Title III Planned Improvement In Programs for English Learners

Transcription

1 Title III Planned Improvement In Programs for English Learners Performance Goal 2: All limited-english-proficient students will become proficient in English and reach high academic standards, at a minimum proficiency or better in reading/language arts and mathematics Description of how the LEA is meeting or plans to meet this requirements Actions/Persons Involved/Timeline 1. (Per Sec. 3116(b) of NCLB, this Plan must include the following: a. Describe the programs and activities to be developed, implemented, and administered under the subgrant; b. Describe how the LEA will use the subgrant funds to meet all annual measurable achievement objectives described in Section 3122; c. Describe how the LEA will hold elementary and secondary schools receiving funds under this subpart accountable for:! meeting the annual measurable achievement objectives described in Section 3122;! making adequate yearly progress for limited-english-proficient students (Section 1111(b)(2)(B);! annually measuring the English proficiency of LEP students so that the students served develop English proficiency while meeting State Academic standards and student achievement (Section 1111(b)(1); d. Describe how the LEA will promote parental and community participation in LEP programs. 1 a. Teachers and administrators will continue to offer specific programs and activities to meet the needs of English learners, recently reclassified English learners, long-term English learners and students at risk of becoming long-term English learners. These programs and activities will include: Newcomer Programs at Don Riggio (grades 1-6), Sierra Middle School (grades 7-8) and Lincoln High School (grades 9-12) o Supports English learners who are new to the country who speak little or no English and have spent little or no time in a U.S school o o Instruction is primarily in English with primary language support Strong emphasis on developing both conversational and academic language skills along with academic core content Structured English Immersion programs at all sites o Supports English learners at the Beginning and Early Intermediate levels as measured by CELDT. o Instruction is primarily in English with primary language support o Integrated and Designated ELD instruction provided daily to support students in developing their English language skills as well as accessing grade level core content Mainstream with Support- all sites o Supports English learners at the Intermediate, Early Advanced and Advanced levels as measured by CELDT o Instruction is in English, primary language support may be provided as needed o Integrated and Designated ELD instruction is provided to support students in developing and refining their language skills and accessing grade level content

2 After School Tutoring and summer school support for Newcomers, EL not meeting their annual expectation for English learners, and those for not performing at grade level in the academic content. By January 2016, a committee of teachers, site administrators, and district staff will revise and update the district s current English learner Master Plan to align with the new ELA/ELD framework and the new ELD standards. A subcommittee of 7 th 12 th grade teachers and administrators will meet with Education Services staff to address the implementation of integrated ELD across content areas. 1b. In the , Education Services staff including instructional coaches and outside consultants will continue to provide professional learning opportunities for administrators, teachers and paraprofessionals on the following topics: The new ELD standards and the new ELA/ELD framework with an emphasis on Integrated ELD in all content areas, all day and Designated ELD linked closely to the language needed to access academic content Best Instructional practices, strategies and structures- with an emphasis on foundational reading skills, discourse, oral language, academic vocabulary, GLAD In , the district added additional primary language assistants and bilingual interpreters to the instructional teams at every school to increase the amount of language and academic support for students and to improve the communication (both oral and written) with parents. Beginning in , primary language support needs will be evaluated every year and adjusted as needed to provide adequate bilingual staff to assist students and parents.

3 1c. The Coordinator of Student Information will continue to maintain a current database for English learners including CELDT data, years in US schools, academic test results-both district and state assessments. Site administrators, Title I resource teachers, and classroom teachers have access and discuss it at least twice a year- once in the fall and once in the spring- to inform instruction. The Director of State and Federal Programs will provide site administrators and Title I resource teachers with: Annual Expectations for EL List of Long Term English learners and students at risk of becoming Long Term English learners Site and District data on progress meeting annual measureable achievement objectives and the adequate yearly progress of English learners Site Administrators will continue to discuss this data with teachers in staff meetings, goal setting conferences, grade level meetings, collaboration and planning days. Teachers will continue to share data and expectations along with the district s ELD checklist with parents at parent conferences to show individual student progress. 1d. Every site will continue to establish an English Learner Advisory Committee (ELAC). Site and/or district administrators will train the ELAC annually about their roles and responsibilities. The Director of State and Federal Programs will provide training materials to sites. The ELAC will provide input to the Single Plan for Student Achievement, parent involvement opportunities for parents, programs and services to meet the needs of the English learner population at the sites. Every site will elect a member of their ELAC committee to represent their site on the District English Learner Advisory Committee (DELAC). DELAC will input to district staff on programs, policies, parent involvement opportunities and the needs of English learner students. DELAC members will participate at key stakeholders meetings to provide input to the LCAP, LEA plan and the Title III plan.

4 2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec. 3115(c). The effectiveness of the LEP programs will be determined by the increase in: English proficiency; and Academic achievement in the core academic subjects 2. Teachers will continue to participate in professional learning addressing strategies to provide English learners with access to grade level academic content and to develop English language skills including reading, writing, listening and speaking with support from outside consultants and district instructional coaches. District continues to provide all teachers with state adopted and board approved curriculum including ELD that meets state and district guidelines and is scientifically based. In , a 7 th -12 th grade committee of teachers, site administrators will meet to research appropriate materials to support English learners with academic content and language development. In , Education Services will provide additional professional learning for teachers and administrators in use of the ELA/ELD framework as a guide to instruction with an emphasis on Integrated language development in all academic subjects and designated language development as part of all English/language arts schedules. Education Services will assist teachers and administrators with the purchase and use of materials to supplemental academic instruction. The Education Services staff including the instructional coaches will continue to train and support teachers in the use of GLAD, Great Valley Writing Project, Reading Apprenticeship, Thinking Maps, Foundational Reading skills as well as strategies to introduce academic vocabulary and promote more conversation, discourse, and oral language skills. District plans- LCAP, LEA plan, and Title III improvement plan- will be reviewed, revised and updated annually with input from stakeholder groups including DELAC. District staff will analyze CELDT data, district assessments, and CAASPP results to determine the progress of English learners in both language development and academic achievement. Site staffs led by their principal will review CELDT data, district assessments, site assessments and CAASPP data to determine progress of English learners and to make instructional decisions.

5 3. Provide high quality professional development for classroom teachers, principals, administrators, and other school or community-based personnel. a. designed to improve the instruction and assessment of LEP children; b. designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for limited-english-proficient students; c. based on scientifically based research demonstrating the effectiveness of the professional development in increasing children s English proficiency or substantially increasing the teachers subject matter knowledge, teaching knowledge, and teaching skills; d. long term effect will result in positive and lasting impact on teacher performance in the classroom. 3. The district follows a comprehensive professional learning plan for all teachers and paraprofessionals. The plan includes opportunities to learn instructional strategies, content knowledge, student engagement, differentiation, and student engagement. In , the district professional learning plan will focus on the new ELA/ELD framework, emphasizing language and literacy in all academic areas, including academic vocabulary, discourse, student engagement, differentiation, Reading Apprenticeship, foundational reading skills, Thinking Maps, and informational writing. In , the instructional coaches, grade and or content area teachers will meet to develop common assessments aligned to CCSS units. Teachers will continue to collaborate at both site and district level with their grade/subject area colleagues to discuss curricula, assessments, strategies to assist English learners. Instructional coaches will continue to model, side-by-side teaching, and collaboration to help teachers implement the new ELA/ELD framework in the classroom.

6 4. Upgrade program objectives and effective instruction strategies. Yes or No? If yes, describe: 5. Provide a. tutorials and academic or vocational education for LEP students; and b. intensified instruction. Yes or No? If yes, describe: 4. In , the Director of State and Federal Programs will work with instructional coaches and teachers to update the District English learner Master Plan. 5. Sites will continue to provide reading intervention programs to 3 rd graders reading below grade level, and math intervention programs funded through the LCAP. Teachers will continue to provide before and after school help for students using Title I funds. Title III funds will continue to be used to allow the Multilingual Center at the high school to be open every day at lunch and until 4:30 for English learners to get homework help, access to computers. Allowable Activities 6. Develop and implement programs that are coordinated with other relevant programs and services. Yes or No? If yes, describe: 6. Education Services staff and history social studies teachers and science teachers will continue to work with West Ed in the development of CCSS and NGSS units of study and common assessments. District and site administrators and teachers will continue to attend professional learning provided by SJCOE Language and Literacy Department. Topics will include ELD standards, designated ELD, integrated ELD, close reading, academic vocabulary. SJCOE staff will coach and support classroom teachers with implementation of strategies. 7. Improve the English proficiency and academic achievement of LEP children. Yes or No? If yes, describe: 7. In , the Director of State and Federal Programs will work with a committee of teachers to develop a new ELD checklist aligned to the ELD standards to help teachers, students and parents track the progress of English learners. Education Services staff will continue to define a multiple tiered system of interventions to support long term English learners and those students at risk of becoming long term ELs. Education Services staff, including the Director of Curriculum, the instructional coaches, will develop common CCSS aligned district assessments to measure the academic progress/achievement of all students including English learners and students with disabilities.

7 Allowable Activities 8. Provide community participation programs, family literacy services, and parent outreach and training activities to LEP children and their families o To improve English language skills of LEP children; and o To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children. Yes or No? If yes, describe: 9. Improve the instruction of LEP children by providing for o The acquisition or development of educational technology or instructional materials o Access to, and participation in, electronic networks for materials, training, and communication; and o Incorporation of the above resources into curricula and programs. Yes or No? If yes, describe 8. The district will continue to offer Adult English classes for parents that also include citizenship training, understanding American school system and American culture while celebrating the primary language and culture of the families. The Director of State and Federal Programs will continue to use Title III funds to provide family literacy materials for use in the Adult English classes. Education Services will continue to offer parent workshops with bilingual interpreters on topics relevant to the education of their children- literacy, mathematics, high school graduation requirements, how to apply to college. School sites will continue to offer parent workshops, including Latino Family Literacy, Literacy Nights, Science Nights, Math nights, extended library and computer lab hours for families. 9. In , Sierra Middle School will pilot Read 180 as a reading curriculum for struggling learners and Newcomer English learners. In , the district will implement Discovery Learning as an instructional tool to enhance instruction for all students, including access to primary language resources to help EL access academic content.

8 Parents of Limited-English-Proficient students must be notified: The outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents. 1. LEA informs the parent/s of an LEP student of each of the following (per Sec of NCLB): a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program; b. the child s level of English proficiency, how such level was assessed, and the status of the student s academic achievement; c. the method of instruction used in the program in which their child is or will be, participating, and the methods of instruction used in other available, programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction; Actions/Persons Involved/Timeline Education Services will notify parents of English Learners annually regarding the following for their children: Program Placement and the Waiver Process CELDT results CAASPP results English Language Development progress (ELD checklist) Progress along the Expected Benchmarks for Achievement for EL s Information is provided to parents of English learners annually on the following topics: Program for Placement Reclassification Process Annual Expectations for English Learners Assessments: CAASPP, CELDT, MAP, ELD checklist Aeries- student grades Parent workshops will be scheduled each year at district and/or site level. Adult English classes will be offered at the district level.

9 d. how the program in which their child is, or will be participating will meet the educational strengths and needs of the child; e. how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation; f. the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools; g. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; h. information pertaining to parental rights that includes written guidance detailing i. the right that parents have to have their child immediately removed from such program upon their request; and ii. the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; iii. the LEA assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the LEA. At the district level, and at each site, parents will be invited to award and recognition celebrations held to acknowledge the academic accomplishments of English learners, such as progress on CELDT, reclassification, and individual classroom achievement. Each site will have an active English Learning Advisory Committee that meets at least six times a year and a representative on the District English Learning Advisory Committee. Annually, site Administrators will recruit parents to participate in: Lincoln Latin Leadership PTSA Athletic Boosters Music Boosters Other district advisory/parent organizations

10 Note: Notifications must be provided to parents of students enrolled since the previous school year: not later than 30 days after the beginning of the school year. If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program LEA Parent Notification Failure to Make Progress If the LEA fails to make progress on the annual measurable achievement objectives it will inform parents of a child identified for participation in such program, or participation in such program, of such failure not later than 30 days after such failure occurs. Title I teachers and the Director of State and Federal Programs monitor the timely notification of parents of program placement. The Coordinator of Student Information and the Director of State and Federal Programs will send letters to parents for all required notifications related to student achievement, program placement, adequate yearly progress, annual measurable achievement objectives and program improvement.

11 Elementary and Secondary Education Act Local Educational Agency Plan Goal 2 Projected Budget Name of LEA: Lincoln Unified School District Fiscal Year: Total Title III Allocation: LEP $130,967 Immigrant: N/A LEP Administrative & Indirect Costs (2%): $2,568 Immigrant Administrative & Indirect Costs: N/A For each applicable Title III goal indicated below, indicate the key actions that will be implemented to meet each goal, the related Title III budget item, and the estimated cost for each item. Title III Goal Goal 2A: AMAO 1- Annual progress Learning English Goal 2B: AMAO 2 - English Proficiency Specific Title III Supplemental Key Actions (Activities) to Meet Goal Coaching for Newcomer staff- accelerate language development for students Additional primary language support- Newcomer classes- access academic content and acquire English Coaching and support- implementation of new ELD standards and Designated and Integrated ELD Differentiated small group support for Newcomers and Long Term English learners Unit (Purchase) Detail ELD instructional coaching Primary language supportinstructional assistants ELD instructional coaching Primary language supportinstructional assistants Associated Estimated Costs for each Activity Listed $10,720 $9935 $10,721 $12,589 Goal 2C: AMAO 3 -Adequate Yearly Progress (AYP) in English/Language Arts Goal 2C: AMAO 3 AYP in Mathematics Coaching and support for teachers- structures and best practices including using students primary language to access academic content Primary language support for students in Newcomer Program ELD instructional coaching $10,720 Primary language supportinstructional assistants $3089

12 Goal 2D: High Quality Professional Development Coaching and support for teachers specific to the implementation of the ELD standards, ELA/ELD framework, integrated ELD, designated ELD Coaching and support for paraprofessionals working in Newcomer Programs ELD instructional coaching $34,161 Goal 2E: Parent and Community Participation Coaching and support for teachers of Long Term English learners Materials and resources for Adult English classes for parents Language books for Adult learners $ 7193 Parent Workshops and meetings- help parents be active partners in their child s education Outreach Work Primary language supportinstructional assistants $12455 $1735 Goal 2F: Parental Notification Goal 2G: Services for Immigrant Students (for LEAs receiving Title III, Immigrant funds) Goal 5A: Increase Graduation Rates Total Title III Budget Estimate (Include Administration and Indirect Costs) for LEP and Immigrant Programs N/A N/A N/A After School Tutoring/ Access to technology and academic resources- Multilingual Center- LHS Primary language support/instructional assistants Outreach Worker $8854 $6227 LEP $ 130,967 IMM N/A Program Notes: I. Activities must be of supplemental nature. Align activities with associated estimated costs. II. LEAs must expend Title III funds on activities that are required, allowable, allocable, necessary and reasonable. III. Title III funds should supplement the level of Federal, State, and local funds, including LCFF funds.