TITLE III- OVERVIEW FOR ELL/LEP FUNDS
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Long Range
Goal: All
English language learners (ELL/LEP) will become proficient in English and
reach high academic standards, at a minimum attaining proficiency or better
in reading/language arts and mathematics. (ESEA Performance Goal 2) |
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Goals |
Action
Steps
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Evaluation |
Professional Development* |
Timeline |
Person(s) Responsible |
Budget Sources |
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Performance Indicators |
Baseline |
Methods |
Results |
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1. Performance
indicator: The percentage of ELL determined by cohort, who has attained
English proficiency by the end of the school year. (2.1) |
1.1 Annual identification and placement
of ELL students in appropriate program; implement programs and services
necessary to increase English language proficiency. 1.2 Promote
parental and community participation |
1.1 Percent of ELL students proficient in
English as determined by language assessment data and student classroom
records 1.2 Measure of current parental and
community participation |
1.1 Assessment of English language
proficiency (reading, writing, oral, and speaking) Assessments
that satisfy NCLB requirements: LAS
and IPT 1.2 Evaluation of parental and community participation |
1.1
Increase in the percent
of ELL students proficient in English
on the language assessment 1.2 Increase parental and community
participation |
Training provided by AEA ESL
personnel |
Annual |
ELL coordinator, AEA ESL personnel
and LEA appropriate staff |
Title III , I funds |
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2. ELL will
develop high levels of academic attainment in core academic subjects and meet
the same challenging academic standards all children are expected to meet Performance
indicator: The percentage of ELL who are at or above the proficient level in
(a) reading/language arts and (b) mathematics on the LEAs assessments. (2.2
& 2.3) |
2.1 Implement programs and support services necessary to increase academic achievement 2.2 Use “Guidelines for the Inclusion of
ELL in your district-wide assessment programs”
to determine participation in the district-wide assessment. |
· Measure of current level of program
implementation · Current level of ELL academic
achievement ·
Percent of ELL
students participating in the district-wide assessment in reading and
mathematics |
·
ELL District
Self-Study Guide ·
District-wide
reading and mathematics assessments ·
District-wide
reading and mathematics assessments participation rate |
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Program
implementation and identification of professional development needs ·
Increase in the
percent of students proficient in reading/language arts and mathematics ·
Increase in the
percent of ELL students participating in the district-wide assessments |
Training provided by AEA ESL
personnel |
Annual |
ELL coordinator, AEA ESL personnel
and LEA appropriate staff |
Title III, Title I, Title II, Title V, modified
allowable growth funds |
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3. Provide
high-quality professional development to classroom teachers,
administrators, and other school or
community-based personnel |
Design
and deliver high quality professional development |
Identification of professional development
needs |
On-going study of
implementation |
Implementation of
proposed program |
Training provided by AEA ESL
personnel |
Annual |
ELL coordinator, AEA ESL personnel
and LEA appropriate staff |
Title III, Title I, Title II, Title V, modified
allowable growth funds |
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Notes:
*Professional Development is infused in Goals 1 and 2
CPS/July, 2002