Program Evaluation and Modification. The District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include procedures for formal evaluation of the District’s implementation of the Newcomer Academy program and procedures for formal reporting of identified deficiencies and required modifications and will be built into the program design. The comprehensive evaluations of the Newcomer Academy will consider program effectiveness and the impact of the Newcomer Academy on participating students, including a comparison study of newcomer students who are not enrolled in the Newcomers Academy program. Such evaluations will consider the aggregate progress and success of all current and former Newcomer Academy students relative to the District’s goals for providing educational services to LEP students. The District will take steps to ensure that modifications required to remediate identified deficiencies in the services for LEP students are implemented. The District agrees it will not implement newcomer programs or services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP students.
(1) For the first self-evaluation due by July 15, 2008, the District will provide:
(a) A roster of Newcomer Academy students for the previous year, by name, grade, home language, home country, date of entry into the United States, English language proficiency scores, any identified disabilities, and entrance and exit dates from the newcomer program;
(b) An assessment of the placement and services for the Newcomer Academy students;
(c) A description of the program’s staff training needs and the District’s response to identified needs; and
(d) Its policies and goals for providing educational services to the Newcomer Academy students. This will include the District’s objectives for providing educational services to Newcomer Academy students, including the objectives of the ALP models selected. It will also include a list of specific, measurable language acquisition and performance goals for Newcomer Academy students.
(2) The District’s Plan will provide, for school year 2008-09 by June 1, 2009, and all subsequent program evaluations (to be conducted at least once every two years):
(a) A student roster or other database system used to track Newcomer Academy students’ home and primary languages, date of entry into the United States, English language proficiency assessments, and special education ...
Program Evaluation and Modification. Action Items
Program Evaluation and Modification. The Charter will incorporate into its Plan its procedures for evaluating the effectiveness of its EL program and services for EL students. The Charter will collect longitudinal data annually for use in its evaluations. The Charter will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the Charter's ALP. The Charter will also describe steps to modify or improve its ALP programs and services for EL students, where necessary, based upon the results of its program evaluation. The Charter agrees it will not continue indefinitely with programs and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to its EL students.
(1) For the first self-evaluation due by January 30, 2018, the Charter will provide:
(a) The total number of PHLOTE students and EL students for school year 2017-18;
(b) An assessment of the EL program placement and services for EL students;
(c) A description of staff training needs and the Charter's response to identified needs; and
(d) Its policies and goals for providing educational services to EL students. This will include the Charter's objectives for providing educational services to EL students, including the objectives of the EL program models selected; and a list of specific, measurable language acquisition and performance goals for EL students.
Program Evaluation and Modification. The District will continue to evaluate the effectiveness of its alternative language program (ALP) for Hispanic ELL students and identify modifications it will make to improve the program's effectiveness. In this regard, the District will complete a comprehensive internal evaluation of all elements of the ALP for Hispanic ELL students, including: identification of potential ELL students; assessment of such students' English language proficiency; provision of English language development and other services to all ELL students; provision of personnel and resources consistent with program design and students' needs; exiting of ELL students from the program; monitoring of former ELL students' academic performance; access by ELL students to special education and other specialized programs; and, the effectiveness of communication with parents. This evaluation will also examine Hispanic ELL students' progress in English language development and academic achievement.
Program Evaluation and Modification. The Charter will incorporate into its Plan its procedures for evaluating the effectiveness of its EL program and services for EL students. The Charter will collect longitudinal data annually for use in its evaluations. The Charter will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the Charter's ALP. The Charter will also describe steps to modify or improve its ALP programs and services for EL students, where necessary, based upon the results of its program evaluation. The Charter agrees it will not continue indefinitely with programs and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to its EL students.
(1) For the first self-evaluation due by January 30, 2018, the Charter will provide:
(a) The total number of PHLOTE students and EL students for school year 2017-18;
(b) An assessment of the EL program placement and services for EL students;
(c) A description of staff training needs and the Charter's response to identified needs; and
(d) Its policies and goals for providing educational services to EL students. This will include the Charter's objectives for providing educational services to EL students, including the objectives of the EL program models selected; and a list of specific, measurable language acquisition and performance goals for EL students.
