Annual Program Evaluation
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ANNUAL PROGRAM EVALUATION
All Local education agencies (LEAs) shall prepare an annual evaluation of its English leaner (EL) program(s). This evaluation may be part of the annual evaluation process.
Ongoing assessment will determine continued EL identification and movement from level to level within the EL program. ELs participate in statewide English language proficiency assessments, state assessments, and school achievement assessments as well as classroom assessments in English language development, reading, math, science and social studies.
Schools will annually analyze outcomes and program services for English learners. The process will focus on the attainment of linguistic and academic standards for EL students as well as to identify potential issues regarding instructional programs for EL by:
· Assembling Data and program information on EL student performance;
· Presenting assembled data for analysis and providing survey items for the school to rate itself on key dimensions.
This information serves as another data source to discern the strengths and weaknesses of the school's English language development program.
Assemble the following data for past 3 years.
▪ Number & percentage of EL
▪ Percentage of EL Students Who Made Progress Towards English Proficiency
▪ Percentage of EL Students Who Were Reclassified
▪ Percentage of long-term English learners (LTELs)
▪ Percentage of students "at-risk" of becoming LTELs
▪ SBAC Reading & Math Proficient & Advanced (at/above grade level) Grades 3-8, 11 for English Learners compared to all students
▪ Chronic Absenteeism Rate for EL compared to all students
Review and reflect on the data with school educational partners.
Discuss the trends observed over time.
o Identify question(s) that need to be investigated further.
o Identify students' challenges and needs.
o Identify how the needs can be addressed.
o The annual program review is part of the Local Control Accountability Plan (LCAP) process.
IQ ELD Needs Assessment Survey_Families - Google Forms.pdfEL Critical Components Checklist.pdfFEDERAL PROGRAM MONITORING (FPM)
Local education agencies (LEAs) that receive federal funding for certain programs, may be selected for a review by the state. The purpose of this Federal Program Monitoring (FPM) process is to ensure that all LEAs are meeting all federal legal requirements. Below is a list of the program components that are reviewed.
I – Involvement
EL 1: English Learner Advisory Committee (ELAC)
EL 2: District English Learner Advisory Committee (DELAC)
II – Governance & Administration
EL 3: English Learner Identification & Assessment
EL 4: Implement, Monitor, & Revise Title III Plan
EL 5: EL Program in the SPSA (Schoolwide)
EL 6: Title III Inventory
III – Funding
EL 7: Supplement, Not Supplant, with Title III
EL 8: Time & Effort Requirements (Title I & III)
IV – Standards, Assessment, and Accountability
EL 9: Evaluation of Title III-Funded Services & Programs
EL 10: Reclassification
V – Staffing and Professional Development
EL 11: Teacher EL Authorization
EL 12: Professional Development Specific to English Learners
VI – Opportunity and Equal Educational Access
EL 13: Language Acquisition Program Options & Parent Choice
VII – Teaching & Learning
EL 14: English Language Development (ELD)
EL 15: Access to Standard Instructional Program
GOAL SETTING & ACCOUNTABILITY
School leaders and the English Language Development Department will use the self-reflection rubrics to evaluate and monitor the implementation and progress toward accomplishing English Learner program goals. The rubrics are aligned with the four principles of the California EL Roadmap:
EL_Roadmap_Rubric.pdfPage updated
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