Chapter Six: Evaluation and Accountability

Educational Services leads the Instructional Leadership Team. It was designed so that district stakeholders had a vehicle to plan and coordinate exemplary programs for the success of all students, including English learners.. The ILT is comprised of district administrators, teachers, and specialists. The committee meets throughout the year to discuss topics pertaining to the implementation of programs for students. The committee is an integral part of the District Master Plan. The goals and objectives of the ILT are the foundation and structure for this Master Plan. The evaluation and accountability of the English Learner program are embedded in these goals and objectives. This tool will be the ongoing monitoring document utilized to maintain a quality program at all of our sites. This plan and the evaluation and accountability goals are based on the state and federal guidelines.

The District will conduct an annual evaluation of the program and services for English learners. The programs described in earlier sections are structured around eight goals. The evaluation activities will focus on the evaluation questions listed in this section. Each year these evaluation criteria will be reviewed and may be revised in response to changes in the program or in the needs of our English learners.

Ongoing assessments utilized to monitor program effectiveness. Examples include: i-Ready Reading diagnostic assessment, Language Arts Assessments, Running Records, and ELPAC. The District is using the “Evaluation Goals and Questions” chart below to monitor eight program goals.

Goal 1. Program Implementation: Every school in the district provides access to core curriculum and language development through Integrated and Designated ELD, monitored by principals and the Director of Educational Services.

Goal 2. English Proficiency: Students are expected to progress at least one ELPI level annually until they reach proficiency at ELPI level 4 and are subsequently reclassified. (See also Chapter 3.)

Academic ELD progress will be monitored during the year by:

• ILT will continue to identify assessments, plan and identify additional resources
• Report cards, progress reports,  and other local assessments
• Ellevation Education progress monitoring a minimum of twice during the school year

Goal 3. Steady Academic Progress: The district will determine standards-based assessments in ELA and Mathematics. CAASPP performance data in English Language Arts and Mathematics will be analyzed each fall. District summary reports will be prepared. In addition, school level reports identifying students who have not made progress will be prepared for each school site. The data will include profiles of performance by ELPAC as well as disaggregation of data by school, grade level and language. CAASPP data is reviewed at the district level in order to identify district wide priority areas for professional development. Reclassification data is collected throughout the spring semester. District staff and parents will review and analyze performance on criteria needed for reclassification for all ELs. Students are assessed throughout the year and if they are not performing on grade level, they are identified as in need of academic interventions. The tiered approach of MTSS provides the appropriate level of support to meet the needs of all students including English learners. Based on need, students may move in and out of Tiers.

Goal 4. Professional Development:
High-quality professional development should:

• Improve and increase teachers' knowledge of the academic subjects the teachers teach and enable them to become highly qualified
• Be sustained, intensive, and standards-based in order to have a positive and lasting impact on classroom instruction
• Be scientifically-based research demonstrated to improve student academic achievement or substantially increase the knowledge and teaching skills of teachers
• Support the success of all learners
• Provide training for teachers in the use of technology
• Promote the use of data and assessments to improve instruction
• Evaluate the effectiveness of professional development

Goal 5.  Parent Involvement:  Our district will work with the DELAC and all ELACs to develop exemplary parent groups.  The committees will follow the guidelines of the state and will advise the Evergreen School District Board of Trustees.  The District will also develop partnerships with the community.

Goal 6.  Assessments: Classroom assessments can include a wide range of options - from recording anecdotal notes while observing a student to administering standardized tests.  The options can be roughly divided into two categories - formative assessments and summative assessments.

Formative assessments are ongoing assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process. For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy. Likewise, students can monitor their progress with periodic quizzes and performance tasks. The results of formative assessments are used to modify and validate instruction.

Summative assessments are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a predetermined time. The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. For example, in California, the CAASPP is administered once a year. It is a summative assessment to determine each student’s ability at predetermined points in time. Summative evaluations are used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention.

Goal 7. Multicultural Proficiency: Providing opportunities in the classroom, the school site, and at district workshops, so that all students have an equal chance to achieve academic success.

• A philosophy that stresses the importance, legitimacy, and vitality of ethnic and cultural diversity in shaping the lives of individuals, and groups in the class
• A concerted effort and process that requires long term investments of time and effort as well as carefully planned and monitored actions for students
•  An educational system that is grounded in principles of culturally and linguistically responsive instruction

Goal 8. Monitoring Program Implementation: The primary goal of the monitoring and accountability systems are to ensure that every school in the district has optimally effective and compliant programs for ELs.  The monitoring will consist of:

• Document reviews
• District self-review: Site will be reviewed for Common Core/ELD implementation each year
• Ongoing professional development

This process establishes high expectations for all students, promotes full involvement of all stakeholders (administrators, teachers, and parents) in all phases of planning, implementation, and evaluation and ensures that high levels of coordination between district-level and site-level improvement does exist.

Student

• Attends school daily and works for high achievement
• Participates in school activities
• Communicates regularly with parents, teachers, and support staff
• Attends intervention programs if identified

Parent

• Monitors/promotes child’s progress in academics, homework, attendance, behavior
• Supports child in activities to promote student achievement
• Communicates regularly with child, teachers, and support staff
• Attends parent workshops/training when available

Classroom Teacher

• Implements specific EL programs as described in this Master Plan and provides instruction that meets state frameworks and district and state standards
• Ensures delivery of appropriate English Language Development instruction, Designated and Integrated ELD
• Monitors ELs progress by reviewing school/classroom data; using data to modify instruction; reviews content, ELD standards and assessment procedures
• Completes EL and RFEP progress monitoring form a minimum of twice per school year
• Determines/implements differentiated strategies for English learners and reclassified students
• Advocates for support services for students not meeting standards and benchmarks who may be at risk of retention or who require interventions in order to reach goals
• Attends SSTs and/or IEPs when applicable, and informs parents of progress and strategies to support students in meeting standards
• Conducts Initial and Summative Alternate ELPAC assessments as determined by student’s IEP
• Supports the implementation of the Master Plan for English Learners

Site Administrator

• Monitors EL instruction and EL and RFEP progress monitoring forms
• Works with staff to establish a site specific Designated ELD Master Schedule
• Is responsible for all procedures and legal requirements pertaining to ELs in the school
• Monitors placement of English learners
• Reports to district administrators on the progress and placement of English learners

Assistant Principals

• Monitors progress of ELs toward meeting language proficiency and academic goals
• Assists with interpretation of student assessments, collaborates with teachers, and Instructional Coaches, in devising individual program modifications and interventions as needed
• Supports the implementation of the Master Plan for English Learners

Educational Services Teacher on Special Assignment (TOSA)

• Identifies supplemental activities such as strategies and modules on online platforms such as Ellevation 
• Develops and shares monthly/bimonthly Ellevation module/strategy plan with administrators
• Reviews and suggests ELD curriculum
• Assists ELD Assistants with developing push in/pull out schedules, assessment schedules (Initial & Summative ELPAC, LAS Links primary language assessments)
• Provides technical support to teachers, ELD PD, lessons, strategies
  • PLCs
  • Grade levels
  • Staff meetings
  • One to one coaching
  • Implements co-teaching

ELD TOSA

• Assesses sites' needs for ELD support
• Develops Needs Assessment in collaboration with Ed Services TOSA
• Provides technical support to teachers, ELD PD, lessons, strategies
  • PLCs
  • Grade levels
  • Staff meetings
  • One to one coaching
  • Implements co-teaching
• Assists Director of Ed Services with ELD program development and evaluation of multilingual learners
• Assists with the annual review and update of the EL Master Plan
• Reviews and suggests ELD curriculum
• Monitors EL & RFEP Progress monitoring in Ellevation 2X/year
• Notifies administrators of completion status of monitoring forms
• Resends forms to teachers who have not completed forms
• Monitors completion of reclassification forms
• Conducts ELPAC Assessment Night
• Attends and presents at select DELAC/DAC meetings

ELD Paraprofessionals

• Provides pull out support for newcomer students and language learners at the earliest acquisition stage; push in support for students at EL levels 1 and 2
• Conducts assessments (Initial and Summative ELPAC, LAS Links primary language assessment as needed)
• Supports implementation of the Master Plan for English Learners

Director of Educational Services

• Monitors implementation of Master Plan for English Learners and its alignment to the Local Control Accountability Plan (LCAP) and the District Strategic Plan
• Reviews district and site EL data
• Monitors EL Committees
• Researches/Selects/Reviews instructional materials used in the classroom delivery of ELD and core curriculum
• Develops work plan and supervises ELD Instructional Assistants
• Meets with principals and Cabinet members to review site plans for English learners
• Works with Instructional Leadership Team members
• Collaborates with the Induction Coordinator about the needs of the new teachers in support of the classroom instruction for English learners
• Organizes district wide parent engagement opportunities

Assistant Superintendent of Business Services and Director of Fiscal Services

• Monitors budgets regarding ELs

Assistant Superintendent and other Directors of Educational Services

• The Assistant Superintendent, Directors of Educational Services, and Special Education collaborate to support EL student achievement.

Assistant Superintendent of Human Resources

• Recruits and monitors placement of ELD staff
• Monitors credentials of all personnel working with English learners

Superintendent

• Evaluates district goals relative to the Strategic Plan, including implementation of the Master Plan for English Learners, student achievement, professional development and evaluation and accountability

The District English Learner Advisory Committee (DELAC)

• Examines program evaluation findings on an annual basis and suggests recommendations for program improvement