Common use of Program Evaluation and Modification Clause in Contracts

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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description of the factors used to determine the effectiveness of the Newcomer Academy programs and services. Some factors to include in the self-evaluation are: (i) Whether current Newcomer Academy students are satisfying established goals and objectives for student participation and achievement; (ii) Whether current Newcomer Academy students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (c) The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy to fully implement the Plan; and (d) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy students.

Program Evaluation and Modification. The District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy its EL program and procedures services for formal reporting of identified deficiencies and required modifications and will be built into EL students at 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 studentsSchool. The District will take collect longitudinal data annually for use in its evaluations. The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District's ALP at the School. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its ALP programs and services for LEP students are implementedEL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its EL students. REPORTING REQUIREMENT 1. Within sixty (60) days of signing this Agreement, the District will develop and submit to OCR for review and approval an initial draft Plan for providing meaningful educational services to all its EL students at the School. The District will continue to submit draft plans until OCR approves a final Plan for the District’s full and timely implementation at the School. (1) 2. For the first self-evaluation due by July 15, 2008within sixty (60) days of signing this Agreement, the District will provide: (a) A roster a. The total number of Newcomer Academy PHLOTE students and EL students, at the School, 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 programschool year 2019-2020; (b) b. An assessment of the EL program placement and services for the Newcomer Academy EL students; (c) c. A description of the program’s staff training needs and the District’s 's response to identified needs; and (d) d. Its policies and goals for providing educational services to the Newcomer Academy EL students. This will include the District’s 's objectives for providing educational services to Newcomer Academy EL students, including the objectives of the ALP EL program models selected. It will also include ; and a list of specific, measurable language acquisition and performance goals for Newcomer Academy EL students. (2) 3. The District’s 's Plan will provide, for school year 20082019-09 by June 1, 2009, 2020 and all subsequent program evaluations (to be conducted by the District 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description of the factors used to determine the effectiveness of the Newcomer Academy District's EL programs and servicesservices at the School. Some factors to include in the self-evaluation are: (i) a. Whether current Newcomer Academy EL students are satisfying established goals and objectives for student participation and achievement; (ii) b. Whether the District's staff training program is sufficiently training teachers to meet EL students' English language development and access to content curriculum needs, and meeting the stated intent of the training program's design; c. Whether current Newcomer Academy EL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; d. Whether EL and former EL students are making academic progress compared with non/never-ELL peers as demonstrated by dropout, graduation, and grade retention rates, and standardized test measures designed to measure access to the core curriculum. 4. Implementation of the Plan. a. Within thirty (c30 days) of OCR's approval of the Plan, the District will submit a complete, final copy of the Plan to OCR, and begin implementing all terms of the Plan. The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy to fully District will implement the specific Plan provisions in accordance with the policies, procedures, and time frames specified in the Plan. b. Within sixty (60) days of OCR's approval of all terms of the Plan, the District will: i. Provide documentation to demonstrate that all school site administrators have received a copy of the Plan; ii. Provide a training agenda for administrators and staff regarding the implementation of the Plan (including training dates and training responsibilities); and iii. In a newsletter or other similar document or process that is used for parent notifications, notify parents and guardians of all School students (din a language they understand) The specific steps that the District will take, including time frames and persons responsible, has developed a Plan to ensure that program modifications or improvements are implemented when national-origin minority EL students have equal and where necessary meaningful access to ensure program effectiveness for Newcomer Academy studentsthe School's educational services. iv. The District will provide OCR with supporting documentation of each item of the Plan, at dates to be determined by OCR.

Program Evaluation and Modification. The District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy its EL program and procedures services for formal reporting of identified deficiencies and required modifications and will be built into EL students at 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 studentsSchool. The District will take collect longitudinal data annually for use in its evaluations. The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District's EL program. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its EL programs and services for LEP students are implementedEL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its EL students. (1) For the first self-evaluation due by July 15, 2008evaluation, the District will provide: (a) A roster The total number of Newcomer Academy PHLOTE students for the previous yearand EL students, by nameschool, 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 programfor school year 2018-19; (b) An assessment of the EL program placement and services for the Newcomer Academy EL students; (c) A description of the program’s staff training needs and the District’s 's response to identified needs; and (d) Its policies and goals for providing educational services to the Newcomer Academy EL students. This will include the District’s 's objectives for providing educational services to Newcomer Academy EL students, including the objectives of the ALP EL program models selected. It will also include ; and a list of specific, measurable language acquisition and performance goals for Newcomer Academy EL students. (2) The District’s 's Plan will provide, for school year 20082019-09 by June 1, 2009, 20 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description of the factors used to determine the effectiveness of the Newcomer Academy District's programs and services. Some factors to include in the self-self- evaluation are: (i) Whether current Newcomer Academy EL students are satisfying established goals and objectives for student participation and achievement; (ii) Whether the District's staff training program is sufficiently training teachers to meet EL students' English language development and access to content curriculum needs, and meeting the stated intent of the training program's design; (iii) Whether current Newcomer Academy EL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (civ) EL and former EL students' academic progress and dropout, graduation, and grade retention rates, as compared to their non/never- EL peers. (b) The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy EL program to fully implement the Plan; and (dc) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements at the School are implemented when and where necessary to ensure program effectiveness for Newcomer Academy EL students.

Program Evaluation and Modification. The Based upon the District's goals and objectives for ensuring equal educational opportunities for ELL students, the District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy program its ALP and procedures services 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 ELL students. The District will take collect longitudinal data annually for use in its evaluations. The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District's ALP. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its ALP programs and services for LEP students are implementedELL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its ELL students. (1) . For the first self-evaluation due by July 15September 1, 20082016, the District will provide: (a) A roster a. The total number of Newcomer Academy PHLOTE students for the previous yearand ELL students, by nameschool, 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 programfor school year 2015-16; (b) b. An assessment of the ALP placement and services for the Newcomer Academy ELL students; (c) c. A description of the program’s staff training needs and the District’s 's response to identified needs; and (d) d. Its policies and goals for providing educational services to the Newcomer Academy ELL students. This will include the District’s 's objectives for providing educational services to Newcomer Academy ELL students, including the objectives of the ALP models selected. It will also include ; and a list of specific, measurable language acquisition and performance goals for Newcomer Academy ELL students. (2) . The District’s 's Plan will provide, for school year 20082016-09 by June 1, 2009, 17 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) a. A description of the factors used to determine the effectiveness of the Newcomer Academy District's programs and services. Some factors to include in the self-evaluation are: (i) i. Whether current Newcomer Academy ELL students are satisfying established goals and objectives for student participation and achievement; (ii. Whether the District's staff training program is sufficiently training teachers to meet ELL students' English language development and access to content curriculum needs, and meeting the stated intent of the training program's design as described in Staffing, Term 4(b)(iii) above. iii. Whether current Newcomer Academy ELL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (c) iv. ELL and former ELL students' academic progress and dropout, graduation, and grade retention rates, as compared to their non-ELL peers; and v. Whether ELL students are statistically over-represented or under-represented in special education referrals and placements or the gifted and talented program. This analysis includes considering the ELL students with their general representation in the District and comparing them with former ELL and non-/never ELL students. b. The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy ALP to fully implement the Plan; and (d) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy students.

Program Evaluation and Modification. The Based upon the District's goals and objectives for ensuring equal educational opportunities for ELL students, the District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy program its ALP and procedures services 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 ELL students. The District will take collect longitudinal data annually for use in its evaluations. The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District's ALP. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its ALP programs and services for LEP students are implementedELL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its ELL students. (1) . For the first self-evaluation due by July 15September 1, 20082016, the District will provide: (a) A roster a. The total number of Newcomer Academy PHLOTE students for the previous yearand ELL students, by nameschool, 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 programfor school year 2015-16; (b) b. An assessment of the ALP placement and services for the Newcomer Academy ELL students; (c) c. A description of the program’s staff training needs and the District’s 's response to identified needs; and (d) d. Its policies and goals for providing educational services to the Newcomer Academy ELL students. This will include the District’s 's objectives for providing educational services to Newcomer Academy ELL students, including the objectives of the ALP models selected. It will also include ; and a list of specific, measurable language acquisition and performance goals for Newcomer Academy ELL students. (2) . The District’s 's Plan will provide, for school year 20082016-09 by June 1, 2009, 17 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) a. A description of the factors used to determine the effectiveness of the Newcomer Academy District's programs and services. Some factors to include in the self-evaluation are: (i) i. Whether current Newcomer Academy ELL students are satisfying established goals and objectives for student participation and achievement; (ii. Whether the District's staff training program is sufficiently training teachers to meet ELL students' English language development and access to content curriculum needs, and meeting the stated intent of the training program's design as described in Staffing, Term 4(b)(iii) above. iii. Whether current Newcomer Academy ELL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (c) iv. ELL and former ELL students' academic progress and dropout, graduation, and grade retention rates, as compared to their non-ELL peers; and v. Whether ELL students are statistically over-represented or under•represented in special education referrals and placements or the gifted and talented program. This analysis includes considering the ELL students with their general representation in the District and comparing them with former ELL and non-/never ELL students. b. The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy ALP to fully implement the Plan; and (d) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy students.

Program Evaluation and Modification. The District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step ALP plan will include procedures for formal evaluation periodically evaluating the effectiveness of its ALP and services for LEP students based on longitudinal data collected annually for use in its evaluations. a. For the District’s implementation initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the District will provide to OCR: i. The total number of PHLOTE students and LEP students by school for school year 2016-17; ii. An assessment of the Newcomer Academy program ALP placement and procedures services for formal reporting LEP students; iii. A description of identified deficiencies staff training needs 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 response or scheduled for responding to identified needs; and iv. The District’s objectives for providing educational services to LEP students, including the objectives of the ALP model(s) selected; and the specific measurable language acquisition and performance goals identified for LEP students. b. For all subsequent program evaluations (to be conducted at least once every two years), the District will provide: i. A description of the factors used to determine effectiveness of the District's programs and services. Minimum factors to include in the self-evaluation are: a. Whether current LEP students are meeting the District’s Annual Measureable Achievement Objectives (AMAOs); b. Whether current LEP students are satisfying established goals and objectives for student participation and achievement; c. Whether current LEP students are progressing in English language proficiency in each of the four skill areas (oral, reading, writing and comprehension); d. A comparison of LEP and former LEP student’s academic progress, dropout, graduation, and grade retention rates with non-LEP peers; and e. A comparison of LEP students' special education referrals and placements, and referrals and placements in the gifted and talented education program, as compared with their general representation in the District and to non-LEP students. c. The Plan will include: Procedures used to determine the extent to which staff training and development are available or are still needed to implement the Plan. The specific steps the District will take, including applicable timeframes and persons responsible for ensuring that program modifications or improvements are identified and implemented to ensure program effectiveness. 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 continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to its 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description of the factors used to determine the effectiveness of the Newcomer Academy programs and services. Some factors to include in the self-evaluation are: (i) Whether current Newcomer Academy students are satisfying established goals and objectives for student participation and achievement; (ii) Whether current Newcomer Academy students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (c) The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy to fully implement the Plan; and (d) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy students.

Program Evaluation and Modification. The District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy its EL program and procedures services 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 EL students. The District will take collect longitudinal data annually for use in its evaluations. The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District's ALP. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its ALP programs and services for LEP students are implementedEL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its EL students. (1) For the first self-evaluation due by July 15June 8, 20082018, the District will provide: (a) A roster The total number of Newcomer Academy PHLOTE students for the previous yearand EL students, by nameschool, 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 programfor school year 2017-18; (b) An assessment of the EL program placement and services for the Newcomer Academy EL students; (c) A description of the program’s staff training needs and the District’s 's response to identified needs; and (d) Its policies and goals for providing educational services to the Newcomer Academy EL students. This will include the District’s 's objectives for providing educational services to Newcomer Academy EL students, including the objectives of the ALP EL program models selected. It will also include ; and a list of specific, measurable language acquisition and performance goals for Newcomer Academy EL students. (2) The District’s 's Plan will provide, for school year 20082018-09 by June 1, 2009, 19 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description descript ion of the factors used to determine the effectiveness of the Newcomer Academy District's programs and services. Some factors to include in the self-self- evaluation are: (i) Whether current Newcomer Academy EL students are satisfying established goals and objectives for student participation and achievement; (ii) Whether the District's staff training program is sufficiently training teachers to meet EL students' English language development and access to content curriculum needs, and meeting the stated intent of the training program's design; (iii) Whether current Newcomer Academy EL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (civ) EL and former EL students' academic progress and dropout, graduation, and grade retention rates, as compared to their non/never-EL peers; and (v) Whether EL students are statistically over-represented or under- represented in special education referrals and placements or the gifted and talented program. This analysis includes considering EL students with their general representation in the District and comparing them with former EL and non-/never EL students. (b) The procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy EL program to fully implement the Plan; and (dc) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy EL students.

Program Evaluation and Modification. The Based upon the District's goals and objectives for ensuring equal educational opportunities for EL students, the District will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include incorporate into its Plan its procedures for formal evaluation evaluating the effectiveness of the District’s implementation of the Newcomer Academy program its ALP and procedures services 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 EL students. The District will take collect cohort longitudinal data comparing EL students, former EL students, and never-EL students. At a minimum, the District will include the following factors in the comparison: progress in achieving English proficiency measured by multiple indicators, scores on valid and reliable standardized tests measuring performance in core-content areas, academic performance in core- content areas, attendance, retention rates, and graduation rates. The District will also describe steps to ensure that modifications required to remediate identified deficiencies in the modify or improve its ALP programs and services for LEP students are implementedEL students, where necessary, based upon the results of its program evaluation. The District agrees it will not implement newcomer continue indefinitely with programs or and services that, despite soundness of design and implementation, do not satisfy its goals and objectives for providing educational services to LEP its EL students. (1) For the first selfEL program evaluation (for the 2016-evaluation 2017 school year) due by July 15June 30, 20082017, the District will also provide: (a) A roster the total number of Newcomer Academy PHLOTE students for the previous yearand EL students, by nameschool, 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 programfor school year 2016-2017; (b) An an assessment of the ALP placement and services for the Newcomer Academy EL students; (c) A a description of the program’s staff training needs and the District’s 's response to identified needs; and (d) Its its policies and goals for providing educational services to the Newcomer Academy EL students. This will include , including the District’s 's objectives for providing educational services to Newcomer Academy EL students, including the objectives of the ALP models selected. It will also include , and a list of specific, measurable language acquisition and performance goals for Newcomer Academy EL students. (2) The District’s 's Plan will provide, for school year 20082017-09 by June 1, 2009, 2018 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 placement (including disability category), if applicable. The District will also develop and describe a student roster or database system to measure the academic and English-language acquisition progress of Newcomer Academy students over time. (b) A description of the factors used to determine the effectiveness of the Newcomer Academy District's programs and services. Some factors to include in the self-evaluation are, including: (i) Whether whether current Newcomer Academy EL students are satisfying established goals and objectives for student participation and achievement; (ii) Whether whether the District's staff training program is sufficiently training teachers to meet EL students' English language development and content curriculum needs, and meeting the stated intent of the training program's design as described in Staffing, above; and (iii) whether current Newcomer Academy EL students are gaining in acquiring English language proficiency in speaking, reading, writing, and comprehension;listening. (b) EL and former EL students' progress academic progress and dropout, graduation, and grade retention rates, as compared to their never-EL peers; and (c) The whether EL students are statistically over-represented or under-represented in special education referrals and placements or the gifted and talented program. This analysis includes considering the EL students with their general representation in the District and comparing them with former EL and never-EL students. (d) the procedures used to determine the extent to which staff hiring, training, or development is needed to ensure a full contingent of qualified teachers for the Newcomer Academy ALP to fully implement the Plan; and (de) The the specific steps the District will take, including time frames timeframes and persons responsible, to ensure that program modifications or and/or improvements are implemented when and where necessary to ensure program effectiveness for Newcomer Academy EL students.