Ms. Laura Hancock, Project IMPACT Coordinator
Title III -
English Language Acquisition: National Professional Developmental
Southeastern has received a $598,000 U.S. Department of
Education grant for Project IMPACT, a program designed to train
Jefferson Parish teachers, administrators and staff who work with
children who speak limited English.
Project IMPACT will benefit more than 500 children, 150
teachers and 120 non-instructional staff in six Jefferson
Parish schools. Selected on the basis of need, the schools are
Grace King High School, West Jefferson High School, Meisler
Middle School, Gretna Junior High, J.C. Ellis Elementary School,
and Boudreaux Elementary School. In addition to training
Jefferson Parish teachers, Project IMPACT will allow Southeastern
faculty to incorporate issues relating LEP education into the
university's teacher preparation curriculum. Also, through the
grant, Southeastern will produce print and audio versions of
translated school policies and procedures to distribute to the
parents of LEP students. The training Project IMPACT provides
will help LEP students -- and the school system -- close the gap
that currently exists between LEP students and their peers on
required evaluations such as the Louisiana Education
Accountability Program. For additional information about Project
IMPACT, you may contact Ms. Laura Hancock at (985) 549-2229,
Project IMPACT Abstract
Southeastern Louisiana University is
applying as the lead agency for this project. Jefferson Parish
School District has agreed to partner with Southeastern to respond
to the training needs of regular classroom teachers and non
instructional staff from six schools related to the education of
limited English proficient (LEP) students and their parents.
Southeastern proposes to provide
professional development to teachers and non-instructional staff
of the following schools: Boudreaux Elementary School, Grace King
High School, Gretna Junior High, J.C. Ellis Elementary School,
Meisler Middle, and West Jefferson High School. In addition, the
project proposes to provide professional development for faculty
memebers in the Department of Teaching & Learning and for
undergraduate teacher candidates.
The two goals central to the design of
this five-year project:
- Improve the knowledge and skills of
education faculty and teacher candidiates at Southeastern
Louisiana University related to meeting the needs of LEP
- Prepare teachers and administrators who
serve LEP students and their parents in Jefferson Parish School
The objectives and activities of this project will make a
positive impact that will last well beyond the funding period.
The project design includes the professional development approach
"turn key" that will produce a domino effect. For example,
teachers will learn to train other teachers and faculty members
will train their teacher candidates. Professional development
will be delivered in the form of workshops. The approach proposed
will facillitate building capacity and increasing the knowledge
base related to meeting the needs of LEP students and their
parents. Ultimately, this will have a positive and long-term
impact on the academic achievement of limiited English proficient
Imporant school related documents in Jefferson Parish will be
translated in 5 major languages, Spanish, Vietnamese, Urdu,
Arabic, and Chinese. The parents of these language groups will be
able to receive information in a language they can understand.
An external evaluator will conduct formative and sumative
activities to ensure that the activities will produce the desired
results. At the end of five years, this project will have
impacted 6 schools, 150 teachers, 50 faculty members, more than 75
teacher candidates, 120 non-instructional staff and 525 LEP
students and their parents.
Improve the knowledge and skills of education faculty and teacher
candidates at Southeastern Louisiana University related to meeting
the needs of LEP students.
1. In each project year, 10 faculty members will improve
their knowledge and skills to address the needs of LEP students
and their parents through in-service trainings and will have
incorporated new knowledge to their syllabi.
By the end of project year 5, 50 faculty members will have
improved their knowledge and skills to address the needs of LEP
studnets and their parents.
2. In each project year 10 faculty members will
incorporate koweldge and skills in their syllabi and deliver
instruction to teacher candidiates.
By the end of year 5, 50 faculty members will have delivered
instruction to teacher candidiates enrolled in their courses about
how to meet the needs of LEP students and their parents.
3. In each project year, teacher candidates enrolled 4
methodology courses will receive training about how to address the
need of LEP students.
Approximately 75 teacher candidates will have been exposed to
knowledge and skills about how to meet the needs of LEP students.
Prepare teachers and administrators who serve LEP students and
their parents in Jefferson Parish School District.
1. In each project year, 30 different regular classroom
teachers will be prepared to use effective curricula,
instructional strategies, and assessment that is aligned to state
academic, language, and content standards to increase the
achievement of LEP students through sustained in-service trainings
in the fall and in the spring.
By the end of year 5, 150 school regular classroom teachers will
be prepared to meet the needs of LEP students.
2. In each project year the same 30 regular classroom
teachers will be prepared to use effective strategies to
communicate with and involve parents in the improvement process of
their schools through sustained in-service trainings.
By the end of year 5, a total of 150 teachers will be prepared to
use effective ways to involve parents and community groups in
their school improvement process.
3. In project year 5, 12 teachers will be prepared as
teacher leaders to deliver staff development related to meeting
the needs of LEP students and their parents to continue to build
capacity in their schools beyond the grant period.
By the end of year 5, 12 teachers will be prepared as leaders to
continue to build capacity related to meeting the needs of LEP
students beyond the grant period.
4. In each project year, 12 different principals,
assistant principals, guidance counselors and 12 different contact
school personnel will participate in a summer institutute to gain
knowledge and skills about how to effectively meet the needs of
LEP students and theirparents.
By the end of year 5, 120 non-instructional personnel will be
prepared during summers on how to meet the needs of LEP students
and their parents.
5. In each year of the project translators will
translate important school district documents in 5 languages,
Spanish, Vietnamese, Urdu, Arabic, and Chinese for dissemination
At the end of year 5, the school district will have important
documents translated in print and in audio format in the 5 major
langugages and will have disseminated them to parents.