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Program Goals and Evaluation
English Learner Program SMART Goals
October 23, 2009
The SMART goals will be revisited and revised on a yearly basis.
SMART Goal Explanation 1 Improve by 3% per year the percentage of
students who gain at least one CELDT level for every year
they are in the ELD program. Gaining one level on the CELDT would be
at the high end of the research findings on ELD: It normally
takes 5 - 7 years to become fluent in a language.
Approximately 63.1% of EL students in the RJUHSD met this
standard in 2008-2009. 2 Increase by 3 percentage points the
number of English Learner EL students not in the ELD program
who become redesignated within two years of entering a
district school. In order for a student to become
Redesignated, he/she must… a. Score at least 4 overall on the
CELDT; b. Score at least 325 on the California
Standards Test for English Language Arts; and c. Have a grade of C or better in an
English-language based class. 3 Increase by 3 percentage points the
number of English Learner graduates who complete A-G
requirements. This goal mirrors district goal #1 and
specifies that we will address our efforts specifically
towards English Learners.
SMART Goal Statistics
The data for SMART goals will be compiled and posted shortly after the pertinent data becomes available. For example, the CELDT results are due back from the state contractor in January, so an evaluation of the SMART goal #1 will be posted by the end of each February.
General Goals
The general goals for the English Learner program are:
- Ensure that all English Learners develop their English language skills as much as possible.
- Ensure that all English Learners achieve at high levels.
- Ensure that all English Learners earn a high school diploma.
- Ensure that all English Learners are prepared for college.
Internal Evaluations
CELDT Research
The district is currently compiling data to determine our strengths and weaknesses based on CELDT results. CELDT levels are based on research on language acquisition (Collier 2005). The AMAOs above are based on whole group statistics from one year to another. It leaves a number of questions unanswered. Some of the questions to be investigated are:
- To what extent are students progressing one CELDT level per year?
- Are there CELDT levels where student progress is accelerated?
- Are there CELDT levels where student progress is delayed?
The research is due to be completed in Spring of 2010.
External Evaluations
Annual Measure of Achievement Objectives
The State of California maintains a yearly numerical evaluation of federal funding programs. In particular, Title III funding is designed to support English Learners. Their primary means of evaluating the programs are through the Annual Measure of Achievement Objectives (AMAOs).
The AMAOs are available through a state website, Dataquest, going back to the 2003-2004 school year.
Annual Measures of Achievement Objectives (AMAO)
The State of California under guidelines issued by the federal government monitors English Learner programs by annually calculating the three AMAOs for each school district. The district's ratings for the past four years are shown below:
Other Statistics
Table 1 Evaluation Question: What percent of the English Learners made AMAO 1?
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AMAO 1: Percent of EL
Students Making Annual Progress in Learning English |
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Target |
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Percent Meeting Target |
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Was Target Met? (Y/N) |
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Table 2 Evaluation Question: What percent of the English Learners made AMAO 2?
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AMAO 2: Percent of EL
Students Attaining English Proficiency |
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Target |
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Percent Meeting Target |
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Was Target Met? (Y/N) |
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Table 3 Evaluation Question: What percent of the English Learners made AMAO 3?
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AMAO 3: Adequate
Yearly Progress (AYP) for EL Subgroup at the LEA Level:
Participant Rate |
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Participation Rate
Target |
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Actual Participation
Rate |
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Was Target Met? (Y/N) |
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Table 4 Evaluation Question: What percent of the English Learners made AMAO 3?
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AMAO 3: Adequate
Yearly Progress (AYP) for EL Subgroup at the LEA Level:
Percent Proficient |
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% Proficient Target |
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% Proficient or Above |
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Was Target Met? (Y/N) |
YES |
YES |
YES |
YES |
YES |
YES |
NO |
YES |
Categorical Program Monitoring (CPM)
The primary formal evolution of a program is maintained through the Categorical Program Monitoring (CPM) process. California maintains a yearly numerical evaluation of federal funding programs. In particular, Title III funding is designed to support English Learners. Their primary means of evaluating the program through documentation followed by a site visit including interviews with key personnel and stakeholders.
The CPM process is on a four-year cycle. The state last monitored the District in 2007-2008, and is scheduled to monitor the District again in 2011-2012.
All school districts in California that receive categorical funds are subject to Categorical Program Monitoring on a 4-year rotating cycle. The District was last reviewed in 2007-2008. The State is currently piloting a program to make monitoring electronically-based. When this program is implemented, the district will be monitored on an annual basis.
CPM is not a comprehensive monitoring. The monitoring is selective based on a set of criteria published by the State. In the most recent cycle, the state declined to review the English Learner program.
The website for Categorical Program Monitoring is: http://www.cde.ca.gov/ta/cr/cc/
Evaluations Associated with Program Improvement
English Learner Self Study Assessment (ELSSA)
The state of California has found the Roseville Joint Union High School District to be in "Program Improvement" based on the failure to attain high enough test scores on the California High School Exit Exam (CaHSEE) annual census. The first time high school students take the exit exam in both math and English as 10th graders is considered the exam "census." The results attained by the 10th graders are used to determine the school's status for program improvement.
Over the last three years the RJUHSD has failed to meet one criteria districtwide. This has placed the school in "Program Improvement (PI). The PI status of year 3 triggers certain mandated actions for reform. One of these actions is the completion of an addendum to the local education plan, of which one required component is the ELSSA.
The ELSSA is divided into two phases. In the first phase data is collected, distilled and organized. In the second phase, a district committee analyzes the data using questions supplied by the California Department of Education. The outcomes of these analyses are written into the ELSSA report.
Click here to download the ELSSA. (pdf file, 25 pages)
Dataquest
Significant amounts of data are available from the state using the Dataquest Internet website. The URL for the site is: http://data1.cde.ca.gov/dataquest/
Who Counts?
For measuring API, the state counts our English Learners, and it also counts our RFEP students as English Learners until he/she has scored "proficient" on the California Standards Test in English Language Arts at least three times.
WASC
The Western Association of Schools and Colleges is the accrediting agency with responsibility for accreditation in the western United States.
"The Western region covers institutions
in California and Hawaii, the territories of Guam, American
Samoa, Federated States of Micronesia, Republic of Palau,
Commonwealth of the Northern Marianas Islands, the Pacific
Basin, and East Asia, and areas of the Pacific and East Asia
where American/International schools or colleges may apply
to it for service."
Each school performs a self-study, which is then validated and augmented by a visitation committee. The visitation committee issues its recommendations via a report, including both actions that need to be performed and a duration for the school's accreditation. Roseville High and Oakmont High have both had their accreditation reports during the 2008-2009 school year. Each report included recommendations regarding English Learners as highlighted below.
Roseville High School WASC Self-Study Chapter 5
Graduation Rates
Click here to view the Dataquest report on graduation rates in the RJUHSD. Also available are
# of grads and grads with UC/CSU required courses with school data
The graduation rates for English Learners are not listed. However, notably most of the English Learners are ethnic minorities, and the achievement gap is shown to persist in this data.
California High School Exit Exam (CaHSEE)
The California High School Exit Exam (CaHSEE) is a test administered to all students starting in the 10th grade. All students are required to pass both the English Languages Arts section and the Math section in order to graduate from high school.
There are two primary ways the results from the CaHSEE can be used to evaluate the English Learner program. The first is what is referred to as the CaHSEE census, where the scores of all 10th graders are used to determine if the school and the school district are performing at their expected level for state and federal accountability. The expected level is that all students score proficient on the CaHSEE by the 2013-2014 school year, as mandated by federal education legislation known as "No Child Left Behind."
CAHSEE Results
CAHSEE results for RJUHSD by ethnicity. Click here
http://data1.cde.ca.gov/dataquest/cahsee/ExitEth3.asp?SearchKey=roseville&cSelect=3166928^^--^Roseville^Joint^Union^High-000&cLevel=District&cYear=2008-09&cChoice=ExitEth3a&cAdmin=C&tDate=000000&TestType=E&cGrade=10&Pageno=1
The District does not have statistical measures broken down by significant subgroups, notably English Learners for either UC A through G completion rates or for graduation rates. Both are measures where English Learners statewide tend to be lower than for the mainstream population.
API Subgroups
The Academic Performance Index is a principal measure of school performance used for accountability. It is based on several measures, including the California Standards Tests and both parts of the CAHSEE. The calculations for the API is reconfigured almost yearly. The state notes that the API should be used for measuring the schools progress from year to year, but should not be used to measure the schools improvement over several years.
The API is calculated for school districts, schools and for various demographic subgroups within each of those entitities. These subgroups include socoioenomically disadvantaged (SED) studnes, English learners (EL) , and students with disabilities (SWD). Seven ethnic subgrfoups are also defined and calculated: Black/African American, American India or Alaska Navie, Asian, Filipino, Hispanic or Latino, Pacific Islander, and White not Hispanic. A subgroup must have at least 100 students with valid tests scores of be at least 15% of the school's tested enrollment to be reported.
The 2008-2009 API report for RJUHSD may be viewed here.
More information is available on the API from Ed-Data.
Description
The STAR testing program has each of the following tests as part of the schools and districts accountability program.
STAR Test Name Purpose The test designed for most students to
measure achievement. Click here
for more detailed information. Designed for Special Education students
with severe cognitive disabilities. Click here
for more detailed information. Designed for Special Education students
with significant cognitive disabilities. Click
here
for more detailed information. The test designed to measure achievement
of students who speak Spanish and have been enrolled in
California public schools. Click here
for more detailed information.
Challenges
District Challenges
All measures that indicate underperformance by English Learners and all areas of concern should be viewed as challenges to be addressed.
Magnet Program Challenges
Roseville High hosts the magnet program for English Learners for the district. By concentrating the program at Roseville High, we are able to offer a higher level of services. Roseville High is the natural choice for this type of program due to the demographics of where students live.
Educating the students primarily at one site creates challenges for Roseville High. Because many of our English Learners are living in poverty, Roseville High is taking on two populations that have traditionally under-performed.
School Site Challenges
English Learners are not simply students who have immigrated from another country recently and are learning basic English. English Learners also includes students who speak another language at home and in many cases were born in the United States and entirely schooled in the United States. Both types of English Learners face academic challenges that are known in the education community and have been confirmed by numerous research studies.
The federal and state governments are aware of these issues, and have provided extra funding and legislation to comply with civil rights decisions guaranteeing access to the public school curriculum.
Much of the legislation stems from a landmark Supreme Court decision in Lau v. Nichols (1974). In his majority opinion, Justice William O. Douglas wrote:
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"There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Basic skills are at the very core of what these public schools teach. Imposition of a requirement that before a child can effectively participate in the educational program he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful." - Justice William O. Douglas |
References
California Department of Education. English Learner Instrument (Including NCLB). 2011. Accessed at www.cde.ca.gov/ta/cr/documents/el201011c.doc on 14 October 2011
California Department of Education.Dataquest. 2009. http://dq.cde.ca.gov/dataquest/ (accessed December 21, 2009 and multiple other times)
California Department of Education. Standardized Testing and Reporting (STAR). [and related websites] http://www.cde.ca.gov/ta/tg/sr/ (accessed December 21, 2009)
Herr, Ted. English Learner Subgroup Self-Assessment. Roseville Joint Union High School District, 2009
Los Angeles Unified School District. California Alternate Performance Assessment (CAPA). Undated. http://notebook.lausd.net/pls/ptl/PTL_EP.wwv_media.show?p_id=1019367&p_settingssetid=1&p_settingssiteid=33&p_siteid=33&p_type=basetext&p_textid=1019368 (accessed December 26, 2009).
Western Association of Schools and Colleges (WASC). http://www.wascweb.org/ (accessed December 21, 2009)