Common use of Program Evaluation and Modification Clause in Contracts

Program Evaluation and Modification. The District ALP plan will include procedures for 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 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 ALP placement and services for LEP students; iii. A description of staff training needs and the District’s 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 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 LEP students.

Program Evaluation and Modification. The Based upon the District's goals and objectives for ensuring equal educational opportunities for LEP students, the District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP and services for LEP students based on students. The District will collect longitudinal data collected annually for use in its evaluations. a. For . The District will include an analysis of the evaluation data according to each factor used for determining the effectiveness of the District’s initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the 's ALP. The District will provide also describe steps to OCR: i. The total number of PHLOTE students and LEP students by school for school year 2016-17; ii. An assessment of the modify or improve its ALP placement programs and services for LEP students; iii. A description , where necessary, based upon the results of staff training needs and the District’s 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 its 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 effectivenessevaluation. The District 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 LEP students. (1) For the first self-evaluation due by September 1, 2017, the District will provide: (a) The total number of PHLOTE students and LEP students, by school, for school year 2015-2016. (b) An assessment of the ALP placement and services for LEP students; (c) A description of staff training needs and the District's response to identified needs; and (d) Its policies and goals for providing educational services to LEP students, This will include the District's objectives for providing educational services to LEP students, including the objectives of the ALP models selected; and a list of specific, measurable language acquisition and performance goals for LEP students. (2) The District's Plan will provide, for school year 2016-2017 and all subsequent program evaluations (to be conducted at least once every two years): (a) A description of the factors used to determine the effectiveness of the District's programs and services. Some factors to include in the self- evaluation are: (i) Whether current LEP 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 LEP 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, above; (iii) Whether current LEP students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (b) LEP and former LEP students' academic progress and dropout, graduation, and grade retention rates, as compared to their non-LEP peers; and (c) Whether LEP 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 LEP students with their general representation in the District and comparing them with former LEP and non- /never LEP 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 ALP to fully implement the Plan; and (e) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when necessary to ensure program effectiveness for LEP students. (1) Provide documentation to demonstrate that all school site administrators have received a copy of the Plan; (2) Provide a training agenda for administrators and staff regarding the implementation of the Plan (including training dates and training responsibilities); and (3) Provide a copy of a newsletter or other similar document, where the District notifies parents and guardians of all District students (in a language they understand) that the District has developed a plan to ensure that national-origin minority LEP students have equal and meaningful access to the District's educational services. III. LEP Student with Disabilities (1) By January 30, 2017, the District will develop or revise draft policies and procedures to: (a) Implement special education identification, and special education referral processes that take into consideration the linguistic and cultural background of students; (b) Ensure that current objective assessments of proficiency in English and the primary or home language are available prior to or upon referral of PHLOTE students for testing, evaluation, or placement in special education services. The procedures will ensure that consideration of language proficiency is documented; (c) Require disability-related testing or evaluation using only the language modalities in which the student is objectively known to be proficient, if feasible; (d) Provide for disability-related testing or evaluation by staff persons who are qualified to conduct special education tests in the languages required (whenever appropriate). (e) Establish objective criteria by which the District determines which staff members are qualified to administer special education testing and evaluations in languages other than English. (f) Require that disability-related diagnostic reports for LEP students include: (1) Analysis of the effect of linguistic and cultural factors on educational history and learning, (2) Whether (and how) diagnostic instruments or procedures were altered for the student, (3) Documentation of the use of translation or interpretation in the administration of diagnostic instruments or procedures, and the effect on the validity and reliability of the results; (4) Evaluation of the validity and reliability of test results, considering the effect of differences in criteria related to language proficiency, and (5) Cross-validation of formal diagnostic measures with other data available about the student. (g) Require that the process of making disability-related placement decisions includes at least one person who is knowledgeable about the student's culture and language, documents consideration of language and culture on the evaluation, and considers the validity and reliability determinations noted in the diagnostic report; (h) Require that disability-related placement decisions are based on a variety of factors, such as a review of existing records, the results of pre-referral interventions and curricular adaptations, work samples, formal and informal assessments, and observations; and (i) Ensure that LEP students with disabilities participate in both ALP instruction and special education services or related aids and services, unless it is inappropriate to provide dual services due to the documented nature of the student's disability. Delivery of ALP services should be noted to the student file. Personnel providing ALP instruction for LEP students with disabilities will be qualified in accord with the District's ALP.

Program Evaluation and Modification. The Based upon the District's goals and objectives for ensuring equal educational opportunities for ELL students, the District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP and services for LEP students based on ELL students. The District will collect longitudinal data collected annually for use in its evaluations. a. For the District’s initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the . 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 include an analysis of the ALP placement and services evaluation data according to each factor used for LEP students; iii. A description of staff training needs and determining the District’s 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 effectivenessALP. The District will also describe steps to modify or improve its ALP programs and services for ELL students, where necessary, based upon the results of its program evaluation. The District 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 LEP ELL students. 1. For the first self-evaluation due by September 1, 2016, the District will provide: a. The total number of PHLOTE students and ELL students, by school, for school year 2015-16; b. An assessment of the ALP placement and services for ELL students; c. A description of staff training needs and the District's response to identified needs; and d. Its policies and goals for providing educational services to ELL students. This will include the District's objectives for providing educational services to ELL students, including the objectives of the ALP models selected; and a list of specific, measurable language acquisition and performance goals for ELL students. 2. The District's Plan will provide, for school year 2016-17 and all subsequent program evaluations (to be conducted at least once every two years): a. A description of the factors used to determine the effectiveness of the District's programs and services. Some factors to include in the self-evaluation are: i. Whether current 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 ELL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; 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 ALP to fully implement the Plan; and

Program Evaluation and Modification. The District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP EL program and services for LEP EL students based on at the School. The District will collect longitudinal data collected annually for use in its evaluations. a. For the District’s initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the . 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 include an analysis of the ALP placement and services evaluation data according to each factor used for LEP students; iii. A description of staff training needs and determining the District’s 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 EL 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 also describe steps to modify or improve its EL programs and services for EL students, where necessary, based upon the results of its program evaluation. The District 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 LEP EL students. (1) For the first self-evaluation, the District will provide: (a) The total number of PHLOTE students and EL students, by school, for school year 2018-19; (b) An assessment of the EL program placement and services for EL students; (c) A description of staff training needs and the District's response to identified needs; and (d) Its policies and goals for providing educational services to EL students. This will include the District'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. (2) The District's Plan will provide, for school year 2019-20 and all subsequent program evaluations (to be conducted at least once every two years): (a) A description of the factors used to determine the effectiveness of the District's programs and services. Some factors to include in the self- evaluation are: (i) Whether current 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 EL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (iv) 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 EL program to fully implement the Plan; and (c) 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 necessary to ensure program effectiveness for EL students.

Program Evaluation and Modification. The District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP EL program and services for LEP students based on EL students. The District will collect longitudinal data collected annually for use in its evaluations. a. For the District’s initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the . 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 include an analysis of the ALP placement and services evaluation data according to each factor used for LEP students; iii. A description of staff training needs and determining the District’s 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 effectivenessALP. The District 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 District 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 LEP EL students. (1) For the first self-evaluation due by June 8, 2018, the District will provide: (a) The total number of PHLOTE students and EL students, by school, 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 District's response to identified needs; and (d) Its policies and goals for providing educational services to EL students. This will include the District'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. (2) The District's Plan will provide, for school year 2018-19 and all subsequent program evaluations (to be conducted at least once every two years): (a) A descript ion of the factors used to determine the effectiveness of the District's programs and services. Some factors to include in the self- evaluation are: (i) Whether current 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 EL students are gaining in English language proficiency in speaking, reading, writing, and comprehension; (iv) 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 EL program to fully implement the Plan; and (c) The specific steps the District will take, including time frames and persons responsible, to ensure that program modifications or improvements are implemented when necessary to ensure program effectiveness for EL students.

Program Evaluation and Modification. The District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP EL program and services for LEP EL students based on at the School. The District will collect longitudinal data collected annually for use in its evaluations. a. For the District’s initial ALP evaluation due at the end of SY 2016-17 by June 30, 2017, the . 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 include an analysis of the ALP placement and services evaluation data according to each factor used for LEP students; iii. A description of staff training needs and determining the District’s 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 ALP at 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 effectivenessSchool. The District 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 District 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 LEP 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. 2. For the first self-evaluation due by within sixty (60) days of signing this Agreement, the District will provide: a. The total number of PHLOTE students and EL students, at the School, for school year 2019-2020; b. An assessment of the EL program placement and services for EL students; c. A description of staff training needs and the District's response to identified needs; and d. Its policies and goals for providing educational services to EL students. This will include the District'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. 3. The District's Plan will provide, for school year 2019-2020 and all subsequent program evaluations (to be conducted by the District at least once every two years), a description of the factors used to determine the effectiveness of the District's EL programs and services at the School. Some factors to include in the self-evaluation are: a. Whether current EL students are satisfying established goals and objectives for student participation and achievement; 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 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 (30 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 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 (in a language they understand) that the District has developed a Plan to ensure that national-origin minority EL students have equal and meaningful access to the 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 ALP plan will conduct an annual longitudinal performance evaluation of the Newcomers Academy. This step will include procedures for periodically evaluating the effectiveness formal evaluation of its ALP and services for LEP students based on longitudinal data collected annually for use in its evaluations. a. For the District’s 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 implementation of the ALP placement Newcomer Academy program and services procedures for LEP 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; iii, including a comparison study of newcomer students who are not enrolled in the Newcomers Academy program. A description Such evaluations will consider the aggregate progress and success of staff training needs all current and former Newcomer Academy students relative to the District’s response or scheduled for responding to identified needs; and iv. The District’s objectives goals 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 continue indefinitely with implement newcomer programs and or 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 Based upon the District's goals and objectives for ensuring equal educational opportunities for EL students, the District ALP plan will include incorporate into its Plan its procedures for periodically evaluating the effectiveness of its ALP and services for LEP students based on EL students. The District will collect cohort longitudinal data collected annually for use in its evaluations. a. For the District’s initial ALP evaluation due at the end of SY 2016comparing EL students, former EL students, and never-17 by June 30, 2017EL students. At a minimum, the District will provide 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 OCR: i. The total number of PHLOTE students and LEP students by school for school year 2016-17; ii. An assessment of the modify or improve its ALP placement programs and services for LEP students; iii. A description of staff training needs and the District’s response or scheduled for responding to identified needs; and iv. The District’s objectives for providing educational services to LEP EL students, including where necessary, based upon the objectives results of the ALP model(s) selected; and the specific measurable language acquisition and performance goals identified for LEP students. b. For all subsequent its 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 effectivenessevaluation. The District 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 LEP EL students. (1) For the first EL program evaluation (for the 2016-2017 school year) due by June 30, 2017, the District will also provide: (a) the total number of PHLOTE students and EL students, by school, for school year 2016-2017; (b) an assessment of the ALP placement and services for EL students; (c) a description of staff training needs and the District's response to identified needs; and (d) its policies and goals for providing educational services to EL students, including the District's objectives for providing educational services to EL students, the objectives of the ALP models selected, and a list of specific, measurable language acquisition and performance goals for EL students. (2) The District's Plan will provide, for school year 2017-2018 and all subsequent program evaluations (to be conducted at least once every two years): (a) a description of the factors used to determine the effectiveness of the District's programs and services, including: (i) whether current 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 content curriculum needs, and meeting the stated intent of the training program's design as described in Staffing, above; and (iii) whether current EL students are acquiring English language proficiency in speaking, reading, writing, and 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) 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 ALP to fully implement the Plan; and (e) the specific steps the District will take, including timeframes and persons responsible, to ensure that program modifications and/or improvements are implemented when necessary to ensure program effectiveness for EL students.