Recent Educational Projects


Rock Creek International School (RCIS), Washington, DC

ICAL was asked to evaluate the current model of teaching second languages by the current Head Master in order to ascertain its effectiveness in relation to national models and local models in Washington DC.  RCIS was a K-8 school operating at two campuses and using the International Baccalaureate (IB) model for its overall curriculum and instructional design.

ICAL conducted a 1-day Vision Quest for the staff and 1-day Vision Quest for the parents to ensure all issues concerning curriculum and instructional designs regarding the RCIS language program were addressed by all stakeholders.  Students of RCIS were from American and also international families all over the world (mostly children of embassy staff), so they had a broad list of expectations for the second language program.

The performance targets for the ICAL intervention from both Vision Quests were as follows:

a)  To ascertain the four-skills proficiency of all second-language students in Arabic, English as a Second Language, Spanish, French, and 

b)  To be compatible with the IB curriculum and teaching standards

c)  To train existing second language teachers in Accelerative Learning “Best Practices”

d)  To train 20 teachers in two separate 10-day teacher trainings

e)  To create curriculum in Arabic, English, Spanish, and French

f)  To create hands-on “centers” in Arabic, Spanish, French, and English

g)  To coach all trained teachers after training to ascertain improved teaching practices and observe use of lesson plans to achieve higher student results


ICAL achieved the above goals through the following protocol for RCIS students, staff, and parents:

1) Evaluate each language teacher on 65 “Best Teaching Practices” and establish a baseline score from which to evaluate a quantifiable increase in ending performance.

2) Assess all students with a full proficiency evaluation of reading, writing, speaking and listening skills in Arabic, English (as a second language), Spanish and French.

3) Present a report to parents on preliminary findings and make recommendations to improve teacher and student performance.

4) Conduct a teacher training focused on improving overall teacher performance and individualized skill development in specific areas.

5) Create a customized curriculum with lesson plans that address the strengths and weaknesses discovered in the baseline assessments in (1) and (2) above.

6) Coach the teachers in the use of lesson plans and differentiated instruction after training is complete 

7) Complete and present a Report of Findings to parents and RCIS Board of Directors


Contact:

Carole Alkahouaji, Headmaster

Business Type:

K-8 Private College Preparatory School

Client Objective:

  • To test the four-skills proficiency of all students in Arabic, English as a Second Language, Spanish, and French
  • To be compatible with the IB curriculum and teaching standards
  • To increase RCIS market share
  • To train existing second language teachers in Accelerative Learning “Best Practices”
  • To train 20 teachers in standards-based teacher trainings
  • To create standards-based curriculum in Arabic, English, Spanish, and French
  • To create hands-on “centers” in Arabic, Spanish, French, and English
  • To coach all trained teachers after training to ascertain improved teaching practices and observe use of lesson plans to achieve higher student results

System Implemented:

ICAL conducted a Vision Quest for parents and staff; assessed all students in 4 languages; assessed “Best Practice” standards delivery in teachers; conducted two 10-day standards-based teacher trainings for 20 teachers to increase teacher performance in second language acquisition; developed customized curriculum for Arabic, Spanish, France and ESOL; coached teachers after training to ensure application of training to produce student results

Accomplishments:

ICAL implemented professional development and lessons plans in Arabic, Spanish, French, and ESOL.  Teachers set up new classrooms and centers based on training.  RCIS increased enrollments and positive word-of-mouth based on the new language system in place.

Satisfaction:
  • Increased parent support
  • 100% training attendance
  • Positive student reaction to new teaching method

Knowledge:
  • Demonstrated increased skills
  • Produced more spoken output
  • Tested higher on post test exam

Application:
  • Created more output in target language
  • Designed Accelerative Learning units
  • Set up Accelerative Learning classrooms and centers

Return on Investment:
  • Increased new enrollments
  • Increased re-enrollments  
  • Reduced teacher turnover

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