seven
was observed during an Advisory Life Skills lesson walking around and engaging students in an
equity versus equality lesson.
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Document analysis. Data were pulled from the google classroom to access lesson plans
which demonstrated usage of the equity versus equality lesson plan by the participants. Data
pulled included the approved lesson plans taught in the month of October, 2017.
Summary. The results showed that the majority of the teacher participants know what the
state mandates for ELs is and can articulate what the Every Student Succeeds Act (2015) is. Thus,
the assumed knowledge of the participants not knowing mandates for ELs was not validated.
Assumed Knowledge Influence #3. Stakeholders need to know the ELD standards
and the ELA Curriculum.
Survey results. As shown in Table 11, 57% of participants could identify what a seventh-
grade ELA standard was. Therefore, there is a gap in their knowledge. As the threshold for the
validation of the survey results for knowledge is 62%, the survey provided evidence that there is
a knowledge gap. However, this also showed that an improvement could be made for
participants to understand the meaning of the ELA standards; 43% noted that the ELA standard
is an exchange of information and ideas with others through collaborative discussions on a range
of social and academic topics. As the assumed influence is that participants do not know what
the ELD standards and ELA curriculum are, these data support the presence of a knowledge gap.

Table 11
Survey Results for Factual Knowledge of the ELD Standards and ELA Curriculum

# Factual Knowledge Item % Count

Identify the ELA standard.

1
Explain the function of nouns, pronouns, verbs, adjectives,* and adverbs in general
and their functions in particular sentences.

57% 4
2
Exchange information and ideas with others through oral collaborative discussions on
a range of social and academic topics.
43% 3

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Table 11 (Cont’d.)
# Factual Knowledge Item % Count
3
Interact with others in written English in various communicative forms (print,
communicative technology, and multimedia)
4 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between five interviewed participants on
not knowing or naming an ELD and ELA standards. Participant Eight noted that “The Summit
base camp integrated the standards within the summit base camp and there’s a section where you
can tell what the standard is aligned to.” Participant Four stated that, “I don’t have the standard
we just covered but they are aligned.” In summary, 62% of the interviewed teacher participants
did not demonstrate factual knowledge of knowing what the ELA and ELD standards are, and
therefore this influence was validated by the interviews.
Observation. In the observation of eight teacher participants, 62% did not demonstrate
knowing what the ELD curriculum was but were able to demonstrate ELA standards through
their teaching. For example, Participant Four was observed giving directions and returning to the
teacher desk during the duration of the ELD class as students worked independently without
teacher support. Participant Five spent the majority of class time walking around and redirecting
students to follow the classroom rules and begin their classwork. However, Participant One was
observed using anchor charts and guiding students with a variety of EL strategies to support ELs
during ELA time.
Document analysis. Data were pulled from the observation form that included notes
taken verbatim by the researcher. Notes taken demonstrated the interaction between participants
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and students and how ELD standards were embedded in their lessons. The document analysis
was used to assess the influence being observed.
Summary. The results showed that the majority of the teacher participants knew what
the ELA standards were but did not know what the ELD standards were. It is assumed that the
discrepancy (43%) might have to do with participants not receiving follow-up trainings on ELD
standards and how to implement ELD within their lessons to support student learning.
Assumed Knowledge Influence #4. Stakeholders need to know the ELA standards.
Survey results. As shown in Table 12, 57% of participants could identify what a
seventh-grade ELA standard was. Therefore, there is a gap in their knowledge. As the threshold
for the validation of the survey results for knowledge is 62%, the survey provided evidence that
there is a knowledge gap. However, this also showed that an improvement could be made for
participants to understand the meaning of the ELA standards; 43% noted that the ELA standard
is an exchange of information and ideas with others through collaborative discussions on a range
of social and academic topics. As the assumed influence is that participants do not know what
the ELA curriculum are, this knowledge gap was confirmed by the data.

Table 12
Survey Results for Factual Knowledge of the ELA Standard

# Factual Knowledge Item % Count

Identify the ELA standard.

1
Explain the function of nouns, pronouns, verbs, adjectives,* and
adverbs in general and their functions in particular sentences.
57% 4
2
Exchange information and ideas with others through oral collaborative discussions
on a range of social and academic topics.
43% 3
3
Interact with others in written English in various communicative forms (print,
communicative technology, and multimedia)
4 Total 100% 7
Note: *Correct response

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Interview findings. There was clear agreement between four participants on knowing
what an ELA standard was. For example, Participant One noted that, “Write an argumentative
essay, then the sub parts, estimation that are counter claims, and transitions.” Participant Five
agreed by stating, “One of the common core standards requires that the students write an
argumentative essay including claim, counterclaim, and evidence.” In summary, the interviewed
teacher participants did not demonstrate factual knowledge knowing what an ELA standard was,
and therefore this influence was validated by the interviews.
Observation. In the observation of eight teacher participants, they demonstrated knowing
what an ELA standard was as they used the standard in their lesson or redirected students to the
ELA standard either written on the board or pointed to the Common Core Standard poster that
was hung in every classroom. For example, Participant Two was observed making reference to
the ELA standard while teaching a math lesson. Participant Eight was observed as she walked
around the classroom making reference to the ELA standard written on the board.
Document analysis. Data were pulled from the observation notes which did demonstrate
usage of the ELA standards by the teacher participants. Data pulled included the observation
form used during all observations and notes taken verbatim by the researcher. The document
analysis was used to assess the influence being observed.
Summary. The results showed that seven out of eight participants could clearly articulate
how the ELA standard is embedded within their single subject being taught. All participants had
the ELA standards posted in their room along with their designated subject common core
standards. The observations have more weight than the surveys or interviews.

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Conceptual Knowledge
Influence #1. Stakeholders need to know the relationship between ELD strategies in
relation to technology.
Survey results. As shown in Table 13, 57% of participants knew what the relationship
between the ELD strategies in relation to technology was. Therefore, there is a gap in their
knowledge. As the threshold for validation of the survey results for declarative conceptual
knowledge is 62%, the survey provided evidence that there is a knowledge gap. However, this
also showed that an improvement could be made for participants to understand the relationship
between ELD strategies in relation to technology; 43% noted that not having enough computer
practice is one of the challenges ELs face when implementing technology in the classroom. As
the assumed influence is that participants do not know the relationship between ELD strategies in
relation to technology is, this knowledge gap was confirmed by the data.

Table 13
Survey Results for Declarative Conceptual Knowledge of the Relationship between ELD
Strategies in Relation to Technology

# Declarative Conceptual Knowledge Item % Count

What is one of the challenges ELs face when implementing technology in the
classroom?

1 Weak language* 57% 4
2 Not having enough computer practice 43% 3
3 Not having supportive parents

4 Total 100%

Note: *Correct response

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Interview findings. There was clear agreement between seven interviewed participants of
knowing what the relationship between ELD strategies in relation to technology was. Participant
One noted that,
I know some of the standards in my ELD document has all the standards state that they
need support with accepting technology. Essentially, you’re building a digital literacy
from scratch. You have to make sure students know how to navigate these
platforms. You have to be able to develop their English step by step. You also have to
make sure that you’re developing their access to technology.
Participant Two agreed by stating,
I encourage students to use google translate, those who struggle with academic
vocabulary can definitely use the online dictionary if they don’t understand. There’s also
options for auditory so some students work better at listening, like having it read to them.
I embed certain audio or videos that they can watch versus reading a text so they have
multiple avenues if they prefer to listen to it or being read versus reading it themselves.
In summary, the interviewed teacher participants demonstrated conceptual knowledge of
knowing the relationship between ELD strategies in relation to technology, and therefore this
influence was not validated with the interview data.
Observation. In the observation of eight teacher participants, they demonstrated knowing
what the relationship between ELD strategies in relation to technology was. For example,
Participant One was observed circulating the classroom as she guided and encouraged students to
use google docs, google classroom, and the internet as a means to conduct research. Participant
Eight was observed guiding students to highlight academic vocabulary using google docs while
researching the meaning of each word.
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Document analysis. Data were pulled from professional development meeting agendas
which demonstrated ELD strategies and technology being addressed during the meeting. Data
pulled included the number of approved agendas in the following months of October and
November, 2017.
Summary. The results showed that the majority of the teacher participants know what
the relationship between ELD strategies and technology as 100% of participants used ELD
strategies embedded through the use of technology in every classroom. Participants engaged
students while using EL strategies through the use of technology.
Procedural Knowledge
Influence #1. Stakeholders need to know how to demonstrate implementation of the
ELD Standards and the Common Core Standards.
Survey results. As shown in Table 14, 50% of participants knew how to demonstrate
implementation of the ELD Standards and Core Core Standards. Therefore, there is a gap in
their procedural knowledge. As the threshold for validation of the survey results for procedural
knowledge is 62%, the survey provided evidence that there is a knowledge gap. However, this
also showed that an improvement could be made for participants to understand what the steps for
unpacking an ELD or Common Core Standard are; 33% noted that the first step when presenting
ELD or Common Core Standards is stating the objective. As the assumed influence is that
participants do not now what the steps to implementing ELD Standards and the Common Core
Standards are, this knowledge gap was confirmed by the data.

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Table 14
Survey Results for Procedural Knowledge of Knowing How to Demonstrate Implementation of
the ELD Standards and the Common Core Standards

# Procedural Knowledge Item % Count

When presenting ELD or Common Core Standards to the students, what should you
do first?

1 State the Objective 33% 2
2 Unpack the Standard* 50% 3
3 Activate prior knowledge 17% 1
4 Total 100%

Note: *Correct response

Interview findings. There was clear agreement between four interviewed participants on
knowing how to demonstrate implementation of the ELD Standards and Common Core
Standards. Participant Two noted that
I do a lot of guided notes because a lot of the math is a very different language on top of
English Language. It’s a different type of verbiage. One word in the English language
that is used every day in the math terminology can mean something completely
different. Students can use academic vocabulary so we do have guided notes for that.
They are able to get onto their computers and look the word up.
Participant Three agreed by stating that,
I do my best to incorporate ELD standards into learning strategies, activities, specifically
bell work, exit tickets, and other activities. More often than not it takes the form of think
pair, where students have an opportunity to discuss with a classmate an answer before it’s
shared and with the class or before they write it down or submit that answer
electronically.
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In summary, 50% of the interviewed teacher participants demonstrated procedural
knowledge of knowing how to implement ELD Standards and Common Core Standards, and
therefore this influence was validated by the interviews.
Observation. In the observation of eight teacher participants, three out of eight
participants demonstrated the implementation of ELD and Common Core Standards. For
example, Participant Five was observed providing students with ELD support as she guided
students by the KWL chart and reviewed reading concepts prior to starting the
lesson. Participant Five was also observed asking open-ended questions to help guide the
classroom discussion but spent the majority of her time redirecting students’ challenging
behaviors.
Document analysis. Data were pulled from the observation form which demonstrated
minimal implementation of the ELD and Common Core Standards. Specific knowledge
influences were listed as well as evidence taken from the notes gathered during classroom
observations. The document analysis was used to assess the influence being observed.
Summary. The results showed the majority of the teacher participants did not know how
to implement ELD Standards and Common Core Standards. Less than 50% of surveyed
participants agreed that activating prior knowledge was the first step in presenting an ELD or
Common Core Standard. It is assumed that the discrepancy (17%) might have to do with
interviewed participants not fully understanding how to implement the ELD and Common Core
Standards. Thus, the assumed procedural knowledge of knowing hot to demonstrate
implementing of the ELD Standards and Common Core Standards is was validated.
Influence #2. Stakeholders need to know how to unpack the ELD standards into
concepts and skills.
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Survey results. As shown in Table 15, 83% of participants knew how to unpack the ELD
standards into concepts and skills. Therefore, no gap exist in their knowledge. As the threshold
for validation of the survey results for procedural knowledge is 62%, the survey provided
evidence that no knowledge gap exist. However, this also showed that an improvement could be
made for participants to understand how to unpack an ELD standards; 17% noted that the first
step to unpacking an ELD standard is to assess students’ prior knowledge. As the assumed
influence is that participants do know how to unpack an ELD standard into concept and skill, this
knowledge gap was not confirmed by the data.

Table 15
Survey Results for Procedural Knowledge of Knowing How to Demonstrate Implementation of
the ELD Standards and the Common Core Standards

# Procedural Knowledge Item % Count

You are about to unpack an ELD Standard. You should:

1 Teach students how to read the standard out loud.

2 Identify the concept (noun) and skill (verb) being taught* 83% 5
3 Assess students prior to the lesson 17% 1
4 Total 100%

Note: *Correct response

Interview findings. There was clear agreement between five participants as they could
not articulate the process of unpacking an ELD standard. Participant one noted that “I’d have to
check the standards.” Participant Seven agreed by stating,
I need to be more familiar with the standards in order to do that but when I do unpack something or
when I do teach something, I’d like to think of every possible question that might be asked and
try my best to make whatever message I’m trying to send easily understood.
Participant Eight agreed by stating,
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I focus a lot on the oral part and listening skills. Whether it’s asking them to articulate
the topic or problem at their table or share out loud. It just depends on the goal. So again
mostly those two definitely.
In summary, the interviewed teacher participants did not demonstrate procedural
knowledge of knowing how to unpack an ELD standard. Therefore, this influence was validated.
Observation. In the observation of eight teacher participants, seven teachers did not
demonstrate knowing how to unpack an ELD Standard. For example, Participant Six was
observed walking around, eating breakfast, and redirecting student’s attention as they began their
morning checklist assignment.
Document analysis. Data were pulled from the electronic professional development
agendas which demonstrated usage of ELD standards, strategies, and instruction topic being
addressed. Data were also pulled from the observation form which included the notes taken
verbatim by the researcher with each classroom observation.
Summary. The results showed that the majority of the teacher participants do not know
how to unpack an ELD standard. Less than 100% of surveyed participants agreed to knowing
how to unpack an ELD standard, it is assumed that the discrepancy (17%) might have to do with
participants not knowing how to unpack an ELD standard into concept and skill before it is
presented to the students. Thus, the assumed knowledge of the participants not knowing how to
unpack an ELD standard was validated.
Influence #3. Stakeholders need to know how to make informed decisions to better
meet the needs of ELs.
Survey results. As shown in Table 16, only 33% of participants knew how to make an
informed decision to better meet the needs of ELs. Therefore, there is a gap in their knowledge.
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As the threshold for validation of the survey results for procedural knowledge is 62%, the survey
provided evidence that there is a knowledge gap. However, this also showed that an
improvement could be made for participants to learn how to make informed decisions to help
meet the needs of ELs; 50% noted all of the above responses and 17% noted that distributing a
quiz on the subject matter will help one make informed decisions to meet the needs of ELs. As
the assumed influence is that participants do not know how to make informed decisions to better
meet the needs of ELs, this knowledge gap was confirmed by the data.

Table 16
Survey Results for Procedural Knowledge of How to Make Informed Decisions to Better Meet
the Needs of ELs

# Procedural Knowledge Item % Count

When observing ELs in a lesson how might you use data to adjust your teaching
style?

1 Take notes at the moment.

2 Ask open-ended questions to check for understanding.* 33% 2
3 Distribute a quiz on the subject matter. 17% 1
4 All of the above. 50% 3
5 Total 100%

Note: *Correct response

Interview findings. There was clear agreement between eight interviewed participants on
knowing how to check for student understanding based on the ELD strategy being taught at the
moment. Participant Six noted,
I do informal assessments. I start with a question to see if the students are following the
material that is being presented. I also have them either pair up or get into their groups
and just call upon them after a few seconds that they’ve had to discuss to see if they
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understood the objective. I have them present as they’re being called upon. This allows
me to do a quick check in and if the majority of the students did not understand, I will
reteach the lesson with examples.
Participant Three agreed by stating,
More often than that for me comes in the forms of teacher observation. I frequently walk
around the room with a clipboard where I have the seating chart where I have all the
students names and faces and I can easily make check marks and take quick notes about
students who are on task or off task, tally how many times the student uses the particular
their vocabulary word, or is engaging with the activity and is on task.
In summary, the interviewed teacher participants demonstrated procedural knowledge of
knowing how to make informed decisions to better meet the needs of ELs, and therefore this
influence was not validated by the interviews.
Observation. In the observation of eight teacher participants, 75% of teachers
demonstrated knowing how to make informed decisions to better meet the needs of ELs. For
example, Participant One was observed pausing during a new academic vocabulary students
encountered during ELA time as they read out loud. Participant One was also observed
redirecting students to research the definition of any academic vocabulary words that they did
not know the meaning of. Participant Two was observed engaging students in an online Kahoot
game to check for student understanding of the math lesson which embedded math academic
vocabulary.
Document analysis. Data were pulled from the handouts provided through google
classroom which demonstrated usage of the Kate Kinsella ELD standards and Language
Acquisition supports provided by the participants.
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Summary. The results showed the majority of the teacher participants know how to make
informed decisions to better meet the needs of ELs. One hundred percent of observation
participants demonstrated how to make informed decisions to better meet the needs of ELs.
Thus, the assumed procedural knowledge of participants not knowing how to make informed
decisions to support ELs was not validated.
Influence #4. Stakeholders need to know how to use checking for student
understanding strategies.
Survey results. As shown in Table 17, 50% of participants knew what kind of strategy
they can use to check for student understanding. Therefore, there is a gap in their knowledge. As
the threshold for validation of the survey results for procedural knowledge is 62%, the survey
provided evidence that there is a knowledge gap. However, this also showed that an
improvement could be made for participants to understand the strategies they can use to check
for student understanding; 50% noted that exit tickets were a kind of strategy which they can use
to check for understanding. As the assumed influence is that the teacher participants do not
know how to use checking for understanding strategies, this knowledge gap was confirmed by
the data.

Table 17
Survey Results for Procedural Knowledge of How to Use Checking for Understanding Strategies

# Procedural Knowledge Item % Count

What kind of strategy can you use when checking for understanding?

1 Exit tickets 50% 3
2 Capacity Matrix

3 Fill in your thoughts

4 Rubric

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Table 17 (Cont’d.)
# Procedural Knowledge Item % Count
5 All of the above* 50% 3
6 Total 100%

Note: *Correct response

Interview findings. There was clear agreement between eight interviewed participants on
knowing and describing a strategy used recently to check for student understanding. Participant
Three noted,
The most recent example would be through writing. I had my students working on a
multi-paragraph essay about inventions from the Roman Empire. They were working
with an outline that was given to them in addition to scaffolded text. The text was
modified for the ELD students so they can have access to the same information that was
appropriate for their learning levels. They were also given language frames to write their
essay. For example, I would start the sentence by saying, ‘One important Roman
invention was blank’ and they would fill in the blank with an answer that they selected,
and I would them lead them with, ‘This was important because’ and then it would be up
to them to complete those sentences and fill in their pieces of information using the
language frames that I gave them.
In summary, the interviewed participants demonstrated procedural knowledge of
knowing how to use checking for understanding strategies. Therefore, this influence was not
validated by the interviews.
Observation. In the observation of eight teacher participants, they demonstrated knowing
how to use checking for understanding strategies. For example, Participant One was observed
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asking DOK levels of questioning during the lesson, and also used an anchor chart to guide
students into identifying the meaning of an academic vocabulary word.
Document analysis. Data were pulled from the observation notes which demonstrated
usage of checking for understanding strategies by the participants. Data pulled included the
teacher observation form which included the knowledge influences identified as being met or not
met.
Summary. The results showed that the majority of the teacher participants knew how to
use checking for student understanding strategies. Less than 100% of surveyed participants
agreed to knowing what kind of strategy can be used to check for student understanding, it was
assumed that the discrepancy (50%) might have to do with teachers not knowing or recognizing
the names of the strategies but fully understanding how to implement them. The assumed
procedural knowledge of participants not knowing how to use checking for understanding
student strategies was not validated.
Influence #5. Stakeholders need to know how to modify and model the ELD
strategies for ELs.
Survey results. As shown in Table 18, 50% of participants knew how to model the
cognitive content strategy. Therefore, there is a gap in their knowledge. As the threshold for
validation of survey results for procedural knowledge is 62%, the survey provided evidence that
there is a knowledge gap. However, this also showed improvement could be made for
participants to understand the meaning of the Cognitive Content Dictionary strategy; 33% noted
that building vocabulary and 17% noted that involving students in metacognition are ways to
model the Cognitive Content Strategy. As the assumed influence is that the participants do not
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know how to modify and model the ELD strategies for ELs, this knowledge gap was confirmed
by the data.

Table 18
Survey Results for Procedural Knowledge of How to Modify and Model the ELD Strategies for
ELs

# Procedural Knowledge Item % Count

How might you model the Cognitive Content Dictionary strategy?

1 Involve students in metacognition 17% 1
2 Build vocabulary 33% 2
3 Aid comprehension

4 Write or sketch something that will help students remember

5 All of the above* 50% 3
6 Total 100%

Note: *Correct response

Interview findings. There was clear agreement between the ten interviewed participants
of not knowing what a CCD strategy is. Participant Seven noted that “CCD strategy, I am
unfamiliar with that one.” Participant Eight agreed by stating that: “I don’t know what the CCD
strategy is.” In summary, the interviewed teacher participants did not demonstrate knowledge of
knowing what a CCD strategy is, and therefore this influence was validated.
Observation. In the observation of eight teacher participants, they demonstrated knowing
what a CCD strategy is as they used the strategy within their lessons by providing students with
academic vocabulary support and guidance. For example, Participant One was observed
providing students with guidance when it came to predicting the meaning of a word as she
modeled how to use an anchor chart to help students identify the meaning of a word. Participant
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Three was observed aiding students in comprehension of academic vocabulary words during a
social studies lesson.
Document analysis. Data were pulled from the professional development meeting
agendas which did not demonstrate usage of the CCD strategy but did demonstrate using of other
EL strategies.
Summary. The results showed that the majority of the teacher participants know what a
CCD strategy is through their teaching practices. As less than 100% of surveyed participants
agreed to knowing how they might model a CCD strategy, it is assumed that the discrepancy
(50%) might have to do with teacher participants teaching the strategies but not fully
understanding the names for each strategy. Thus, the assumed knowledge of participants not
knowing how to modify and model the EL strategies for ELs was not validated.
Influence #6. Stakeholders need to know how to teach content with ELs.
Survey results. This influence was not assessed using this item.
Interview findings. There was clear agreement between four interviewed participants on
knowing how to teach content with ELs. Participant Three noted that “I give instructions in
multiple ways. For example, there would be writing on the page, and I would ask them to read it
to themselves, and then I would encourage them to read it out loud. This will take place before I
begin the activity. I would then have a few students repeat the directions in their own words so
that I understand that they understand what they are doing and have a chance to interact with and
interpret the directions in multiple ways. In summary, only 50% of the interviewed teacher
participants demonstrated knowing how to teach content with ELs. Therefore, this influence was
validated by the interviews.
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Observation. In the observation of eight teacher participants, six out of eight teachers
demonstrated knowing how to teach content with ELs. For example, Participant Three was
observed standing in front of the class, typing a response sentence starter to assist ELs in
answering the questions based on the social studies lesson. Participant One was observed
reading in front of the classroom, following the words with her finger, and pausing to clarify any
unknown academic vocabulary words student’s encountered.
Document analysis. Data were pulled from the professional development meeting
agendas which did demonstrate usage of the ELD supports and programs offered by the school
which demonstrated usage on how to content to support ELs.
Summary. The results showed that the majority of the teacher participants knew how to
teach content with ELs. Less than 100% of teacher participants demonstrated knowledge on how
to teach content with ELs. It is assumed that the discrepancy might have to do with teachers not
fully understanding how to implement ELD content within their lessons. Thus, the assumed
procedural knowledge influence of participants not knowing how to teach content with ELs was
not validated.
Influence 7. Stakeholders need to know how to implement the levels of language
proficiency.
Survey results. This influence was not assessed using this item.
Interview findings. There was clear agreement between six interviewed teacher
participants on knowing how to implement the levels of language proficiency. Participant Three
noted that
I’ll use the CELDT scores to determine appropriate lexile level text. When I’m writing
or offering alternative versions of a text or providing the appropriate scaffolding using
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CelDt scores, it is helpful that I know what level they can approach the information but at
the same time keep it challenging and appropriate.
Participant Six agreed by stating
I see where the students are at with their scores and depending on their level, I group
them accordingly. I make sure they are grouped with other peers of the same level. If I
need to stress vocabulary words and their definitions with specific students, I provide
them with supports. I also sit student who need extra support in the front of the
classroom to make sure they are receiving my full attention.
In summary, the interviewed teacher participants demonstrated procedural knowledge of
knowing how to implement levels of language proficiency, and therefore this influence was not
validated by the interviews.
Observation. In the observation of eight teacher participants, six participants
demonstrated knowing how to implement levels of language proficiency with their students. For
example, Participant Five was observed circulating the room with an ELD Report Date Range
for the week of October 22 through November 18, 2017. The report helped the participant to
identify each students’ average in ELD. The participant used the report and shared it with the
students during class as she addressed each student with their present levels of performance
which also included the student’s completion rate, attendance, participation, and alerts on
classwork assignments.
Document analysis. Data were pulled from the electronic professional development
agendas which demonstrated usage of the CELDT scoring sheet and the Kate Kinsella tiered
English Language Learner support resources by the teacher participants. Data pulled included
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the ELD Kinsella CCSS Handout where access to google classroom was obtained in the month
of November, 2017.
Summary. The results showed that the majority of the interviewed participants knew how
to implement levels of language proficiency. Less than 100% of observed participants
demonstrated knowing how to implement levels of language proficiency through the use of
scaffolding activities that supported ELs. It is assumed that the discrepancy might have to do
with the fact that some teachers are new to the teaching field and need extra guidance and
support on understanding how to implement the levels of language proficiency to support ELs.
Thus, the assumed procedural knowledge influence of participants knowing how to implement
levels of language proficiency was not validated.
Metacognitive Knowledge
Influence #1. Stakeholders need to know how to reflect on their own progress
towards making effective use of ELD strategies implemented in their lessons.
Survey results. As shown in Table 19, 67% of participants knew how to reflect on their
own progress towards making effective use of ELD strategies implemented in their
lessons. Therefore, no gap exists in their knowledge. As the threshold for validation of the
survey results for Metacognitive knowledge is 62%, the survey provided evidence that there is
no knowledge gap. However, this also showed that an improvement could be made for
participants to understand the meaning and process of self-reflection; 33% noted that identifying
what strategies worked well to support students’ learning was the only way they knew how to
self-reflect. As the assumed influence is that participants do not know how to self reflect on their
own progress towards making effective use of ELD strategies implemented in the classroom, this
knowledge gap was not confirmed by the data.
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Table 19
Survey Results for Metacognitive Knowledge of Knowing How to Reflect on Their Own Progress
towards Making Effective Use of ELD Strategies Implemented in Their Lessons

# Metacognitive Knowledge Item % Count

In the last weeks, I have self-reflected by…

1 Deciding what data to use to inform my teaching practice

2
Identifying what strategies worked well to support
students’ learning
33% 2
3
Thinking about the effectiveness of my teaching
practice during the ELD block time
4 All of the above* 67% 4
5 None of the above

3
6 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between six interviewed participants on
knowing how to evaluate the progress of their own teaching. Participant Two noted,
I do a survey at the end of the year and asked the students, ‘what worked, what they
liked, and what they didn’t like?’ I base a lot of my reflection on student feedback. If I
did an activity and they really did horrible, I would then go back and think of ways I can
improve the lesson again. I give my students entrance and exit tickets, informal and
formal quizzes so I know where they need to improve and where I need to adjust my
teaching. If students do well on a particular lesson, I continue to use that so that they are
doing the work they enjoy doing.
In summary, the interviewed participants demonstrated metacognitive knowledge of
knowing how to reflect on their own progress towards making effective use of ELD strategies
implemented in their lessons, and therefore this influence was not validated by the interviews.
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Observation. In the observation of eight teacher participants, seven out of eight
participants demonstrated knowing how to reflect on their own progress towards making use of
ELD strategies implemented in their lessons. For example, Participant Eight was observed
circulating the room assisting students on a one-to-one basis while asking open-ended questions
to determine if students were able to grasp the objectives being presented in the lesson.
Document analysis. Data were pulled from the electronic professional development
meeting agenda topics to demonstrate whether self reflection of teaching practices was
addressed. There were no topics demonstrated addressing teachers knowing how to reflect on
their own progress towards making effective use of ELD strategies.
Summary. The results showed that the majority of the teacher participants know how to
reflect on their own progress towards making effective use of ELD strategies. Less than 100%
of interviewed participants agreed to have self-reflection by the following; deciding what data to
use to inform my teaching practice, identifying what strategies worked well to support students’
learning, and thinking about the effectiveness of my teaching practice during the ELD block
time. It is assumed that the discrepancy (33%) might have to do with teacher participants being
new to the teaching field and have not had been provided with opportunities and strategies to
assist them with self-reflection. Thus, the assumed metacognitive knowledge influence of
participants not knowing how to reflect on their own progress towards making effective use of
ELD strategies implemented in their lessons is was not validated.
Influence #2. Stakeholders need to know how to reflect on their own performance
towards the goal of increasing student reading proficiency within their lessons.
Survey results. As shown in Table 20, 34% of participants knew how to reflect on their
own performance towards the goal of increasing student reading proficiency within their
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lessons. Therefore, there is a gap in their knowledge. As the threshold for validation of the
survey results for metacognitive knowledge is 62%, the survey provided evidence that there is a
gap. However, this also showed that an improvement could be made for participants to
understand the meaning of self reflection; 33% also noted analyzing student’s reading data to
make informed decisions was the only way to self-reflect; 33% noted thinking about ways to
help ELD students increase their accuracy, fluency, and speed in reading was another way to
self-reflect. As the assumed influence is that the teacher participants do not know how to reflect
on their own performance towards the goal of increasing student reading proficiency within their
lessons, this knowledge gap was confirmed by the data.

Table 20
Survey Results for Metacognitive Knowledge of Knowing How to Reflect on Their Own
Performance towards the Goal of Increasing Student Reading Proficiency within Their Lessons

# Metacognitive Knowledge Item % Count

I have self-reflected by…

1 Analyzing student’s reading data to make informed decisions 33% 2
2 Thinking about the overall reading proficiency class goal

3
Thinking about ways to help EL students increase their accuracy, fluency, and speed
in reading.
33% 2
4 All of the above* 34% 2
5 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between seven out of eight interviewed
participants on knowing what reading strategies they have used to help ELs increase their
students’ reading proficiency. Participant Five noted “Making predictions, making inferences,
visualizing, contextual clues, and using prior knowledge.” Participant Two agreed by stating
“We go over word problems either highlight or underline the key points so that way when they
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read it on their own.” In summary, the interviewed teacher participants demonstrated
metacognitive knowledge of knowing what strategies they have used to help ELs increase their
reading proficiency. Therefore, this influence was not validated.
Observation. In the observation of eight teacher participants, 87% of teachers
demonstrated knowing how to self reflect on their own performance towards the goal of
increasing student reading proficiency within their lessons. For example, Participant Two was
observed modeling how to identify and highlight key academic vocabulary words used in the
reading sample through the overhead projector. Participant Two also worked with a small
flexible group as she reviewed each reading question with the students and assisted them in
researching the meanings of words students did not know the meaning of.
Document analysis. Data were pulled from the electronic ELD handout by Kate Kinsella
which demonstrated usage of the reading strategies such as vocabulary notebook entry, sentence
frames, and follow-up tasks to support ELs. Data pulled included the ELD strategies in the
month of January, 2018.
Summary. The results showed that the majority of the teacher participants knew how to
reflect on their own performance towards the goal of increasing student reading proficiency
within their lessons. Less than 100% of surveyed participants agreed to knowing how to self
reflect by analyzing student’s reading data to make informed decisions, thinking about the
overall reading proficiency class goal, and thinking about ways to help ELD students increase
their accuracy, fluency, and speed in reading. Thus the assumed metacognitive knowledge of
participants knowing how to reflect on their own performance towards the goal of increasing
student reading proficiency within their lessons was not validated.

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Results and Findings for Motivation Causes
Value
Influence #1. Stakeholders need to value the goal of helping ELs.
Survey results. As shown in Table 21, only 17% of participants value the goal of helping
ELs. Therefore, there is a gap in their motivation influence. As the threshold for validation of
the survey results for the assumed motivation influence is 62%, the survey provided evidence
that there is a gap. However, this also showed that an improvement could be made for
participants to fully understand the meaning of valuing the goal of helping ELs; 83% noted that
it’s important to help ELs achieve their proficiency goal. As the assumed influence is that
teacher participants do not value the goal of helping ELs, this knowledge gap was confirmed by
the data.

Table 21
Survey Results for Assumed Motivation Influence of Stakeholders Valuing the Goal of Helping
ELs

# Assumed Motivation Influence Item % Count

How important is… Helping ELs achieve their proficiency goal?

1 Most important* 17% 1
2 Important 83% 5
3 Neutral

4 Unimportant

Not important at all

5 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between six out of eight interviewed
participants demonstrating value towards the goal of helping ELs. Participant Seven noted,
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Normally I try to keep not only ELs in mind but my IEP students as well. Whenever we
are working on a task or something that is more complicated, I usually guide students to
using graphic organizers. I include pictures along with words.
Participant Five agreed by stating that “I build trust with my students. I like to motivate
them. I know they enjoy music so I give them five minutes of listening pleasure to motivate
them to complete their work.” In summary, the interviewed teacher participants demonstrated
value towards the goal of helping ELs. Therefore, this influence was not validated by the
interviews.
Observation. In the observation of eight teacher participants, they demonstrated value
towards the goal of helping ELs. For example, Participant One was observed modeling ELD
strategies to help guide her ELs in understanding and completing the reading
assignment. Participant One was also observed providing additional support to more than one
ELs.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which demonstrated the value towards the goal of helping ELs by the
participants. Data pulled included the ELD curriculum, strategies, and resource topics approved
by administration in the months of October, November, and December, 2017.
Summary. The results showed that the majority of the teacher participants value the goal
towards helping ELs. Less than 100% of surveyed participants agreed that helping ELs achieve
their proficiency goals was important. Thus, the assumed motivation influence of participants
valuing the goal of helping ELs was not validated.

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Influence #2. Stakeholders need to value the use of particular strategies to help ELs.
Survey results. As shown in Table 22, only 17% of participants value using particular
strategies to help ELs. Therefore, there is a gap in their motivation. As the threshold for
validation of survey results for motivation is 62%, the survey provided evidence that there is a
motivation gap. However, this also showed that an improvement could be made for participants
to understand how using and applying the Chat strategies could support ELs within their
learning; 50% noted to using Chats strategies to support ELs, and 33% were neutral. As the
assumed motivation influence is that teacher participants do not value the use of particular
strategies to support ELs, this knowledge gap was confirmed by the data.

Table 22
Survey Results for Assumed Motivation Influence of Stakeholders Valuing the Use of Particular
Strategies to Help ELs

# Assumed Motivation Influence Item % Count

Which of the four defines your decision to use CHATS Strategies when
supporting ELs?

1 Strongly Agree* 17% 1
2 Agree 50% 3
3 Neutral 33% 2
4 Disagree

Strongly Disagree

5 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between six out of eight interviewed
participants valuing the use of particular strategies to help ELs. Participant One noted,
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I’m a big believer on using visuals when I could. I use graphic organizers, sentence
frames, essay frames, depending on the task. I’ll follow up with a sentence from
breaking it down in lamest terms and those are just the things that naturally happen.
Participant Two agreed by stating, “I provide students with extra help and extra time to complete
a classwork assignment or a test.” In summary, the interviewed teacher participants
demonstrated value in the use of particular strategies to help ELs.
Observation. In the observation of eight teacher participants, seven out of eight
demonstrated value in using particular strategies to help ELs. For example, Participant One was
observed using an anchor chart while demonstrating how to complete it using academic
vocabulary to identify the meaning of the word, providing a picture, and re-stating what she
believed the word meant.
Document analysis. Data were pulled from the electronic professional development
meeting agenda which demonstrated usage of EL strategies by the participants. Data pulled
included the months where topics were addressed in the months of October and November, 2017.
Summary. The results showed that the majority of the teacher participants value
the use of particular strategies to help ELs. Less than 100% of surveyed participants agreed to
using Chats strategies when supporting ELs; it is assumed that the discrepancy (33%) might have
to do with the participants not understanding what the EL strategies are. Thus, the assumed
motivation influence of participants valuing the use of particular strategies to help ELs was not
validated.
Influence #3. Stakeholders need to value observation feedback from administration
in order to make adjustments to help meet the needs of ELs.
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Survey results. As shown in Table 23, only 33% of participants value observation
feedback from administration in order to make adjustments to help meet the needs of ELs.
Therefore, there is a gap in their motivation. As the threshold for validation of the survey results
for the assumed motivation influence is 62%, the survey provided evidence that there is a
motivation gap. However, this also showed that an improvement could be made for participants
to understand the importance of administration feedback;17% noted to feeling neutral about
feedback from administration to improve EL instruction. As the assumed motivation influence
was that participants do not value observation feedback from administration in order to make
adjustments to help meet the needs of ELs, this knowledge gap was confirmed by the data.

Table 23
Survey Results for Assumed Motivation Influence of Stakeholders Valuing Observation Feedback
from Administration in Order to Make Adjustments to Help Meet the Needs of ELs

# Assumed Motivation Influence Item % Count

Do you consider observation feedback from your administrator valuable to
improve EL instruction?

1 Strongly Agree* 33% 2
2 Agree 50% 3
3 Neutral 17% 1
4 Disagree

Strongly Disagree

5 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between seven out of eight interviewed
participants on valuing observation feedback from administration to make adjustments to help
meet the needs of ELs. Participant Four noted,
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Well, my principal observed me a while ago and the feedback was good. He let me know
my strengths and my weaknesses. I wish he would observe me more often since I have
not received a great deal of specific constructive criticism.
Participant Three agreed by stating “I was observed a few weeks ago and it was
unannounced and informal. I did get some feedback afterwards that was positive. It was nice to
get that positive feedback.” In summary, the interviewed teacher participants demonstrated
value in receiving observation feedback from administration in order to make adjustments to
help meet the needs of ELs. Therefore, this influence was not validated.
Observation. In the observation of eight teacher participants, they demonstrated value in
making adjustments to help meet the needs of ELs. For example, Participant One was observed
providing additional support to a group of ELs as she presented students with descriptive
examples of what an alcove was. Participant Eight was observed explaining to students what the
homophone litter was as she demonstrated with visuals.
Document analysis. Data were pulled from the observation sheet which demonstrated
usage of the observation form by administration. Data pulled included the administration
generated observation form in the month of October, 2017.
Summary. The results showed that the majority of the teacher participants value
observation feedback from administration in order to make adjustments to help meet the needs of
ELs. Less than 100% of surveyed participants value observation feedback from administration
to improve EL instruction. It is assumed that the discrepancy of 17% might have to do with
participants not receiving consistent observation feedback from administration and therefore, do
not have the guidance to fully support ELs. Thus, the assumed motivation influence of
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participants not valuing observation feedback from administration in order to make adjustments
to help meet the needs of ELs was not validated.
Influence #4. Stakeholders need to value planning time to support ELs.
Survey results. As shown in Table 24, only 33% of participants value planning time to
support ELs. Therefore, there is a gap in their motivation. As the threshold for validation of the
survey results for motivation is 62%, the survey provided evidence that there is a motivation
gap. However, this also showed that an improvement could be made for participants to identify
where else they can fit planning time in their schedule; 67% noted they agreed that ELD
planning is valuable in order to design effective ELD lessons to support ELs. As the assumed
influence is that the teacher participants do not value planning time to support ELs, this
motivation gap was confirmed by the data.

Table 24
Survey Results for Assumed Motivation Influence of Stakeholders Valuing Planning Time to
Support ELs

# Assumed Motivation Influence Item % Count

ELD Planning is valuable in order to design effective ELD lessons to support
ELs.

1 Strongly Agree* 33% 2
2

Agree
67% 4
3 Neutral

4 Disagree

Strongly Disagree

5 Total 100% 6
Note: *Correct response

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Interview findings. There was clear agreement between eight interviewed participants on
demonstrating value in planning time to support ELs. Participant Seven noted that “Right now,
planning time is normally during my prep periods and then also when I’m home and in between
my classes that I am taking courses on for my credential.” Participant Five agreed by stating that
“I plan during block. I have two classes of ELs and in between I plan. I plan during block 2 and
3.” In summary, the interviewed teacher participants demonstrated motivation influence of
valuing planning time to support ELs, and therefore this influence was not validated by the
interviews.
Observation. In the observation of eight teacher participants, six out of eight
demonstrated value in planning time to support ELs. For example, Participant Two was
observed using instructional minutes accordingly as she had a set time for the introduction of the
lesson, classwork, supports, and checking for understanding activities at the end of the lesson.
Document analysis. Data pulled from the google classroom memo provided by
administration to the teachers demonstrated usage of particular times for professional
development to support ELs.
Summary. The results showed that the majority of the teacher participants valued
planning time to support ELs. Less than 100% of surveyed participants agreed that ELD
planning was valuable in order to design effective lessons to support ELs. Therefore, the
assumed motivation influence of participants valuing planning time to support ELs was not
validated.

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Self-Efficacy
Influence #1. Stakeholders need to have confidence that he/she can teach ELs.
Survey results. As shown in Table 25, 0% of participants did not rate themselves with a
10 as the highest level of confidence that he/she can teach ELs. Therefore, there is a gap in their
motivation. As the threshold for validation of the survey results for assumed motivation
influence is 62%, the survey provided evidence that there is a motivation gap. However, this
also showed that an improvement could be made for participants to seek guidance in support of
ELD training; 16% noted a 6 as their level of confidence; 33% noted a 7; 50% noted an 8. As
the assumed influence is that participants do not have confidence that he/she can teach ELs, this
motivation gap was confirmed by the data.

Table 25
Survey Results for Assumed Motivation Influence of Stakeholders Having Confidence That
He/She Can Teach ELs

# Assumed Motivation Influence Item % Count

Self-efficacy. Please rate your level of confidence from 1 to 10. With 10
being the highest. Today I am confident in teaching ELs.

1

2

3

4

5

6

17% 1
7

33% 2
8

50% 3

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Table 25 (Cont’d.)
# Assumed Motivation Influence Item % Count
9

10 *

Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between four out of eight interviewed
participants of having experienced great challenges as an ELD educator. Participant Seven
noted, “I’m not up-to-date with the EL standards because I’ve been super busy with math
standards and practices.” Participant Three agreed by stating,
Teaching students who perform at a second and third grade level on average is extremely
challenging and being able to close the gap to get them closer to seventh grade makes me
wonder what else has gone wrong that a student can get to seventh grade with a second or
third grade education. What is going on in the lower grades that those needs were not
being met.
In summary, the interviewed teacher participants did not demonstrate to have confidence
that he/she can teach ELs, and therefore this influenced was validated.
Observation. In the observation of eight teacher participants, five out of eight
participants demonstrated having confidence in teaching ELs. For example, Participant Seven
was observed redirecting students with positive and proactive ELD strategies and was positive
while teaching ELs.
Document analysis. Data were pulled from the electronic professional development
meeting agenda which demonstrated usage of strategies to support ELs. Data pulled included the
agendas for the months of October, November, and December, 2017.
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Summary. The results showed that the majority of teacher participants do not have
confidence that he/she can teach ELs. Less than 100% of surveyed participants agreed to rating
themselves with a 6, 7, or 8 as their confidence level with 10 being the highest level of
confidence. It is assumed that the discrepancy (17%) might have to do with teacher participants
not having the resources and support needed to fully understand how to best support ELs. Thus,
the assumed motivation influence of participants not having confidence that he/she can teach
ELs was validated.
Influence #2. Stakeholders need to have mental effort in order to seek new
knowledge of ELD strategies and ways to support ELs.
Survey results. As shown in Table 26, only 17% of participants have mental effort in
order to seek new knowledge of ELD strategies and ways to support ELs. Therefore, there is a
gap in their motivation. As the threshold for validation of the survey for motivation is 62%, the
survey provided evidence that there is a motivation gap. However, this also showed that an
improvement could be made for participants to seek ELD resources with administration to help
guide their EL instruction; 17% noted rating themselves as having the lowest confidence in
seeking ELD resources on their own; 33% rated themselves with a 4; 33% rated themselves with
a 3. As the assumed influence is that the participants do not have mental effort in order to seek
new knowledge of ELD strategies to support ELs, this motivation gap was confirmed by the
data.

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Table 26
Survey Results for Assumed Motivation Influence of Stakeholders Having Mental Effort in Order
to Seek New Knowledge of ELD Strategies and Ways to Support ELs

# Assumed Motivation Influence Item % Count

Please rate your level of confidence from 1 to 5. 5 Being the highest. I am confident
in seeking ELD resources on my own.

1

17% 1
2

3

33% 2
4

33% 2
5 * 17% 1
6 Total 100% 6
Note: *Correct response

Interview findings. There was clear agreement between four out of the eight interviewed
participants on seeking new knowledge of ELD strategies to support ELs. Participant One noted,
I’m confident that I can find trainings or professional development but am I actually
going to get them, no. If I’m seeking something new it would have to be from an outside
organization but like I said, we don’t have access for that due to having no budget for
trainings. The only trainings we attend are on campus.
In summary, the interviewed teacher participants did not demonstrate self-efficacy of
having mental effort in order to seek new knowledge of ELD strategies to support ELs, and
therefore this influence was validated.
Observation. This influence was not observed during observation of teachers.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate opportunities for participants to attend professional
development outside the organization.
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Summary. The results showed that the majority of the teacher participants do not have
mental effort in order to seek new knowledge of ELD strategies to support ELs. Less than 100%
of surveyed participants rated their confidence level between 1 to 4 with 5 being the highest level
of confidence to seeking ELD resources on their own. It is assumed that the discrepancy of
(17%) might have to do with participants not being provided with the opportunities to attend
professional development outside of the school grounds. Thus, the assumed influence of
participants not having mental effort in order to seek new knowledge of ELD strategies to
support ELs was validated.
Mood
Influence #1. Stakeholders need to feel positive about teaching ELs.
Survey results. As shown in Table 27, 43% of participants felt positive about teaching
ELs. Therefore, there is a gap in their motivation. As the threshold for validation of the survey
results for motivation is 62%, the survey provided evidence that there is a motivation gap.
However, this also shows that an improvement could be made for participants to increase their
confidence of teaching ELs; 57% noted that they felt positive about teaching ELs. As the
assumed influence is that participants do not feel positive about teaching ELs, this motivation
gap was confirmed by the data.

Table 27
Survey Results for Assumed Motivation Influence of Stakeholders Feeling Positive about
Teaching ELs

# Assumed Motivation Influence Item % Count

Likert 5-point scale: I feel positive about teaching ELs.

1 Strongly Agree

2 Disagree

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Table 27 (Cont’d.)
# Assumed Motivation Influence Item % Count
3 Neutral

4 Agree 57% 4
5 Strongly Agree* 43% 3
6 Total 100% 7
Note: *Correct response
Interview findings. There was clear agreement between six out of eight interviewed
participants who could not verbally provide a positive emotion that came to mind when thinking
about teaching a room full of ELs. Participant Three noted, “The first thing that comes to mind is
fear that I won’t have the tools and strategies to be successful. Participant Seven agreed by
stating that “I feel lost, overwhelmed, and incompetent like incapable.” In summary, the
interviewed teacher participants did not demonstrate feeling positive towards teaching ELs.
Therefore, this influence was validated.
Observation. In the observation of eight teacher participants, four out of eight
demonstrated positive reinforcement during their lessons. For example, Participant One was
observed smiling as she circulated the room to ensure students remain on task while stating
positive reinforcement comments to all students who were on task.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate usage of positive behavior intervention strategies
nor positive reinforcement for ELs. Data pulled included the agendas for the month of October
and November 2017.
Summary. The results showed that the majority of the teacher participants did not feel
positive about teaching ELs. Less than 100% of surveyed participants demonstrated feeling
positive, it is assumed that the discrepancy of (57%) might have to do with participants not
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having the forum to express frustrations towards teaching ELs and therefore not feeling
supported by administration. Thus, the assumed knowledge of participants not feeling positive
about teaching ELs is validated.
Influence #2. Stakeholders need to feel positive about finding outside resources to
support their teaching practice.
Survey results. As shown in Table 28, only 29% of participants felt positive about
finding outside ELD resources to support their teaching practice. Therefore, there is a gap in
their motivation. As the threshold for validation of the survey results for motivation is 62%, the
survey provided evidence that there is a motivation gap. However, this also showed that an
improvement can be made for participants to understand what the process for finding outside
resources is within their school setting; 42% noted that they felt neutral about finding outside
ELD resources; 29% agreed to feeling positive about finding outside resources to support their
teaching practice. As the assumed influence is that the teacher participants do not feel positive
about finding outside resources to support their teaching practice, this motivation gap was
confirmed by the data.

Table 28
Survey Results for Assumed Motivation Influence of Stakeholders Feeling Positive about Finding
Outside Resources to Support their Teaching Practices

# Assumed Motivation Influence Item % Count

I feel positive about finding outside ELD resources to support my teaching practice.

1 Strongly Agree

2
2 Disagree

3 Neutral 42% 3
4 Agree 29% 2

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Table 28 (Cont’d.)
# Assumed Motivation Influence Item % Count
5 Strongly Agree* 29%

6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between six out of eight participants on
not feeling positive about finding outside ELD resources to support their teaching practice.
Participant One noted, “I wish that I was given ELD resources or at least given avenue to be
reimbursed for buying them, whether it be time or money, but it’s just what it is.” Participant
Three agreed by stating,
It’s frustrating to know that there is so much out there that could help me that I don’t
already have easy or immediate access to. That the answer is out there but I don’t
necessarily know where to find it or who to go to that has the answer.
In summary, the interviewed participants did not demonstrate feeling positive in finding
outside ELD resources to support their teaching practice, and therefore this influence was
validated.
Observation. In the observation of eight teacher participants, two out of eight
demonstrated finding outside resources to support their teaching practice. For example,
Participant Two was observed guiding students to use the online game Kahoot as a learning
platform to check for student understanding of particular math concepts.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate usage of outside ELD resources for teachers. Data
pulled included the agendas for the month of October and November 2017.
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Summary. The results showed that the majority of teacher participants do not feel
positive about finding outside resources to support their teaching practice. Less than 100% of
surveyed participants felt positive about finding outside resources, it is assumed the discrepancy
(71%) might have to do with teacher participants not knowing the organization’s policies in
regards to finding outside resources to support their teaching practice. Thus, the assumed
motivation influence of participants not feeling positive about finding outside resources to
support their teaching practice was validated.
Attribution
Influence #1. Stakeholders attribute low test scores to lack of teacher and
resources.
Survey results. As shown in Table 29, 43% of participants attributed low test scores to
lack of teacher and resources. Therefore, there is a gap in their motivation. As the threshold for
validation of the survey results is 62%, the survey provided evidence that there is a motivation
gap. However, this also showed that an improvement can be made for participants to
communicate with their organization about the need for teacher preparation of ELD instruction
and ELD resources; 29% noted neutral; 14% strongly disagreed; 43% agreed. As the assumed
influence is that participants do not attribute low test scores to lack of teacher and resources, this
motivation gap was confirmed by the data.

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Table 29
Survey Results for Assumed Motivation Influence of Stakeholders Attributing Low Test Scores to
Lack of Teacher and Resources

# Assumed Motivation Influence Item % Count

My students’ low test scores in reading is due to the lack of teacher and student
ELD resources.

1 Strongly Disagree 14% 1
2 Disagree

3 Neutral 29% 2
4 Agree 43% 3
5 Strongly Agree* 14% 1
6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between the eight interviewed
participants attributing low test scores to lack of teacher and resources. Participant Three noted
that
Many of our students who are ELs are concentrated into one specific class or cohort and
there’s a high concentration of ELs in one room at one time. So if I need to give a
specific student a higher amount of attention, I cannot necessarily do that when I have a
room full of other students that also need the same attention. It presents a great challenge
in giving each of them the appropriate amount of attention and scaffolding for them to be
successful.
Participant One agreed by stating that “At the moment not having an official ELD
teacher, it’s a substitute. I also think not having after-school interventions specifically for ELD
is hurting us.” In summary, the interviewed teacher participants attributed low test scores to lack
of teacher and ELD resources, and therefore this influence was not validated.
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Observation. In the observation of eight teacher participants, one participant
demonstrated using an ELD resource. For example, Participant Five was observed assisting
students as they logged into the online ELD reading program Myon to help support student
learning.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did demonstrate usage of ELD resources which included the Kate
Kinsella Instructional Tools to support ELs. Data pulled included the agendas for the months of
October and November 2017.
Summary. The results showed that the majority of the teacher participants attribute low
test scores to lack of teacher and ELD resources. Less than 100% of surveyed participants
attribute their students’ low test scores in reading was due to the lack of teacher and student ELD
resources. Thus, the assumed knowledge of participants attributing low test scores to lack of
teacher and ELD resources was validated.
Results and Findings for Organization Causes
Resources
Influence #1. The organization provides teachers with necessary resources for
supporting ELs.
Survey results. As shown in Table 30, 0% of participants strongly agreed that the
organization provides teachers with necessary resources for supporting ELs. Therefore, there is
a gap in their motivation. As the threshold for validation of survey results for organization
influence is 62%, the survey provided evidence that there is a motivation gap. However, this
also showed that an improvement could be made by participants to fully understand what the
school provides for them in terms of necessary resources for supporting ELS; 14% disagreed
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with the statement; 57% felt neutral; 29% agreed to the school providing them with the necessary
resources for supporting ELs. As the assumed influence is that the organization does not provide
teachers with necessary resources for supporting ELs, this organization gap was confirmed by
the data.

Table 30
Survey Results for Assumed Organization Influences of the Organization Providing Teachers
with Necessary Resources for Supporting ELs

# Assumed Organization Influence Item % Count

My school provides me with the necessary resources for supporting ELs.

1 Strongly Disagree

2 Disagree 14% 1
3 Neutral 57% 4
4 Agree 29% 2
5 Strongly Agree*

6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between seven out of eight interviewed
participants on knowing that the school provides them with the necessary resources for
supporting ELs. Participant Two noted that “We have sentence starters. They gave us some
links to websites. We just got the Chats worksheet at our last staff meeting. Participant Three
agreed by stating that “We’ve had multiple professional development meetings about EL
strategies. We had until recently an ELD teacher as well.” In summary, the interviewed teacher
participants demonstrated knowledge of knowing the types of resources the organization
provides for supporting ELs, and therefore this influence was not validated.
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Observation. In the observation of eight teacher participants, five out of eight
demonstrated using resources for supporting ELs. For example, Participant One was observed as
she walked around the classroom demonstrating how to use an anchor chart to help guide
students into identifying the meaning of newly encountered academic vocabulary words found in
the students’ reading assignment.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did demonstrate usage of ELD resources which included the Kate
Kinsella Instructional Tools to support ELs. Data pulled included the agendas for the months of
October and November 2017.
Summary. The results showed that the organization provides teachers with necessary
resources for supporting ELs. Less than 100% of surveyed participants agreed that the school
provided them with the necessary resources for supporting ELs. It is assumed that the
discrepancy (14%) might have to do with new teachers not being familiar with the resources the
organizations provides. Thus, the assumed organizational influence of the organization not
providing teachers with necessary resources for supporting ELs was not validated.
Influence #2. The organization has a process for providing timely informal and
formal feedback to teachers to support their teaching practice.
Survey results. As shown in Table 31, only 20% of participants strongly agreed that the
organization has a process for providing timely informal and formal feedback to teachers to
support their teaching practice. Therefore, there is a gap in the organization. As the threshold
for validation of the survey results for organization knowledge is 62%, the survey provided
evidence that there is an organization gap. However, this also showed that an improvement
could be made for participants to understand their formal and informal feedback process; 40%
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are neutral; 60% disagreed. As the assumed organizational influence is that participants do not
have a process for providing timely informal and formal feedback to teachers to support their
teaching practice, this organization gap was confirmed by the data.

Table 31
Survey Results for Assumed Organization Influences of the Organization Providing Timely
Informal and Formal Feedback to Teachers to Support Their Teaching Practice

# Assumed Organization Influence Item % Count

My school has a process for providing timely informal and formal feedback to
me to support my teaching practices.

1 Strongly Disagree

2 Disagree 40% 2
3 Neutral 40% 2
4 Agree

5 Strongly Agree* 20% 1
6 Total 100% 5
Note: *Correct response

Interview findings. There was clear agreement between four interviewed participants of
not knowing what the process for providing timely informal and formal feedback to teachers to
support their teaching practice look like. Participant Three noted that “No I can’t because there
isn’t a standard option.” Participant Two agreed by stating that “The only time I’ve gotten
feedback is that one time in English class. The only reason I get more feedback is for my IEPs
but that’s because I talk to the special education coordinators in regards to my IEP goals but not
in regards to anything that goes on in the classroom.” In summary, the interviewed teacher
participants did not demonstrate knowing what the process for providing timely informal and
formal feedback to teachers to support their teaching practice looks like.

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Observation. This influence was not observed during observation.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did demonstrate usage of the online platform called TeachBoost used for
teacher observations.
Summary. The results showed that the majority of the participants do not know what the
process for providing informal and formal observation looks like. Less than 100% of surveyed
participants agreed that the school has a process for providing timely informal and formal
feedback to me to support my teaching practices. It is assumed that the discrepancy (40%) might
have to do with the organization not communicating what the process for informal and formal
feedback is like. Thus, the assumed organization influence of the organization not having a
process for providing timely informal and formal feedback to teachers to support their teaching
practice was validated.
Policies, Processes, & Procedures
Influence #1. The organization’s policies align with ELD instructional standards.
Survey results. As shown in Table 32, only 14% of participants strongly agreed with the
organization’s policies being aligned with the ELD instructional standards. Therefore, there is a
gap in the organization. As the threshold for validation of the survey results for organization
influence is 62%, the survey provided evidence that there is an organizational gap. However,
this also showed that an improvement could be made for participants to understand how the
organization’s policies are aligned with the ELD standards; 43% agreed; 43% were neutral. As
the assumed organizational influence is that the organization’s policies do not align with ELD
instructional standards, this organization gap was confirmed by the data.

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Table 32
Survey Results for Assumed Organization Influences of the Organization’s Policies Align with
ELD Instructional Standards

# Assumed Organization Influence Item % Count

My school and/or organization’s policies align with the ELD standards.

1 Strongly Disagree

2 Disagree

3 Neutral 43% 3
4 Agree 43% 3
5 Strongly Agree* 14% 1
6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between five interviewed participants of
not knowing to what extent the district’s policies aligned with the ELD instructional
standards. Participant Eight noted that “I’m not sure.” Participant Four agreed by stating “I
don’t know what the district’s policies are or the ELD instructions.”
Observation. This influence was not observed during observation.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate usage of the district’s policies or how they are
aligned to the ELD instructional standard.
Summary. The results showed that the majority of the teacher participants did not know
how the organization’s policies align with ELD instructional standards. Less than 100% of
surveyed participants agreed that the policies were aligned; 43% were neutral. Thus, the
assumed organization influence of the organization’s policies not aligning with ELD
instructional standards was validated.
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Influence #2. The organization has a process for communicating the goal to all
stakeholders.
Survey results. As shown in Table 33, only 14% of participants strongly agreed with the
school having a process for communicating the goal to all stakeholders. Therefore, there is a gap
in the organization. As the threshold for validation of the survey results for organization
influence is 62%, the survey provided evidence that there is an organizational gap. However,
this also showed that an improvement could be made for participants to understand what is the
organization’s process for communicating the goal to all stakeholders; 71% agreed; 14% were
neutral. As the assumed organizational influence is that the organization does not have a process
for communicating the goal to all stakeholders, this organization gap was confirmed by the data.

Table 33
Survey Results for Assumed Organization Influences of the Organization Has a Process for
Communicating the Goal to all Stakeholders

# Assumed Organization Influence Item % Count

My school has a process for communicating the goal to all stakeholders.

1 Strongly Disagree

2 Disagree

3 Neutral 14% 1
4 Agree 71% 5
5 Strongly Agree* 14% 1
6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between six out of eight interviewed
participants on not being able to articulate on the organization’s process for communicating the
goal to all stakeholders is. Participant Eight noted that “I’m sure it was stated maybe sometime
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in the beginning of the year but I wouldn’t be too sure of what exactly that would be.”
Participant Seven agreed by stating that “Usually we have organization wide PDs twice a
year. If there’s ever a larger message they want to sent out, we get an email from the CEO or a
video.” In summary, the interviewed participants did not demonstrate knowledge of the assumed
organization influence, and therefore this influence was validated.
Observation. This influence was not observed during observation.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate usage of the organization process for
communicating the goal to all stakeholders.
Summary. The results showed that the majority of the teacher participants did not know
the organization’s process for communicating the goal to all stakeholders. Less than 100% of
surveyed participants agreed to knowing the school’s process for communicating the goal to all
stakeholders; it is assumed that the discrepancy (14%) might have to do with participants not
being informed of the organization’s goal on a consistent basis. Thus, the assumed organization
influence of the organization not having a process for communicating the goal to all stakeholders
was validated.
Culture
Influence #1. The organization supports a culture that aligns with daily feedback on
informal and formal walkthroughs to support ELs.
Survey results. As shown in Table 34, only 14% of participants strongly agreed with the
organization supporting a culture that aligns with daily feedback on informal and formal
walkthroughs to support ELs. Therefore, there is a gap in the organization. As the threshold for
validation of the survey results for organization influence is 62%, the survey provided evidence
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that there is an organizational gap. However, this also showed that an improvement could be
made for participants to understand what is the organization’s process for aligning feedback on
informal and formal walkthroughs is; 43% agreed; 43% were neutral. As the assumed
organizational influence is that the organization does not does support a culture that aligns with
daily feedback on informal and formal walkthroughs to support ELs, this organization gap was
confirmed by the data.

Table 34
Survey Results for Assumed Organization Influences of the Organization Supporting a Culture
that Aligns with Daily Feedback on Informal and Formal Walkthroughs to Support ELs

# Assumed Organization Influence Item % Count

My school supports a culture that aligns with daily feedback to support ELs.

1 Strongly Disagree

2 Disagree

3 Neutral 43% 3
4 Agree 43% 3
5 Strongly Agree* 14% 1
6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between five out of eight participants of
not knowing how the school showed that they support the culture that aligns with daily feedback
to support ELs. Participant Four noted that “I don’t know.” Participant Three agreed by stating
that
We have a strong culture of providing feedback to all of our students that is encouraged
by administration. However, I feel as though specific to ELs, there is room for
improvement as far as daily feedback for ELs within the classroom.
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In summary, the interviewed teacher participants did not demonstrate knowledge on how
the organization supports a culture that aligns with daily feedback on informal and formal
walkthroughs to support ELs. Therefore, this influence was validated by the interviews.
Observation. This influence was not observed during observations.
Document analysis. Data were pulled from the electronic observation form used during
observations by administration which demonstrated usage of process on how the organization
supports a culture that aligns with daily feedback on informal and formal walkthroughs to
support ELs. Data pulled included the teacher evaluation documents provided to teachers on
August 2017.
Summary. The results showed that the majority of the teacher participants do not know
that the organization supports a culture that aligns with daily feedback on informal and formal
walkthroughs to support ELs. Less than 100% of surveyed participants agreed to knowing how
the school supports a culture that aligns with daily feedback to support ELs. It is assumed that
the discrepancy (43%) might have to do with participants not being informed of the
organization’s process for supporting a culture that aligns with daily feedback on informal and
formal walkthroughs to support ELs. Thus, the assumed organization influence of the
organization not supporting a culture that aligns with daily feedback on informal and formal
walkthroughs to support ELs was validated.
Recognition
Influence #1. Stakeholders need to feel value by the organization recognizing their
efforts towards achieving their goal of improving EL achievement.
Survey results. As shown in Table 35, only 14% of participants felt valued by the
organization recognizing their efforts of achieving their goal of improving EL achievement.
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Therefore, there is a gap in the organization. As the threshold for validation of the survey results
for organization influence is 62%, the survey provided evidence that there is an organizational
gap. However, this also showed that an improvement could be made for participants to
understand what the organization’s process for recognizing participant’s efforts towards
achieving their goal of improving EL achievement is; 54% agreed; 22% were neutral. As the
assumed organizational influence is that stakeholders do not need to feel valued by the
organization recognizing their efforts towards achieving their goal of improving EL
achievement, this organization gap was confirmed by the data.

Table 35
Survey Results for Assumed Organization Influences of The School Recognizing Teachers Efforts
of Improving Student Achievement

# Assumed Organization Influence Item % Count

My school values my efforts of improving EL achievement.

1 Strongly Disagree

2 Disagree

3 Neutral 22% 2
4 Agree 54% 4
5 Strongly Agree* 14% 1
6 Total 100% 7
Note: *Correct response

Interview findings. There was clear agreement between seven out of eight interviewed
participants on not feeling valued by the organization recognizing their efforts towards achieving
their goal of improving EL achievement. Participant Four noted that “No, that hasn’t happened.”
Participant Seven agreed by stating, “I don’t think I’ve experienced that quite yet.”

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Observation. The assumed organizational influence was not observed.
Document analysis. Data were pulled from the electronic professional development
meeting agendas which did not demonstrate how the organization recognizes teacher’s efforts
towards achieving their goal of improving EL achievement.
Summary. The results showed that the majority of the teacher participants did not feel
valued by the organization recognizing their efforts towards achieving their goal of improving
EL achievement. Less than 100% of surveyed participants strongly agreed that the school values
their efforts of improving EL achievement. It is assumed that the discrepancy (22%) might have
to do with the organization not setting up standard operating procedures for teacher recognition
of their efforts towards achieving their goal of improving EL achievement. Thus, the assumed
organization influence of stakeholders not feeling valued by the organization recognizing their
efforts towards achieving their goal of improving EL achievement is validated.
Summary of Validated Influences
Knowledge
Gaps in six of the 14 knowledge influences were validated through surveys and
interviews. Table 36 presents an overview of the results of the assessment of each assumed
knowledge influence. Recommendation to improve each validated cause will be discussed in
Chapter Five.

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Table 36

Summary of Assumed Knowledge Gaps Validated
Assumed Knowledge Influences Gap
Confirmed
Declarative Factual

Stakeholders need to know the ELD standards and the ELA curriculum. Yes
Stakeholders need to know the CHATS Strategies. Yes
Stakeholders need to know mandates for ELs. No
Stakeholders need to know the ELA standards. Yes
Declarative Conceptual No
Stakeholders need to know the relationship between ELD strategies in relation to
technology.

No
Procedural

Stakeholders need to know how to demonstrate implementing the ELD Standards and
Common Core Standards.

Yes
Stakeholders need to know how to unpack the ELD standards into concepts and skills.

Yes
Stakeholders need to know how to make informed decisions to better meet the needs of
ELs.

No
Stakeholders need to know how to use checking for understanding strategies.

No
Stakeholders need to know how to modify and model the ELD Strategies for all ELs.

Yes
Stakeholders need to know how to teach content with ELs. No
Stakeholders need to know how to implement the levels of language proficiency.

No
Metacognitive No
Stakeholders need to know how to reflect on their own Progress towards making effective
use of ELD strategies implemented in their lessons.

No
Stakeholders need to know how to reflect on their own performance towards the goal of
increasing student reading proficiency within their lessons.

No

Motivation
Gaps in five of the nine assumed motivation influences were validated through surveys,
interviews, and observations. Table 37 presents an overview of the results of the assessment of
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each assumed knowledge influence. Recommendations to improve each validated cause will be
discussed in Chapter Five.

Table 37
Summary of Assumed Motivation Causes Validation

Assumed Knowledge Influences Gap
Confirmed
Value

Stakeholder needs to value the goal of helping ELs.

No
Stakeholder needs to value the use of particular strategies to help ELs.

No
Stakeholders need to value observation feedback from Administration in order to
make adjustments to help meet the needs of ELs

No
Stakeholder needs to value planning time to support ELs.

No
Self-Efficacy

Stakeholders need to have confidence that he/she can teach ELs.

Yes
Stakeholders need to have mental effort in order to seek new knowledge of ELD
strategies and ways to support ELs.

Yes
Mood

Stakeholders need to feel positive about teaching ELs.

Yes
Stakeholders need to feel positive about finding outside ELD resources to support their
teaching practice.

Yes
Attribution

Stakeholders attribute low test scores to lack of teacher resources.

Yes

Organization
Gaps in five of the six assumed organization influences were validated through the
survey, interviews, and observations. Table 38 presents an overview of the results of the
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assessment of each assumed knowledge influence. Recommendations to improve each validated
cause will be discussed in Chapter Five.

Table 38
Summary of Assumed Organization Causes Validation
Assumed Knowledge Influences Gap
Confirmed
Resources

The organization provides teachers with necessary resources for supporting ELs.

No
The organization has a process for providing timely informal and formal feedback to
teachers to support their teaching practice.

Yes
Policies, Processes, & Procedures

The organization’s policies align with ELD instructional standards.

Yes
The organization has a process for communicating the goal to all stakeholders. Yes
Culture

Cultural Setting

The organization supports a culture that aligns with daily feedback on informal and formal
walkthroughs to support ELs.

Yes
Recognition

Stakeholders need to feel value by the organization Recognizing their efforts towards
achieving their goals of improving EL achievement.

Yes

Chapter Five will examine proposed solutions for each validated cause. Each proposed
solution will utilize evidence-based recommendations identified through relevant academic
literature. Proposed solutions will be shared with faculty members and administration of the
Elementary School.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Purpose of the Project and Questions
At Elementary School, teachers are the primary stakeholders. Their ability to understand
and internalize ELA and ELD Curriculum and teach content knowledge while supporting
students’ learning is vital to the success of all students. Teachers contribute to the achievement
of the organizational goal by ensuring that their work is ongoing, helping students to work
towards mastery of the ELA and ELD standards, while providing scaffolding and interventions
that will help to build and improve students’ knowledge, skills, and understanding of the English
language. Building an organizational culture to support all learners in the school is important
and it can be done. The teachers are the instructional leaders in the classroom. They are the
ones who teach and build engaging lessons that will help guide students’ thinking and learning.
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation, and organizational influences that prevent teachers from achieving their performance
goal of teaching 100% of the content using appropriate content, pedagogy, and assessments,
100% of the time.
The questions that guided this gap analysis study are the following:
1. What are the knowledge and skills, motivation, and organizational causes that are
preventing teachers from achieving their goal of teaching 100% of the seventh-grade
content using appropriate ELL content, pedagogy, and assessments, 100% of the time?
2. What are the solutions and recommendations for teachers to achieve their goal?

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Recommendations to Address Knowledge, Motivation, and Organization Influences
Knowledge Recommendations
Introduction. The Knowledge Influences in Table 39 include all of the assumed factual
and procedural influences that were identified as high priority. The influences were assessed by
using surveys, interviews, and document analysis. Performance gaps can be attributed to a
number of causes. Three of the most prominent causes exist in the areas of knowledge,
motivation, and organizational culture (Clark and Estes, 2008; Rueda, 2011). The conceptual
framework used to diagnose the human causes behind performance gaps for this study was Clark
and Estes’ (2008) gap analysis. The structure of the knowledge dimension used to identify the
learning gaps was Anderson and Krathwohl’s (2001) Taxonomy for Learning, Teaching, and
Assessing measurement tool. Table 39 also shows context-specific recommendations based on
theoretical principles for the assumed knowledge influences based on high priority.
As a result of the data collection, and out of the 29 assumed knowledge, motivation, and
organization influences, gaps in six of the 14 knowledge influences were validated. From the six
knowledge influences, two causes were placed as high priority. The knowledge collection in
Table 39 lists the causes, priority, principle, and recommendations. Following the table, a
detailed discussion for each high priority cause and recommendation and the literature
supporting the recommendation is provided.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 128

Table 39
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Priority
High
Low

Principle and Citation

Context-Specific Recommendation
Factual
Stakeholders need
to know the ELD
standards and the
ELA curriculum.

Y The basic elements that
students must know to be
acquainted with a
discipline or solve
problems in it
(Krathwohl, 2002).

Job aids can be provided
to people who have
completed training and
need reminders about how
to implement what they
have learned
(Clark & Estes, 2008).

Effective observational
learning is achieved by
first organizing and
rehearsing modeled
behaviors, then enacting
them overtly
(Mayer, 2011).

Collaboratively teachers will identify and
prioritize the ELD standards for seventh
grade using a job aid provided by
administration.

During professional development,
information will be connected to prior
knowledge. Teachers will be asked to
present collaboratively on best practices on
EL strategies and demonstrate academic
progress of all ELs through the use of data.

Collaboratively teachers will attend ELA
and ELD trainings and review information
presented during trainings during their
professional development time.

Administration will provide teachers with
constructive feedback during informal
observations based on ELD and ELA
instruction.
Stakeholders need
to know the
CHATS
Strategies.
Y The basic elements that
students must know to be
acquainted with a
discipline or solve
problems in it.
(Krathwohl, 2002)

Collaboratively teachers can review the
CHATS strategies during professional
development.

Training would provide
all of the how-to
strategies, opportunities
for guided practice, and
expert feedback required
to learn the new scheme.
(Clark & Estes, 2008)

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Table 39 (Cont’d.)
Assumed Knowledge
Influence
Priority
High
Low

Principle and
Citation

Context-Specific Recommendation
Procedural
Stakeholders need to
know how to demonstrate
implementation of the
ELD Standards and
Common Core Standards.

Y How to do something;
methods of inquiry
and criteria for using
skills, algorithms,
techniques, and
methods.
(Krathwohl, 2002)

Learning is increased
when learners
frequently practice a
skill until
automaticity takes
place.

Provide training to teachers on how to
demonstrate and implement the ELD and
CCSS.

Participants will engage in grade level
meetings where teachers will share how
they implement and level students based
on proficiency and mastery of standards.

Pre-training will be given to teachers as
the ELD Coordinator and Instructional
Coaches will continue to monitor ELD
lessons and present teachers with
immediate and effective meaningful
feedback to help them enhance their
skills.

Participants will receive continuous
feedback from administration and ELD
Coordinator through the online
TeachBoost format on their progress and
next steps.

Stakeholders need to
know how to unpack the
ELD standards into
concepts and skills.
Y How to do something;
methods of inquiry,
and criteria for using
skills, algorithms,
techniques, and
methods.
(Krathwohl, 2002)
Provide training to teachers on how to
unpack ELD standards and identify the
concepts and skills needed in order to
teach the standard.

Declarative knowledge solutions. As a result of the data collection, and out of the 29
assumed knowledge, motivation, and organization influences, gaps in three out of the four
assumed declarative knowledge influences were validated through surveys, interviews, and
observations. For declarative factual knowledge, the two high priority knowledge causes
validated were:
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 130

• Stakeholders need to know the ELD standards and the ELA curriculum (DF).
• Stakeholders need to know the CHATS Strategies (DF)
These two causes were chosen because the people who have the most impact on student
learning are the teachers. Teachers must know and understand the ELD curriculum and
standards while improving their pedagogy in order to increase students’ academic
performance. Teachers must also demonstrate their understanding of the ELD and Common
Core Standards by embedding both within their daily lesson plans, as they design meaningful
and scaffold lessons to support ELs. Clark and Estes (2008) suggested that job aids can be
provided to people who have completed training and need reminders about how to implement
what they have learned. Therefore, it is recommended that teachers work in small focus groups
alongside administration and the ELD Coordinator to prioritize and review specific ELD
standards and the ELA curriculum being addressed each month. According to Ambrose,
Bridges, DiPietro, Lovett, and Norman (2010), learning is increased when information is
meaningfully connected with prior knowledge. This principle can be applied to helping teachers
identify and prioritize the ELD standards for seventh grade using a job aid provided by
administration. The job aid can serve as a resource for teachers to reference when they need to
be reminded of the standards and ELA curriculum.
Procedural knowledge solutions. As a result of the data collection, and out of the 29
assumed knowledge, motivation, and organization influences, gaps in three out of the nine
assumed procedural knowledge influences were validated through surveys, interviews, and
observations. For procedural knowledge, the two high priority causes validated were:
• Stakeholders need to know how to demonstrate implementing the ELD Standards and
Common Core Standards (P).
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 131

• Stakeholders need to know how to unpack the ELD standards into concepts and skills
(P).
The learning solution principle applied to the procedural knowledge demonstrated that
learning is increased when learners frequently practice a skill until it automatically takes
place. Considering the actual cognitive processes involved in how one will be using and
assessing different kinds of knowledge helps assure that a more accurate picture of learning is
created, thus leading to more effective instruction in terms of where knowledge gaps might lie
(Rueda, 2011). Therefore, it is recommended that teachers, administration, and the ELD
Coordinator attend trainings on how to implement the ELD and CCSS. This can be done by
allowing teachers to present a problem of practice during a professional development meeting
where input from their colleagues will provide them with constructive feedback while identifying
commonalities on how to go about executing the desired outcome.
The proposed solutions will include frequent grade-level meetings where teachers will
share how they are leveling students based on proficiency and mastery of standards, and will
receive continuous feedback from administration through the online TeachBoost observation and
evaluation tool on their progress and next steps. Clark and Estes (2008) defined training as any
situation where people must acquire “how to” knowledge and skills, and need practice and
corrective feedback to help them achieve specific work goals. By following the proposed
solutions, teachers will be able to begin to close the achievement gap of all ELs.
Conceptual knowledge solutions. No causes were validated.
Metacognitive knowledge solutions. No causes were validated.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 132

Motivation Recommendations
Introduction. The motivation influences in Table 40 include the Summary of
Motivation Influences and Recommendations and their probability of being validated. One
solution to address the motivational gap is building self-efficacy amongst teachers. The
motivation gap can be addressed by providing teachers with feedback that stresses process nature
of learning, including importance of effort, strategies, and potential self-control of learning
(Pintrich, 2003). This principle can be applied to helping teachers build their self-efficacy
because all professional development will be designed to educate and motivate them on how to
teach ELs while embedding the common core standards. The expected outcome would be for
teachers to easily motivate and build self-confidence in their teaching practices of the new ELD
curriculum and strategies being implemented to improve student achievement. Table 40 lists the
motivation causes, priority, principle, and recommendations. Following the table, a detailed
discussion for each high priority cause and recommendation and the literature supporting the
recommendation are provided.

Table 40
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence
Priority
High
Low

Principle and Citation

Context-Specific Recommendation
Self-Efficacy
Stakeholders need to
have confidence that
he/she can teach
ELs.
Y Rationales that include a
discussion of the importance
and utility value of the
work/learning can help
learners develop positive
values.
(Eccles, 2006)

Assessment of self-efficacy will be
distributed on a monthly basis to
determine what the teachers believe
to be very true or not true at all. The
assessment will have the following
responses:

“I am sure I can do an excellent job
on the delivery of the ELD strategies
and its implementation.”
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 133

Table 40 (Cont’d.)
Assumed
Motivation
Influence
Priority
High
Low

Principle and Citation

Context-Specific Recommendation
Feedback and modeling
increases self-efficacy
(Pajares, 2006)

“I know that I will be able to learn
the Chats strategies for my teaching
practice.

Stakeholders need to
have mental effort in
order to seek new
knowledge of ELD
strategies and ways
to support ELs.
Y Motivation influences three
very critical aspects of our
work and private lives--first,
choosing to work towards a
goal; second, persisting at it
until it is achieved; and third,
how much mental effort we
invest to get the job done.
(Clark & Estes, 2008)
Collaboratively teachers will share
resources and any upcoming training
they might be interested in attending
that focus on ELD skills, strategies,
and ELD curriculum.

Administration and ELD
Coordinator will provide list of
website links for teachers that
provide ELD resources and supports.
Teachers will share the resources as
they seek information on their own
using the guided resources they
received.
Mood
Stakeholders need to
feel positive about
teaching ELs
Y Positive emotional
environments support
motivation.
(Clark & Estes, 2008)

Feedback and modeling
increases self-efficacy
(Pajares, 2006)
Collaboratively teachers will share
evidence-based strategies to enable
learner success and alleviate anxiety
(Lord & Kanfer, 2001)

Administration and ELD
Coordinator will provide effective
and constructive feedback in regards
to EL instruction and teacher-student
engagement in the classroom.

Likert scale will be distributed by
administration to teachers that asks
about teachers’ confidence such as “I
can achieve this specific goal in this
context”
(Bandura, 199)

Stakeholders need to
feel positive about
finding outside ELD
resources to support
their teaching
practice.
Y Activating and building upon
personal interest can increase
learning and motivation
(Schraw & Lehman, 2009)
Administration and ELD
Coordinator will conduct bi-weekly
check-in meetings with teachers to
determine how teachers are feeling
about their confidence and ability
level in teaching ELs.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 134

Table 40 (Cont’d.)
Assumed Motivation
Influence
Priority
High
Low

Principle and
Citation

Context-Specific
Recommendation
Learning and motivation
are enhanced when learners
have positive expectancies
for success
(Pajares, 2006)
In proving feedback, administration and ELD
Coordinator must balance comments about
strengths and challenges
(Borgogni et al., 2011)
Attribution
Stakeholders
attribute low test
scores to lack of
teacher resources.

Y Learning and motivation
are enhanced when
individuals attribute
success or failures to effort
rather than ability.
(Anderman & Anderman,
2009)
Administration and ELD Coordinator will
provide teachers with feedback that stresses
the nature of learning including importance of
effort, strategies, and potential self-control or
learning
(Pintrich, 2003)

Value solutions. No Causes were validated.
Self-Efficacy solutions. As a result of the data collection, and out of the 29 assumed
knowledge, motivation, and organization influences, gaps in five of the nine assumed motivation
influences were validated through surveys, interviews, and observations. For motivation
knowledge, the two high priority causes validated were:
• Stakeholders need to have confidence that he/she can teach ELs (SE).
• Stakeholders need to have mental effort in order to seek new knowledge of ELD
strategies and ways to support ELs (SE).
According to Pajares (2006), social cognitive theory, self-efficacy beliefs provide the foundation
for human motivation, well-being, and personal accomplishment: Unless people believe that
their actions can produce the outcomes they desire, they have little incentive to act or to
persevere in the face of difficulties. Therefore, it is recommended that administration provides
teachers with a self-efficacy assessment on a monthly basis to determine what the teachers
believe to be true at all. The assessment will have the following responses: “I am sure I can do
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 135

an excellent job on the delivery of the ELD strategies and its implementation.” and “I know that I
will be able to learn the Chats strategies for my teaching practice. Teachers must find the will
and confidence within themselves and believe that they can teach and meet the needs of all ELs
to produce high academic achievement in ELA and all subject areas. Therefore, it is
recommended that administration and the ELD Coordinator will provide effective and
constructive feedback in regards to EL instruction and teacher-student engagement in the
classroom. While at the same time, all stakeholders will be building supportive and caring
personal relationships in the community of learners (Pintrich, 2003).
Mood solutions. As a result of the data collection, and out of the 29 assumed
knowledge, motivation, and organization influences, gaps in two of the two assumed motivation
influences were validated through surveys, interviews, and observations. For mood influences,
the two high priority causes validated were:
• Stakeholders need to feel positive about teaching ELs
• Stakeholders need to feel positive about finding outside ELD resources to support their
teaching practice.
According to Pajares (2006) learning and motivation are enhanced when learners have
positive expectancies for success. Teachers need to feel positive about teaching all students in
particularly ELs. Teachers invest countless hours in training, resources, and instructional
supports in order to motivate and instill the belief that all teachers can teach ELs. Therefore, it is
recommended that administration and the ELD Coordinator will observe teachers and provide
teachers with feedback, balanced comments about strengths and challenges (Borgogni et al.,
2011). It is also recommended that the organization creates an action plan to increase teachers’
motivation and confidence in teaching ELs. The organization must recognize teachers’ efforts as
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 136

they increase students’ performance made by the implementation of the new ELD curriculum
and specific strategies that support student learning.
Attribution solutions. As a result of the data collection, and out of the 29 assumed
knowledge, motivation, and organization influences, gaps in two of the two assumed motivation
influences were validated through surveys, interviews, and observations. For mood influences,
one high priority cause validated was:
• Stakeholders attribute low test scores to lack of teacher resources.
According to (Anderman & Anderman, 2009) learning and motivation are enhanced
when individuals attribute success or failures to effort rather than ability. Teachers enjoy
teaching and need to have guidance while teaching according to the teacher framework.
Therefore, it is recommended that administration and the ELD Coordinator provide instructional
support (scaffolding) early on, build in multiple opportunities for practice, and gradually remove
supports (Pajares, 2006).
Organization Recommendations
Introduction. The organization must provide more time for teachers to participate in
professional development trainings on ELD curriculum, standards, and ELD strategies both
inside the school grounds and outside the organization. The organization must also make
resources available and accessible to teachers. Creating a positive school environment is key to
the success of all stakeholders. According to Verdugo et al. (1997, 2002), three things are
emphasized about positive school environments: (a) valuing the linguistic and cultural
background of ELL students, (b) having high expectations for achievement, and (c) involving
students in the overall school operation. In terms of the normative culture, these three traits also
characterize effective schools. The organization’s goal is to increase student English proficiency
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 137

scores by 20% annually on the SBAC and MAP assessments. By the 2020 school year, the
estimated target goal is to have 61.2% of students meet the ELA standards in the SBAC and
MAP assessments. According to Rueda (2011), cultural settings can be seen as the who, what,
when, where, why, and how of the routines which constitute everyday life--in essence, a more
concrete version of what we commonly call a social context (Cole, 1996; Engestrom, Miettinen,
& Punamaki, 1999: Tharp & Gallimore, 1988). The organization must support the mission and
the organizational performance goal in order to help close the ELs achievement gap.

Table 41
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Priority
High
Low

Principle and Citation

Context-Specific
Recommendation
Cultural Settings
The organization
supports a culture that
aligns with daily
feedback on informal
and formal walkthroughs
to support ELs.
Y Modeled behavior is more likely to
be adopted if the model is credible
and similar (e.g., gender,
culturally appropriate), and the
behavior has functional value
(Denler et al., 2009)

Administration and ELD
Coordinator will serve as role
models and provide professional
development geared towards ELs,
Chats strategies, and best practices.

Policies and
Procedures

The organization’s
policies align with ELD
instructional standards.

Y

The organization has a
process for
communicating the goal
to all stakeholders.
Y Modeled behavior is more likely to
be adopted if the model is credible
and similar (Social-Cognitive
Theory)
Administration will serve as a role
model and provide process for
communicating the goal during
professional development, faculty
bulletins, weekly emails, and check-
in meetings with all teachers.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 138

Table 41 (Cont’d.)
Assumed
Organization
Influence
Priority
High
Low

Principle and
Citation

Context-Specific Recommendation

Ongoing organization assessment will
consist of a monthly mini survey asking
teachers the following question, “Do you
feel the organization has clear goals and
expectations to increase and support
teachers in providing EL best practices?”
Resources
The organization has a
process for providing timely
informal and formal
feedback to teachers to
support their teaching
practice.

Y Feedback that is private,
specific, and timely
enhances performance
(Shute, 2008)

Provide feedback that
stresses the process of
learning, including
importance of effort,
strategies, and potential
self-control of learning.
(Anderman & Anderman,
2009)
Administration and ELD Coordinator will
provide timely feedback that links use of
learning strategies with improved
performance
(Shute, 2008)

Administration and ELD Coordinator will
build supportive and caring relationships in
the community of learners
(Pintrich, 2003)

Cultural settings solutions. As a result of the data collection, and out of the 29 assumed
knowledge, motivation, and organization influences, gaps in one of one assumed cultural setting
influence was validated through surveys, interviews, and observations. For cultural setting, one
high priority cause validated was:
• The organization supports a culture that aligns with daily feedback on informal and
formal walkthroughs to support ELs.
Teachers need consistent feedback on EL instruction whether it is an informal or formal
observation. Teachers value and welcome feedback from administration and the ELD
Coordinator. Feedback provides teachers with encouragement and lets them know that they are
on the right track with their practice. It is important for teachers to receive ongoing feedback on
how well they demonstrated the ability to effectively assess their teaching practice and
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 139

implement new strategies or ideas to consistently grow and improve in their own
practices. Thus, Clark and Estes (2008) suggested while cultural settings can impact behavior,
cultural settings are also shaped by individuals and groups who operate with the cultural models
that impact their own behavior. This would suggest, the organization must provide daily
feedback in order for there to be trust and consistency amongst stakeholders receiving daily
informal walkthroughs to help support teachers who teach ELs. Therefore, it is recommended
that administration and the ELD Coordinator serve as role models and provide professional
development geared towards ELs, Chats strategies, and best practices as a means to support
classroom instruction and provide teachers with meaningful and constructive feedback that is
consistent, constructive, and ongoing.
Policies and procedures solutions. As a result of the data collection, and out of the 29
assumed knowledge, motivation, and organization influences, gaps in two of two assumed
policies and procedures influences were validated through surveys, interviews, and
observations. For policies and procedures, two high priority causes validated were:
• The organization’s policies align with ELD instructional standards.
• The organization has a process for communicating the goal to all stakeholders.
It is important for teachers to have clear and concise communication from the
organization in regards to specific policies and procedures. Teachers must be provided with the
motivational tools for support and effective work procedures. Clark and Estes (2008) stated that
when people fail to get the necessary resources that were promised for a high priority work goal
or when a policy is not supported by effective work processes or procedures, one of the possible
causes is a conflict between some aspect of organization culture and our current performance
goals. Therefore, it is recommended that administration will serve as a role model and provide a
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 140

process for communicating the goal during professional development, faculty bulletins, weekly
emails, and check-in meetings with all teachers. It is also recommended that administration
provides teachers with ongoing organization assessment which will consist of a monthly mini
survey asking teachers the following question, “Do you feel the organization has clear goals and
expectations to increase and support teachers in providing EL best practices?”
Resources solutions. As a result of the data collection, and out of the 29 assumed
knowledge, motivation, and organization influences, gaps in one of two assumed resources
influences were validated through surveys, interviews, and observations. For resources, one high
priority cause validated were:
• The organization has a process for providing timely informal and formal feedback to
teachers to support their teaching practice.
Teachers must always receive support, guidance, resources, and constructive feedback
from administration to help support their teaching practice. According to Shute (2008), feedback
that is private, specific, and timely enhances performance. Therefore, it is recommended that
administration and the ELD Coordinator will provide timely feedback that links use of learning
strategies with improved performance (Shute, 2008).
Summary of Knowledge, Motivation and Organization Recommendations
In summary, the learning and motivation recommendations for teachers at Elementary
School will consist of the following knowledge, skills, and dispositions teachers need in order to
perform their job successfully. At the end of the program, teachers will be able to know the ELD
standards and ELA curriculum as well as the Chats Strategies. Teachers will be able to
demonstrate and implement ELD Standards and Common Core Standards. Teachers will be able
to unpack ELD standards into concepts and skills to help support their ELs. Teachers will feel
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 141

and have confidence that he/she can teach ELs and will seek new knowledge of ELD strategies
to support ELs.
The organizational recommendations for teachers at Elementary School will consist of
the following knowledge, skills, and dispositions teachers need in order to perform their job
successfully. At the end of the program teachers will have an organization that supports a
culture that aligns with daily feedback on informal and formal walkthroughs to support
ELs. Teachers will also be recognized in their efforts towards achieving their goals of improving
EL achievement.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
The organization’s mission is to prepare all students to become college and career
ready. Currently the results from the SBAC and MAP assessment data show that only 20.4% of
students met the standards in ELA. The objective is to increase student English proficiency
scores by 20% annually on the SBAC and MAP assessments. By the 2020 school year, the
estimated target goal is to have 61.2% of students meet the ELA standards in the SBAC and
MAP assessments. The organization’s performance goal is to increase the organization’s
assessment results of seventh-grade ELs on ELA and SBAC by 20% annually by spring
2019. The problem is that many teachers are not prepared to give ELs a quality education
because of the lack of knowledge from their teacher preparation programs. Teachers of ELs
need appropriate trainings to be able to meet the students’ academic and language needs (Samson
& Collins, 2012).

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Implementation and Evaluation Framework
It is important to examine the results of solutions to make sure they actually solve the
performance problems they were intended to address or that they have not led to other
unintended consequences (Rueda, 2011). The solutions proposed in the gap analysis were
analyzed using Kirkpatrick and Kirkpatrick (2016) four levels of training evaluations. The New
Kirkpatrick Model honors and maintains the time-tested four levels and adds new elements to
help people operationalize them effectively in the new world of business, government, military,
and not-for-profit organizations (Kirkpatrick, 2016).
The four levels are planned at the beginning of the instructional design process on levels
4, 3, 2, 1 in reverse and are executed at the end as 1, 2, 3, and 4. Level 4 measures the results,
Level 3 measures to what extent stakeholders actually apply what they have learned. Level 2
measures the learning, and Level 1 measures the reaction to what degree the participants in the
program find it favorable, engaging, or relevant to their jobs.
Level 4: Results and Leading Indicators
The new Kirkpatrick (2016) Level 4 measures the critical behaviors being performed.
The degree to which targeted outcomes occur as a result of the training and the support and
accountability package. The basic function of Level 4 is to plan how results will be evaluated
through leading indicators. The two types of leading indicators are the external and internal
outcomes. The external outcome is what the public or community can see. These are the
outcomes we would hope to see from the achievement of the teachers. The internal outcomes are
what we expect some of the outcomes to be if teachers were achieving their goals. For example,
the desired outcomes for the Elementary School is for 100% of seventh-grade teachers to be
observed teaching content using appropriate EL content, pedagogy, and assessments, 100% of
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the time. For example, Table 42 shows the expected outcomes, metrics, and methods for
external and internal outcomes.

Table 42
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
EL achievement scores increase
in the MAP assessments

MAP Scores

Monthly Elementary School data
reports on ELs in ELA
EL achievement scores increase
in ELA
Myon Reading Program
Scores

Monthly Reports
ELs are reclassified to
Reclassified Fluent English
Proficient

CELDT Scores Yearly Reports
ELA student performance
improves for all ELs
CDE/ California School
Dashboard
Yearly Reports
Internal Outcomes
All seventh-grade teachers at
Elementary School would
demonstrate improvement in
their ELD instruction

Number of informal
observations completed
Monthly observations by the principal
and/or ELD Coordinator
Improve pedagogy for ELs Number of informal
observations on how to
improve pedagogy for ELs
completed
Monthly peer observations by
teachers
Monthly observations by the principal
and or ELD Coordinator

All ELs will have an EL learning
plan
Checklist developed by the
teachers, ELD Coordinator,
principal, and instructional
coaches

Monthly revisions will be made by
teachers and ELD Coordinator
Improved relationships among
teachers, administration, and the
ELD Coordinator.

Number of complaints Weekly check-in meetings will be
made during professional
development time by administration,
teachers, and ELD Coordinator

Teachers demonstrates
understanding of EL standards
and Chats Strategies
Number of informal
observations conducted by
principal and ELD
Coordinator
Weekly informal meetings with
constructive feedback linked to
resources and websites to support
teachers in their EL instruction
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Level 3: Behavior
Critical behaviors. Kirkpatrick’s (2016) Level 3 measures Behavior. According to
Kirkpatrick, Level 3 is the degree to which participants apply what they have learned during
training when they are back on the job. The New World Level 3 Behavior consists of critical
behaviors, required drivers, and on-the-job-learning. Stakeholders will have to demonstrate
understanding of ELD standards, Common Core Standards, and Chats Strategies. Table 43
shows the critical behaviors, metrics, methods, and timing for evaluation.

Table 43
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Teachers request information
about ELs in their class from the
principal and the ELD coordinator
Teachers’ list of ELs in
each class which will
include their CELDT
scores
Teachers’ list compared
with ELD coordinator and
principal’s list
Every
quarter

Teacher creates EL
learning plan with ELD
coordinator and principal
Completed EL learning plan
signed by administration,
ELD coordinator and grade-
level teachers

EL learning plan submitted
to principal’s office
At the end
of each
quarter
Teachers meet with
parents and grade-level
teachers to review the EL
learning plan

Student portfolios will be
reviewed along with ELA
assessment progress

ELA computer based
assessment results will be
reviewed and analyzed
Every
Month
Teachers demonstrate
ELD standards and the
ELA curriculum through
best practices.
Observation notes taken by
administration using TeachBoost
program
Informal observations
conducted by the principal
with immediate feedback
linked to standards and
teaching domains.

Every
Month
Teachers demonstrate
mental effort seeking
new knowledge of ELD
strategies and ways to
support ELs.
Teachers complete desired
(LACOE or external EL
training) request form and
or ELD resource check off list
Teachers’ list will be
compared to the list
provided by the school
Monthly

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 145

Required drivers. Kirkpatrick and Kirkpatrick (2016) stated The New World
Kirkpatrick Model adds required drivers to Level 3: Required drivers are processes and systems
that reinforce, monitor, encourage, and reward performance of critical behaviors on the
job. Teachers require support from the administration, the ELD Coordinator, and their peers to
motivate and help build their confidence of ELD instruction to support ELs. The motivation and
organizational influences that are necessary to drive the achievement of the stakeholder
outcomes are self-efficacy, mood, attribution, resources, policies, processes, and procedures,
cultural setting, and recognition.
Reinforcement was used to provide teachers with ongoing, evolving dialogue affirming
or un-affirm strengths and opportunities for improvement through observation
feedback. Encouragement is a way administration can publicly acknowledge teachers success
towards their EL progress. Monitoring is a way the ELD Coordinator and administration can
invite teachers to share ELD strategies and student work samples that demonstrate student
success during professional development time. Table 44 lists the recommended drivers to
support critical behaviors. These critical behaviors will not be sustained unless they are
supported, reinforced, and monitored.

Table 44
Required Drivers to Support Critical Behaviors

Method(s)

Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Principal provides teachers with an online open calendar sign up sheet
where teachers can request observation feedback on EL instruction and
strategies

Ongoing 1

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Table 44 (Cont’d.)

Method(s)

Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Principal models ELD lesson in the classroom to help teachers
reinforce EL Standards and Chats Strategies

Ongoing 1, 2, 3
Principal reinforces job aid during professional development
meetings

Ongoing 1
ELD Coordinator Provides a job aid for specific ELD standards
being addressed and resources to support ELD instruction (teaching
channel videos; links to standards)

Ongoing Bi-
Weekly
2
Teacher meetings with administration to discuss observation
feedback and next steps

Bi-weekly 1, 2
Encouraging

Administration meets with teachers to review and discuss the
strengths and opportunities for improvement on EL instruction.

Bi-weekly 1, 2, 3
Principal provides teachers with affirmations on EL strategies and
next steps

Bi-weekly 1,2,3
Administration coaches teachers using cognitive coaching
strategies to engage teachers in dialogue of improving student
outcomes

Ongoing 1, 2, 3
Principal provides teachers with affirmations on EL strategies and next steps

Bi-weekly 1,2,3
Administration coaches teachers using cognitive coaching strategies to engage
teachers in dialogue of improving student outcomes

Ongoing 1, 2, 3
ELD Coordinator mentors teachers and models ELD lessons based on ELD
instruction

Ongoing 1, 2, 3
Administration will encourage teachers to use the online ELD resources and
activities to support ELs

Ongoing 1, 2, 3
Principal will encourage teachers to conduct “peer observations” while using a
“Parking Lot” tool to provide constructive feedback on ELD instruction

Monthly 1, 2, 3

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Table 44 (Cont’d.)

Method(s)

Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Rewarding

Principal publicly acknowledges teachers’ success in progress towards EL
instruction. Ex. (In the faculty bulletin administration provides “Shout Outs” to
teachers who have demonstrated progress towards EL instruction and backs it up
with data.

Weekly 1, 2,
3
Monitoring

Administration and ELD Coordinator will monitor and conduct observations while
using notes as they tag the evidence to the teachers’ progression framework

Ongoing 1, 2,
3
Administration will invite teachers to share ELD strategies and work samples during
professional development to demonstrate student successes in ELA.
Ongoing 1, 2,
3

Organizational support. To ensure that teachers are implementing the Chats strategies,
ELA Standards, and ELD curriculum, the organization’s program will provide the following
instructional interventions and supports:
1. First, administration and the ELD Coordinator will review the resources and trainings the
school offers in relation to ELD curriculum and instruction to ensure that teachers have
autonomy in choosing trainings and resources they deem applicable to help ELs.
2. Secondly, administration and ELD Coordinator will have scheduled bi-weekly check-in
meetings with teachers to allow ample time for open discussions on goals to support ELs
and types of support provided to teachers who teach ELs. This process will also help
build relationships and trust amongst the stakeholders.
3. Furthermore, teachers will be given their student’s CELDT scores where they can
analyze the levels immediately after the trainings.
Finally, the organization will review ELA assessment results on a bi-weekly basis and
together with teachers and the ELD Coordinator determine a plan of action by setting goals for
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 148

students who are demonstrating growth and opportunities for improvement. From the
recommendations in the organizational table, indicate how will the organization support the
stakeholders’ critical behaviors.
Level 2: Learning
The degree to which participants acquire the intended knowledge, skills, attitude,
confidence, and commitment based on their participation in the learning event. Confidence and
commitment have been added to Level 2 in the New World Kirkpatrick Model to close the gap
between learning and behavior (Kirkpatrick and Kirkpatrick, 2016).
Learning goals. Upon completion of the recommended solutions the teachers will be
able to:
1. Describe the ELD standards and ELA curriculum. (DF)
2. Apply Chats strategies in their lessons when teaching ELs. (DF)
3. Demonstrate how to implement ELD and Common Core Standards. (P)
4. Demonstrate how to unpack ELD standards into concept and skill. (P)
5. Demonstrate self-confidence that they can teach ELs. (Self-Efficacy)
6. Demonstrate mental effort in order to seek new knowledge of ELD strategies and ways to
support ELs. (Self-Efficacy)
7. Feel positive about teaching ELs. (Mood)
8. Feel positive about finding outside ELD resources to support their teaching practice.
(Mood)
9. Attribute low or high test scores to motivate and encourage best practices. (Attribution)
10. Provide timely request to administration and ELD Coordinator for informal and formal
observation to support their teaching practice. (Resources)
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Program. The program recommended to the organization will support the achievement
of the stakeholders’ learning goals, based on the KMO needs, analysis, and influences. To
develop teachers’ knowledge and skills, the organization will provide teachers with training, job
aids, and encourage peer observations.
The program will be ongoing and will be executed in phases. Starting with the month of
July, the program will start off internally by inviting all teachers to a week-long training on ELD
Standards, Curriculum, and Strategies. Teachers will participant throughout each phase. Each
phase of the training will consist of specific learning goals and outcomes. Following the
training, the ELD Coordinator and administration will begin to set up bi-weekly informal
observations that will consist of check-in meetings with each individual teacher. The goal of
each meeting is to review feedback from administration and provide teachers with an open forum
to share any concerns or make special requests to assist their teaching of ELs. Since the program
is ongoing, ELD topics will be embedded into the professional development agenda and calendar
throughout the year. To help motivate and increase teacher morale, the program leader will
recognize teachers who are demonstrating improvement with student outcomes. Recognitions
will be conducted bi-weekly via email, written in the faculty bulletin, and public announcements
will be made during morning assemblies. Teachers will also be assigned to a coach or mentor to
guide open dialogue and provide affirming or adjusting feedback on ELD and ELA strategies
and its implementation in the classroom. Lastly, the program will continue to provide teachers
with professional development resources, personalized professional developments on ELD and
ELA standards and curriculum implementation, and online access to resource library.
Evaluation of the components of learning. As the program is being implemented, the
constructs of the program will be evaluated through the declarative and procedural knowledge,
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 150

attitudes, confidence, and commitments. Learning components will be evaluated before, during,
and after the program. Table 45 lists the evaluation and timing for each of the components of
learning for the program.

Table 45
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks during observations During and after
Think-pair-share and share with peers During and after
Pre test and post test of Chats Strategies Before, during, and at the end of the
workshop
Knowledge by surveying teachers on ELD standards Before, during, and at the end of the
workshop
Procedural Skills “I can do it right now.”

Observation of ELD strategies being implemented During and after
Observation of unpacking ELD and ELA standards During and after
Observing to see procedural skills on ELD strategies During and after
Observation of teacher modeling for their peers During and after
Observation of teachbacks During and after

Table 45 (Cont’d.)

Method(s) or Activity(ies) Timing
Attitude “I believe this is worthwhile.”

Discussions about the importance of helping ELs During and after
Discussions about the value and rationale of observation
feedback
Before, during, and after
Classroom observation of teachers and ELD Coordinator Before, during, and after
Discussions about the implementation of ELD standards Before, during, and after
Role play scenarios of daily problems of practice and/or
student successes
Before and after
Confidence “I think I can do it on the job.”

Observation of procedural skills During and after
Peer observations, mentorship, and coaching Before, during, and after
Surveys using scales about their abilities Before, during, and after
Discussions of concerns or challenges During and after
Commitment “I will do it on the job.”

Set SMART Goals on implementing new skills After
Discussions on the process After

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 151

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) stated that Level 1: Reaction: is the degree to which
participants find the training favorable, engaging, and relevant to their jobs. As such, Table 46
lists the engagement, relevance, and customer satisfaction constructs which are measured
reactions to the program, and timing for each component that may be conducted before, during,
or after the program has been implemented. Table 46 shows the components to measure
reactions to the program and lists the methods used to determine how the participants react to the
learning event(s).

Table 46
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Attendance Record At the beginning of the
program
Short, frequent surveys Before and after
One-on-one meetings with teachers Before, during, and after

Relevance
Anonymous survey End of workshop
Discussions on concepts learned on the program Before, during, and after
Assess the performance of teachers Before, during, and after
Customer Satisfaction

Anonymous survey After each training
Dedicated observer who observes body language and comments shared
during workshop
Before, during, and after
Open survey questions on reasons for performance outcomes Before and after

Evaluation Tools
Immediately following the program implementation. Immediately following the
program, teachers will complete an electronic participant survey (see Appendix C for the survey
questions). Kirkpatrick and Kirkpatrick (2016) suggested using formative (during the program)
and summative (after the program) methods; they ask questions related to how participants
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 152

enjoyed the program, whether they learned key information, and how the program might be
improved for future sessions. This type of information is useful to learning and performance
professionals to gauge the quality of their training programs, materials, and
presenters. Following the program, administration and the ELD Coordinator will create an
observation checklist to help them identify and determine the target outcomes learned by
teachers during and after the program (see Appendix D for the checklist).
For Level 1, the survey will consist of the questions related to their level of engagement,
relevance, and customer satisfaction. Level 2 will include identifiable targeted behavior
regarding teachers’ knowledge, skills, and dispositions needed to perform their job functions.
Level 2 will also include focus group discussion regarding information learned during the
program, teacher’s commitment to the program, and peer observations.
Delayed for a period after the program implementation. Approximately 60 days
after the program, the organization will distribute a participant interview question survey set-up
for use on a delayed basis after the training (see Appendix E for survey questions). The open-
ended questions will consist of participant testimonials, success factors, and barriers to
success. According to Clark and Estes (2008) all evaluation tools should be blended, except in
unusual circumstances. This prevents “surveying people out” because you can obtain quite a bit
of data with one tool and are not solely reliant on one type of evaluation method. By now,
administration and the ELD Coordinator will have conducted informal observations for all
teachers where they will seek observation evidence using a checklist to determine the targeted
teachers’ behaviors that demonstrate declarative factual and procedural knowledge.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 153

Data Analysis and Reporting
After administering immediate and delayed instruments, findings will be reported using
an internal, online teacher observation tool called TeachBoost where data will demonstrate
teachers’ are making progress towards achieving their goal of teaching content using appropriate
EL content, pedagogy, and assessments, 100% of the time. A second internal online language
and reading intervention program called Scientific Learning, Fast Forword will be used to
identify ELs progress towards their cognitive, language, and literacy skills made thus far. Both
reporting systems will be made public as a way to recognize both teachers’ and students’ efforts
towards reaching the organization goal. To monitor the progress and hold teachers accountable,
the ELD assessment reports will provide the averages by students’ literacy levels, and determine
if the students are on target or intervention must take place. The findings will also help
determine if the ELA programs for ELs are resulting in successful trends.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model was used to plan, implement, and evaluate the
recommendations for the organization, and to optimize achieving the stakeholder goal
(Kirkpatrick & Kirkpatrick, 2016). The four levels of training were used at the beginning of the
instructional design process. The four levels are Results, Behavior, Learning, and Reaction. In
Level 4, results were used to plan how results would be evaluated, starting with the end in
mind. In Level 3, critical behaviors were measured to achieve the stakeholders goal. In Level 2,
required asking questions to determine the knowledge; skills, and dispositions that stakeholders
need to perform. In Level 1, reactions were measured to determine what degree participants in
the program found the program engaging, favorable, and relevant to their jobs.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 154

Table 47
TeachBoost Observation Tool
Track the development of a single school or educator, or zoom out to
view district-wide trends.

Reach evaluation targets and complete observation cycles by
tracking completion rates.

Assess teacher strengths and areas for growth, as well as progress
over time.

View aggregated data at an individual, group, school, or district
level.

Filter data by any metric, including standard, rating, observer,
demographic, and date.

Monitor progress on all Next Steps and Action plans for all
teachers and all goals.

Expectations for using the framework and the advantages of integrating implementation
were used to determine whether the participants were on track to meeting their goal. The four
levels of training evaluation asked three key questions: “Does the level of . . . meet
expectations? If not, why not? If so, why?” (Kirkpatrick & Kirkpatrick, 2016). The value of the
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 155

intervention as a return on expectations must be positive. Before training, learning professionals
need to partner with supervisors and managers to prepare participants for trainings. Even more
critical is the role of the supervisor or manager after the training. They are the key people who
reinforce newly learned knowledge and skills through support and accountability. The degree to
which the reinforcement and coaching occurs directly correlates to improved performance and
positive outcomes (Kirkpatrick & Kirkpatrick, 2016).
Limitations and Delimitations
Eight teachers participated in the study; (seven were teachers who taught a single subject
and one was the ELD Coordinator). All eight participants completed the interviews, surveys,
and observations. A limitation found in the study was the timing of the
observations. Observations had to be postponed due to teachers conducting standardized
testing. This caused teachers to reschedule the interviews and not have sufficient time to prepare
lessons for observations. A second limitation found was that some survey responses were left
blank and not answered by the participants. This might have to do with the fact that participants
did not understand the question or did not know how to respond and were afraid of choosing any
of the answer choices provided. A third limitation found was that not all participants gave
candid responses. Clark and Estes (2008) stated that people will not give their candid views
about problems in interview and focus groups. What is the incentive to be candid, and what is
the political risk involved? Participants must have developed trust with the interviewee in order
to produce candid responses.
Recommendations for Future Research
There is a need to further research on professional development for teachers who have
already gone through the same ELD trainings year after year. There is also need to further
SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 156

research the types of supports that motivate and inspire veteran teachers to learn new skills and
innovative best practices and strategies to teach 21st century learners. More research can also be
conducted with parents of ELs and the impact the language barrier places on the families.
Finally, there is a need to research mental health support for teachers who teach ELs and the
impact overcrowded classrooms place on teachers and learning outcomes.
Conclusion
There is a significant percentage of ELs attending schools in California. The 1,332,405
English learners constitute 21.4 percent of the total enrollment in California public schools
(CDE, 2011). More and more teachers find themselves teaching students from increasingly
diverse linguistic and cultural backgrounds. In a recent report by the National Center for
Education Statistics (2002) 42% of the teachers surveyed indicated that they had English
Language Learners (ELLs) in their classroom, but only 12.5% of these teachers had received
more than eight hours of professional development specifically related to ELLs. There is a big
need for teaching training of ELD curriculum and instruction. Teachers also need to have built
confidence in themselves and instilled the belief that they can teach ELs.
Although teachers may be skilled in supporting the craft of writing (e.g., Atwell, 1998),
they are less confident when the needs of ELs require them to address aspects of the language
that may pose difficulties for ELs but are generally not problematic for native English speakers
(De Jong & Harper, 2005).

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 157

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Appendix A: Recruitment Script (for Teachers)
Thank you for taking the time to meet and speak with me today. I would like to request
that you participate in my study. During my study, I will be gathering data for my dissertation at
USC. Your participation is voluntary. You may choose to opt out at any time. Your participation
will include 20 minutes in a needs assessment and survey, three 30-minute classroom
observations, and a face-to-face interview for approximately one hour; will you be okay with
that?
Let me provide you with some background as to who I am and why I am conducting this
study. I am a doctoral student at USC. I am conducting an improvement model study. I plan to
conduct up to six classroom observations and three interviews of the English Language Learner
teachers and CELDT Coordinator at XYZ School. I will provide you with positive feedback on
what is working well within the EL learning environment and how your teaching practices
promote student achievement.
As a research student, I am only here to gather data. I will not share the data collected
with anyone other than my USC IRB Committee. All data will be kept in an electronic password
protected file folder and completely destroyed at the end of the study.
I may use teachers’ direct quotes from the interviews, but will not use your name. All
information will be kept confidential. Please reach out to me should questions arise.

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 163

Appendix B: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

Examining teachers’ performance as it relates to the achievement gap of seventh-grade English
Language Learners: A Gap Analysis Approach

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You
should ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
This study aims to examine the teachers’ performance as it relates to the achievement gap of
seventh-grade English Language Learners at XYZ School.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in surveys, interviews, and
observations.

CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.

Required language:
The members of the research team, the funding agency and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is [Norma Moreno, ndmoreno@usc.edu. The Faculty Advisors are
[Dr. Kenneth Yates, kennetay@rossier.usc.edu, 213-740-6793] [Dr. Melora Sundt,
sundt@rossier.usc.edu, 240-402-2738] and [Dr. Rudy Castruita, rcastrui@usc.edu, (213) 821-
4392.

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 164

Appendix C: Confidence Survey
__________________________________________________________________
Context: This survey is completed immediately following the program.

Instructions:
For each of the questions below, click on the response that best characterized how you feel about
the training.

Participant Evaluation:
Date and Location:________________________________________________________

Strongly Disagree Strongly Agree
1. The presenter held my attention. 1 2 3 4 5 6 7
2. The content of the training was 1 2 3 4 5 6 7
easy to understand.

3. I was encouraged to ask questions 1 2 3 4 5 6 7
throughout the training.

4. I enjoyed the program. 1 2 3 4 5 6 7
5. I learned new information related 1 2 3 4 5 6 7
to ELs.

6. I am committed to applying new 1 2 3 4 5 6 7
ELD strategies in the classroom.

7. I am confident that I will be using 1 2 3 4 5 6 7
what I learned today when I return
to my job.

8. I am satisfied with the training 1 2 3 4 5 6 7
on strategies to support ELs and
ELA standards
______________________________________________________________________
Please provide feedback for the following questions:

1. How can we improve the program for the future?

2. What is the first strategy you plan to implement in the classroom as a result from what you have
learned today?

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 165

Appendix D: Walkthrough Checklist
Context: This is the checklist that administration and/or ELD Coordinator will use when
observing teachers during informal observations to rate teachers’ skills and ability to connect and
engage with students.
Rating Scale
1=Effective use of targeted behavior
2=Moderately effective use of targeted behavior
3=Ineffective use of targeted behavior

Feedback comments may include specific learning objectives aligned to the ELD curriculum,
ELA standards, and Chats Strategies. Feedback will also include areas of strengths and
opportunities for improvement as well as additional ELD website links to help teachers reflect on
their teaching practices.

Target Behavior Rating Feedback
Comment
Teacher asked students follow-up questions to gain further clarification of
students’ needs.

Teacher recommend the appropriate Chats Strategies to support content
reading.

Teacher works collaboratively with the student to provide scaffolding
during ELD lessons.

Teacher connected with the students by listening and validating the
students’ feelings.

Teacher used think-pair share activities to promote student engagement.

Teacher aimed questions aimed at higher-order thinking

SEVENTH-GRADE ENGLISH LANGUAGE LEARNERS 166

Appendix E: Self-Efficacy Survey
For each of the questions below, circle the response that best characterized how you feel about
the statement.
________________________________________________________________________
Strongly Disagree Strongly Agree
________________________________________________________________________

1. I have had the opportunity to embed 1 2 3 4 5 6 7
best practices learned on the job.

1. I have received support from 1 2 3 4 5 6 7
administration to apply skills and
knowledge learned at the job.

1. I have a clear picture of what is 1 2 3 4 5 6 7
expected of me.

1. I have the necessary knowledge and 1 2 3 4 5 6 7
skills to perform my job.

1. Looking back, taking this training was 1 2 3 4 5 6 7
a good use of my time.

1. I have successfully applied on the job 1 2 3 4 5 6 7
what I learned in the training.

Please provide feedback for the following questions:
1. Reflecting on this program who or what has helped you implement what you
learned?
2. Please give an example of a positive outcome you have experienced since
attending this training?

Abstract (if available)

Abstract This case study applied the Gap Analysis (Clark & Estes, 2008) approach in order to analyze, identify, and validate the knowledge and skills, motivation, and organizational influences and barriers that contribute to the English Language Learner (ELLs) achievement gap. This study focused on participants at Elementary School as its sample population. The study employed both qualitative and quantitative methods of research. Mixed methods were used to collect interview, survey, observation, and document analysis data from eight participants all whom teach in a seventh grade, single subject, self-contained class with emphasis on ELD instruction. The New World Kirkpatrick Model was used as the framework for evaluation. The four levels were planned at the beginning of the instructional design process. Level 4: It is the degree to which targeted outcomes occur as a result of the training and the support and accountability package. Level 3: Behavior is the degree to which participants apply what they learned during training when they are back on the job. Level 2: Learning is the degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training. Level 1: Reaction is the degree to which participants find the training favorable, engaging, and relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016). This study demonstrated how school sites and other organizations may apply the Gap Analysis framework to identify and solve performance issues.

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Asset Metadata

Creator Moreno, Norma Del Carmen (author)

Core Title Examining the achievement gap of seventh grade English language learners: A gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/26/2018

Defense Date 03/30/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag English,Language,learners,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Castruita, Rudy (committee member), Sundt, Melora (committee member)

Creator Email morenond@yahoo.com,ndmoreno@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-29805

Unique identifier UC11668938

Identifier etd-MorenoNorm-6480.pdf (filename),usctheses-c89-29805 (legacy record id)

Legacy Identifier etd-MorenoNorm-6480.pdf

Dmrecord 29805

Document Type Dissertation

Format application/pdf (imt)

Rights Moreno, Norma Del Carmen

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA