*Central Curry School District changed from the ELPA in 2014/15 to ELPA21 in 2015/16 and beyond

35% of more EL student improved in reading, writing, listening, speaking for the 15/16 school year but in the 16/17 school year this was only true in listening on the ELPA21 results.

This may be due to our high number of EL’s with other disabilities in our program right now which is 3 out of 5 students. These students have experience stagnation in language acquisition and were mostly identified as needing specially designed instruction during the 16/17 school year. We expect better improvements in both language acquisition and state test scores for these students now that additional supports are in place.

Describe the district’s rate of language development progress compatible with the district’s objectives for academic (core content) progress.
Our districts rate of language development progress is compatible with EL students doing well in core content classes and showing results on the state testing. Only 4 students in 15/16 school year where in grades being tested in English and Math and one student moved before testing. In addition, only 2 of the 3 students left in 15/16 completed testing making it very difficult to make any type of conclusions. The same is true for 16/17 with only 2 students in grades being tested this left us with very little conclusive data.

Describe how the ELs are performing in English language skills compared to the district’s goals and standards.
Please see responses to question 86 & 87.

Describe how the district’s ELs are progressing in English language skills so they will be able to successfully handle regular coursework.
Please see responses to question 86.
In addition, Push-In to academic classes has helped these students remain successful in regular courses and offering After-School tutoring also gives these students an opportunity to get additional one-on-one help.

Describe how the monitored ELs continue to demonstrate English language skills that enable them to successfully handle regular coursework.
We one monitored student in student for 16/17 is doing great and is identified as intellectually gifted. So monitored students are scoring very well in state testing for 16/17 and outstanding coursework grades. There were no monitored students in 15/16.

Describe how the former (not monitored nor current) ELs continue to demonstrate English language skills that enable them to successfully handle coursework.
We have two former EL students in our school district. Both are in high school and are on-track for graduating within 4 years and they have been able to successfully complete all academic coursework.

Describe the district’s program evaluation process of the implementation of district’s EL Plan.

• Include whether the district has followed the established plan; met the applicable procedural and service requirements – including frequency, timeliness, and documentation; does the information sources and methods for gathering information:
  • Include whether the evaluation determines if staff have followed applicable procedures and service requirements, including procedural and service requirements (frequency, timeliness, and documentation).
  • Include the list of reviewed items: file and record review, staff interviews and surveys, input from parents/students or focus groups, and grievances/ complaints made to the district regarding district program implementation or service delivery.

Each May/June, the ELD program will be evaluated by the ELD team. All goals and achievement objectives will be examined and student progress in reaching those goals will be measured.

A measure of student progress toward the annual measurable achievement objectives will include:

-An analysis of pre/post Woodcock-Munoz test results
-An analysis of ELPA21 results
-An analysis of the progress of each student

A measure of student progress towards annual yearly progress will include:

-A longitudinal study of OSA results
-An analysis of classroom performance as determined by teacher observations, student comments and academic records
-Results and tracking of curriculum-based assessments
-High school graduation

A measurement of staff preparation and future professional development needs will include:

-An evaluation of an annual staff survey completed by all staff regarding their staff development needs.

The ELD team, ELD Coordinator and District administration will review the results of the yearly evaluation. Recommendations for changes and modifications will be made according to the following process:

-Review results
-look at other service delivery models that may be more appropriate
-look at shifting ELD services and resources
-look at targeting resources to specific areas of need

Program Evaluation Process

As a part of the ELD Program evaluation, the ELD team ensures that appropriate procedures are followed, including:

-Appropriate frequency of instruction (daily 45 minute sessions of instruction)
-Timeliness: The ELD Teacher/Coordinator will ensure that relevant deadlines are met (sending parent notices, student testing deadlines, and student program enrollment deadlines). Student work as a part of ELD instruction is also evaluated in a timely manner to provide feedback for students and parents.
-The ELD Teacher/Coordinator keeps accurate documentation of student work and maintains accurate documentation of student files and records.
-As a part of the ELD program evaluation, the ELD team is responsible for annually reviewing student files and records, administering staff interviews and surveys, and gathering input from parents or students. Grievances or complaints made to the district regarding the district ELD program are filed using the following district process as outlined in the student-parent handbook below:

Education Standards Complaints: Any resident of the district or parent of a student attending district schools may make an appeal or complaint alleging violation of the district’s compliance with an educational standard as provided by the State Board of Education. The complainant should first discuss the nature of the alleged violation with the individual involved. If the complainant wishes to pursue the matter further, he/she will be provided upon request a copy of all applicable district procedures. After exhausting local procedures or 45 or more days after filing a written complaint with the district (whichever occurs first), any complainant may make a direct appeal to the State Superintendent of Public Instruction.

All grievances or complaints regarding district program implementation or service delivery are reviewed annually and included in the program evaluation.

District’s Identification/Student Initial Identification Assessment Process/Placement in ELD Program

Another component of the ELD program evaluation includes the evaluation of the district’s identification process, and the evaluation of the student initial identification assessment process. We evaluate the effectiveness of our Home Language Survey as the tool for our district identification process. We evaluate our use of the ELPA21 Screener as our assessment tool to appropriately place students in our ELD program. We also evaluate the placement in ELD program services to all students with identified program needs. In addition, we evaluate that we were or were not able to get potential EL students screened within the 10 day time period at the beginning or the year or the 5 day time period throughout the rest of the year.

Evaluation of Adequate Staff

We evaluate whether the ELD Program has adequate staff and materials consistent with ELD program of service. We just hired a new ESOL-endorsed teacher to provide instruction for our ELL students and she has been provided with appropriate curriculum aligned with state standards and our program of service.

Evaluation of District Exiting/Reclassification/Monitoring Practices

As a part of the ELD program evaluation, we ensure that we are exiting, reclassifying, and monitoring students according to state standards. If students achieve a Level 5 on their English Language Proficiency Assessment (ELPA), students are exited from the program. Students may need to be reclassified, and placed appropriately. Our monitoring procedures our also evaluated to ensure students are provided with support when necessary and placed back into the ELD program if services are necessary.

District Rate of ELs Acquiring English Language Skills/Language Development

The district’s goal was that 35% of all ELL students will show adequate improvement the end of each school year.We met our goal in 15/16 but did not met our goal in 16/17; only in Listening did we meet 35% or higher each year. The main reason it is so difficult for our district to achieve this goal is because of our very small ELL student population. We at most had 9 to 8 students in our program, so in order to achieve the above district goal, almost all of our ELL students need to increase their proficiency level every year. Several of our ELL students have qualified for Special Education, and another one of our ELL students has been in Special Education the entire time he has been the ELD program. This makes it extremely difficult to achieve our goals since there are many special circumstances for most of our students in the ELD program.

To evaluate whether or not our ELL students are achieving language development progress, and academic achievement relative to non-ELL students, we examined Smarter Balance and OAKS scores. The majority of our ELL students did not meet the benchmark on assessments for the years 15/16 & 16/17. Students typically Nearly Met, or Did Not Meet. Students did show improvement on their state assessments, but not improvement at the rate aligned with district goals and standards. Again, because of the very small number of students in our ELD program, as well as the ELs who are also on IEPs, it is very difficult for all of our ELL students to pass their state assessments.

Academic Performance of ELL Students Compared to All Other Students

The improvements in our ELL students’ Smarter Balance and OAKS scores imply that ELL students who are currently receiving ELD services are progressing academically at a rate comparable to all other students. In addition, examining student report cards provides evidence that ELL students who are not on IEPs have been performing academically at a rate comparable to all other students as well.

Monitored Students Demonstration of English Language Skills

We have only had one student exited and then monitored within our district. This student has demonstrated academic performance and strong English Language Skills equal to or above all other students, based on Smarter Balance and OAKS assessment scores and student report cards.

Measures to Assess Overall Performance of ELL Students

We use Smarter Balance and OAKS scores, report cards, and ELPA scores to assess the overall performance of ELL students in meeting the goals the district has established for its ELD program.

Include the evaluation of the district’s identification process. Did the district meet the timelines for each step of the district’s identification process?
Please see response to #78.

Include the evaluation of the student initial identification assessment process. Did the district administer the identification screener timely?
Please see response to #78.

Include the evaluation of placement in EL program services to all students with identified language needs.
Please see response to #78.

Include the evaluation of adequate staff and materials that is consistent with the district’s EL program of service.
Please see response to #78.

Include the evaluation of the district’s exiting/reclassification process for students transitioning from the EL program.
Please see response to #78.

Include the evaluation of the district’s monitoring practices for students who have transitioned from the EL program for each year of monitoring.
Please see response to #78.

Include the evaluation of EL parent participation in school/district decision making groups and the district’s recruitment practices.
Please see response to #78.

Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of the parent program placement letters (both initial and continuing letters).

It is the belief of the Central Curry School District #1 that the involvement of parents in the education of their children is fundamental to student success. Parents who do not speak fluent English often have a more difficult time participating in the education of their children. The ELD Department makes every attempt to help parents access the school system. ELD staff:
-provides translation services during parent conferences.
-provides written translations of district-wide, school and classroom documents as needed.

Parents are notified in writing of all ELD program placement decisions made regarding their child. Every attempt is made to ensure that this notice is given in the home language. ELD staff is proactive in notifying parents by phone when important information is being sent home. This is to alert parents of the importance of the information and of any action they need to take. Parents are personally invited to all parent conferences and IEP meetings via a phone call or notice home. CCSD #1 does not have any private schools within its boundaries at present, so currently, there is no specific need for a procedure to disseminate information regarding Title III to local private schools.

Each year, the Title III Coordinator is responsible for disseminating District Goal letters to parents by mid-December to notify parents of the district’s District Goal, AYP status, and ELState Report results. In addition, the Title III Coordinator will also present this information to the school board by September 1st of each school year and publish this information and the EL Plan on the district’s website by the same date. The district will translate all letters and notices into language of preference for parents.

Describe the district’s methods used to notify parents and students of available programs and services, including but not limited to: bilingual programs, alternative schools, charter schools, magnet schools, after-school supports, etc.
Please see response to #71.

Describe the district’s methods used to notify parents of ELs regarding school activities communicated in a language parents can understand (i.e., progress reports, parent-teacher conferences, handbooks, fund raising, extracurricular activities, etc.). What is the process the district uses to determine which documents need to be translated? How does the district provide interpreters for parent to be able to participate in their student’s education?Please see response to #71.

Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of information regarding Title III to local private schools?
Please see response to #71.

Describe the district’s procedure, timeline, and person(s) responsible for the dissemination of information of Recent Arrivers to private schools as required by Title III.
Please see response to #71.

Describe the progress in sharing the ODE EL Legislative Report with parents, School Board members, community members, and staff annually.
Please see response to #71.

Describe the district’s procedure in recruiting parents of ELs to participate in school leadership roles. Include how the district will make these positions accessible for parents.
Please see response to #71. All notices of openings on advisory and school boards will be translated into languages used by parents within the district to encourage a diverse language and ethnic background within these leadership roles.

Describe the district’s procedures for identifying ELs as having additional academic needs (pre-referral and IEP process). Include the steps, assessments, timeline, and person(s) responsible.

ELD students in the Central Curry School District have equal opportunity to participate in and benefit from all district programs, such as athletics, music, after school programs, class trips, etc. All district staff have been notified of this policy during regular scheduled staff in-services. Parents are notified of the available programs and activities in their home language, whenever possible. All attempts are made to provide translation/interpretation to assist ELD students in participation of these programs and activities.

Special Education:
It is of the utmost importance that a student with limited-English proficiency is not incorrectly identified as needing Special Education services. All efforts will be made to determine that student-learning problems are the result of a disability and not a normal process of language acquisition. It is important to determine that any learning disability or language problems exist in the native language as well as in English.
The Multidisciplinary Team that decide whether to formally evaluate a student for Special Education will include the ELD Coordinator, school psychologist, speech therapist, classroom teacher, special education teacher, administrator,parent and translator or translator service for parent if needed. The ELD Coordinator will determine whether an interpreter will be needed to administer any tests.
When a teacher has a concern that an English Language Learner may have a learning disability, the district pre-referral process is as such:

• The classroom teacher meets with the ELD Coordinator to discuss what specific concerns the teacher has about the student.
• Possible classroom modifications and interventions will be suggested and implemented by the classroom teacher.
• The RTI specialist will assist the classroom teacher in developing interventions.
• If there is still a concern after recommended interventions have been tried, the next step will be to compile anecdotal information about the student. The Special Education teacher will do the informational report.
• After this information is compiled, the Multidisciplinary Team will meet to decide whether formal evaluation is appropriate and which language the child is to be assessed in. If testing is to be done, the Special Education teacher, in conjunction with the school psychologist, will choose test appropriate for an English-language learner. (Tests, which focus more on nonverbal skills.)
• After testing is complete, the team will meet again to decide whether the testing results indicate a learning disability. If so, the student will be entered into the Special Education program.
• The ELD Coordinator or representative(s) will attend annual IEP meetings and make sure that parents are notified of such meeting in a language they can understand. All decisions on class placement including the best ELD program for the student’s particular disability will be a team decision made by the IEP team that includes the ELD Coordinator or representative(s) and a translator or translation service if needed for the parent. Notifications of Meetings and IEP documents will also be made available in the parents preferred language for written documents, as well.

Talented and Gifted Program:
The classroom teacher, TAG Coordinator, ELD Coordinator or parent may refer students for TAG. If a student with limited-English proficiency is referred for TAG, it will be determined if he/she can qualify under the regular standards set forth by the district. The district identifies students based on:
Behavioral, learning and/or performance information
A nationally standardized mental ability test for assistance in identifying intellectually gifted students; or
A nationally standardized academic achievement test for assistance in identifying academically talented students
Identified students shall score at or above the 97th percentile on one of these tests. Other student who demonstrate the potential to perform the eligibility criteria, as well as additional students, who are talented and gifted, may be identified.
Appeals:
Parents may appeal the identification process and/or placement of their student in the district's program for talented and gifted students as follows:
Informal Process:

1. The parent(s) will contact the school Talented and Gifted Coordinator to request reconsideration;
2. The coordinator will confer with the parent(s) and may include any additional appropriate persons, e.g., principal, counselor, teacher, etc. At this time, information pertinent to the selection or placement will be shared;

If an agreement cannot be reached, the parent(s) may initiate the formal process.

Formal Process:

1. Parent(s) shall submit a written request for reconsideration of the identification/placement to the building principal;
2. The building principal shall acknowledge in writing the receipt of the request within five working days and shall forward copies of the request and acknowledgment to the TAG Coordinator;
3. The building principal and other appropriate administrator shall review the student's file and earlier decisions within ten working days of the original request. Additional data may be gathered to support or change the earlier decision;
4. Parent(s) may be provided an opportunity to present additional evidence;
5. If deemed necessary, a formal hearing will be conducted by the district hearings officer utilizing the appropriate procedures;
6. A decision will be made within 20 working days after receipt of the written request for reconsideration. The parent(s) shall be notified of the decision in writing and the decision shall be forwarded to the superintendent;
7. The decision may be appealed to the Board;
8. If the parent(s) are still dissatisfied, they have access of appeal to the State Superintendent of Public Instruction following the procedures outlined in the Oregon Administrative Rules (OAR). The district shall provide a copy of the appropriate OAR upon request.

Extracurricular Activities:
If an ELD student wishes to participate in any district program, such as sports, clubs or after-school activities, school district staff will make every attempt to facilitate such participation. ELD staff will help contact parents, help with necessary paperwork and help attain financial assistance, if necessary.
ELD staff will make every effort to contact parents via phone or letters translated into the native language to notify families of events and activities that their children may benefit from.

Describe how ELD teachers are included in the IEP process during pre-referral and IEP team meetings for ELSWD. 
Please see response to #63.

Describe the process for determining the best ELD educational program is selected for each ELSWD.
Please see response to #63.

Describe the district’s process for ensuring any IEP meeting and IEP documents are accessible for parents of ELs in a language parents can understand. 
Please see response to #63.

Describe the district’s procedures for identifying ELs as Talented and Gifted. Include the steps, assessments, timeline, and person(s) responsible. 
Please see response to #63.

Describe the district’s plan for ensuring all ELs have equal access to the core instructional program offered by the district for all students. Include person(s) responsible if appropriate.
Please see response to #63. Courses, such as EL courses and IEP courses, will be offered in the least restrictive manner. These courses are to assist students with accessing core instructional courses and will be offered in addition to core instructional courses whenever and as soon as possible. These decisions on choosing a least restrictive variety or courses will be made by the ELD team, which will include an IEP team when an EL is also in special education.

Describe the district’s procedures for identifying ELs who also qualify for support from Title I-A (targeted assisted programs).
Please see response to #63. In an effort to prevent segregation or stigmatizing students, all RTI programs are offered to all students who are struggling academically. All students, including EL’s, are screened upon enrollment to see if assistance is needed due to economic disadvantage, English language acquisition, homelessness status, disabilities, and migrant work status.

Describe the district’s plan for EL graduation (4-year, 5-year timelines) for each of the EL groups (SIFE, Recently Arrived, and ELSWD – include plans by disability)

Students must also complete a Senior Project and Required Competencies to meet her/his graduation year’s requirements. Most seniors take additional Math, Science and Electives to prepare for college and/or careers. Regular Graduation Plan leaves room for 4.0 credits if any courses are not passed and need to be repeated. If more time is needed to complete requirements then student can come back and complete a 5th year to finish up graduation requirements.

EL Graduation Plan leave the same amount of time to complete additional Math, Science, Electives or to retake any credits that were not successfully completed the first time they were taken. EL students also have the same option as all other students to return for a 5th year if they need to complete graduation requirements.

This plan gives new language learners or learner that have had an interruption in education a chance to take more elective classes at the beginning of high school where they can do more activities that are of interest and acquire social language so they can more quickly acquire language skills before focusing on academic language. There is also still the option to add a 5th year if student needs more time to complete graduation requirements.

* Number of periods of specially designed instruction are up to the IEP Team

The ELSWD Graduation Plan spreads out the academic load more evenly throughout the 4 years to make room for both an EL Class for up to all 4 years and there is room for specially designed instruction. This would be time for LD students to work on Reading, Writing, or Math Skills, ED students to work on behavior skills, ID students to work on work transition skills, etc.Usually in high school students needing speech therapy or occupational therapy only are completed on a pull-out schedule that will minimize impact to academic courses.If the IEP Team determines the student needs addition periods of specially designed instructions they do have the options of Modified Diploma, Extended Diploma and Certificate of Attendance. In addition, a 5th year of high school is also an option as it is for all students.

Describe the district’s criteria used to determine that an EL is proficient. Include any special considerations used for ELSWD students, SIFE students, Recently Arrived ELs, etc.
Exiting:
A student is exited from the ELD Program when:

• (S)he scores at level 5 and/or level 4 proficiency level on all 4 ELPA21 areas, Reading, Writing, Listening, and Speaking, when the Proficient level is a culmination of progress demonstrated on the same state proficiency measure over a legitimate period of time.

Promotion from ELD Program (without a score of Level 5 or 4 on all four areas of ELPA21):
Sometimes without scoring a level 5 or on 4 all areas of the ELPA21, students may demonstrate that they have gained a level of English language proficiency, which allows them to benefit from participation in the regular education program without assistance from the ELD Program. Upon the ELD teacher’s recommendation, a student may be considered for promotion from the ELD Program. In this case a team is convened to consider if this action is appropriate.

1. The team will do the following:
   • Consider data which will detail a student’s progress in acquiring English-language proficiency, such as:
   • performance assessments from the ELD classroom*,
   • rubrics or checklists from the ELD class that emphasize the linguistic abilities of the student rather than core content knowledge with anecdotal records that are positive in tone, and/or
   • portfolio assessments – that meet current research and best practices.
2. Write a narrative to describe:
   • the student’s performance on the state proficiency assessment,
   • the length of time the student has been in the ELD Program,
   • the documented reason(s) for promoting the student out of theELD Program based on the student’s linguistic performance, and
   • a description of intervention strategies in which the student participated.
3. Notify parents in writing and hold a conference to inform parents of the recommendation to promote the student out of the ELD Program and to explain the evidence that supports the recommendation. Parent input will be considered before a final decision is made. Copy of the written notice will be kept in the student’s cumulative file.

* Performance assessments from the ELD classroom include student work samples and also an on-going checklist maintained for each grade level. Checklists include the language skills taught each week so that student progress can be monitored. This checklist is completed at the end of each week after students take a weekly test from the Treasure Chest curriculum. These checklists measure instruction throughout the year. They are not included in the appendix due to their length.

Waivered Students & Monitoring
Parents have the right to refuse services in the ELD Program and will be informed of this fact in the written notice. Copy of this notice will be kept in a student’s cumulative file. See: https://app.parentnotices.com/docs/view/a53a0a If parents sign the waiver their student will be changed to “Monitor” status.

Notification
In September, classroom teachers are notified in writing as to which of their students has limited-English proficiency and the extent of services to be provided by the ELD Program staff. In June teachers are part of the team when students are being considered for exit from the ELD Program.

Within 30 days of the beginning of the school year, parents shall be notified if their child is continuing in the ELD Program, exiting the program or transferring to “monitor” status. This notification will be via a letter in the home language from Transact.

Describe the district’s procedure for promoting ELs who did not score Proficient on ELPA21, and the procedure for those ELs that the district does not have an ELPA21 score. Include considerations for ELSWD, SIFE, and Recently Arrived ELs.
Please see response to #53.

Describe the staff responsible and their role in the exiting process.
Please see response to #53. The ELD Teacher will send any meeting notices necessary to parents for exiting out of or reentry into the ELD program and place a copy of the meeting notice into the student cumulative file. The Title III Coordinator will send a copy of any decision about a student being exited from the ELD program or if a student is entering or reentering the ELD program and will place a copy of this decision into the student cumulative file.

Describe how and where the documentation of the district’s exiting procedures will be maintained, and who is responsible for maintaining the documentation.
Please see response to #53 & 56.

Describe how parents are included in exiting decisions, and how the district communicates with parents that their student has obtained English proficient or not.
Please see response to #53.

Describe the district’s monitoring plan for each of the four years a student is in monitored status (who is responsible, what is the frequency, is the frequency different depending on the student’s academic progress or monitoring year, what documentation is reviewed, how and where is the documentation collected and stored). 
Monitoring
All students who are considered for exit or waiver from the ELD Program continue to be monitored by ELD Program staff for four years to check for any academic problems and possible reentry into the program.
The monitoring process will include checking:

• grades at each grading period
• classroom performance
• results of curriculum-based assessments, which include writing, oral reading fluency and maze measures
• student work samples
• teacher input (having classroom teachers fill out a Monitoring Checklist a minimum of two times a year.)

Parents will be notified annually of any concerns found in the monitoring during the monitoring process. If at any time during the four-year monitoring period, teacher recommendation, parent request, test scores or student performance indicate it necessary, a student can be reentered to the ELD Program. A team made up of the classroom teacher(s), parents, and ELL Program staff will meet to see if re-admittance to the ELD Program is the appropriate course of action for the student. Linguistic samples, rubrics, or checklists will be used during this team meeting. As a part of our RTI program, all student are regularly assessed on their reading performance, and based on the reading scores of monitored students, they are provided additional academic support through reading intervention groups. If monitored students do not show adequate improvement solely through the support of the reading intervention groups, staff will consider whether or not the student should be re-admitted into the ELL program.

Describe the district’s procedures for determining whether a lack of student success is due to academic needs or language needs when considering returning an EL to the district ELD program for the monitored students in each of the four years.
Please see response to #58.

Describe the district’s plan to provide additional academic and/or language support for monitored students not succeeding in core instruction. This support addresses monitored student’s academic needs, not to determine to re-enter the student in the EL program.
Please see response to #58.

Describe the district’s plan for monitoring the academic and linguistic progress of EL students with a waiver for service. Include how the district notifies parents of ELs with waivers for services about their student’s progress and opportunities for support through the ELD program. 
Please see response to #58.

Describe the district’s communication with parents of monitored ELs during all four years of monitoring, when the district is considering re-entering the student in the EL program, when the student has completed monitoring, and when the student needs additional academic support to be successful during monitoring.

Please see response to #58. If a former EL students who has completed monitoring does not improve with RTI interventions that are used to help all district students who are struggling academically. In this case and ELPA 21 Screener is administered and a team is convened to consider if re-entry into the ELD Program is appropriate.

1. The team will do the following:
   • Consider data which will detail a student’s academic progress • Performance assessments
   • Rubrics or checklists from core content classes
   • Portfolio assessments – that meet current research and best practices.
2. Notify parents in writing and hold a conference to inform parents of the recommendation to recommend reentry into the ELD Program and to explain the evidence that supports the recommendation. Parent input will be considered before a final decision is made. Copy of the written notice will be kept in the student’s cumulative file.

Describe the district’s educational approach(es) (ELD, Bilingual, etc.) for educating ELs. Include a description for each educational approach used within the district. This information could be placed in a chart listing each school and the educational approach(es) for English language acquisition and core content.

The ELD program plan uses multiple educational approaches to provide services to eligible LEP students. Taking the number of LEP students in the district as well as the resources available into account, the Central Curry School District has chosen the English as a Second Language model to serve its ELL population. Students are instructed in the use of the English language without the use of their native language. This model is described in the Oregon Department of Education’s English Language Learners’ Program Guide as based on research (Tikunoff et.al.1991; Snow, Met & Genesee 1989; Collier 1992; Ramirez et.al. 1991, Dutro, 2008) and is appropriate to meet the goals of the District’s ELD Program which are:

• To ensure all students’ reach English language proficiency and to ensure that LEP students have access to educational programs available to all students.
• To support content-area instruction and move students’ progress toward benchmarks and meeting the same academic content and achievement standards that all students are expected to meet.
• To ensure that all LEP students graduate from high school at a rate equal to other students. 

Elementary students are served in an ELD pullout model. ELD class periods are used at the secondary levels. The pull-out model or ELD instructional period will consist of building a solid foundation of English, driven by proficiency level by teaching specific language students did not learn before coming to school. ELD instruction will help students develop language necessary to learn in core classes and necessary to use on a daily basis, in and outside of the school setting. The amount of services provided to each student is determined by student needs and availability of staff. When students are not receiving ELD instruction, they are in a mainstream classroom with regular classroom instruction involving a comprehensible input delivery method (such as SIOP or GLAD).

 Testing

Each spring, all students in grades 3-8 & grade 11 will be assessed with the Smarter Balance and Oregon Assessment for Knowledge and Skills (OAKS) standardized tests. These assessments will measure state standards in math, reading, writing and science. Students in grades 1-5 will be measured using DIBELS (Dynamic Indicators of Basic Literacy Skills). This is done three times a year: September, January and May. Students enrolled in the ELD program will be given the Woodcock-Munoz. In addition, LEP students will be required to be assessed on the state standards, using the ELPA21 (English Language Proficiency Assessment). The results of these assessments for LEP students will be reported to ODE annually.

Include the relevant research that supports the each of the district’s educational approach(es) for educating ELs. (NOTE: only citation for research is needed)
Please see response to question #20.

Describe the district’s educational goal for English language proficiency. Please ensure this is a SMART goal that it includes annual language proficiency expectations for each specific EL group of students enrolled in the school (elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary).

 The Central Curry School District’s ELD program is designed to ensure that a student’s lack of English proficiency will not act as a barrier to the student’s participation in a quality education. The goals of the program are as follows:

• Identify students at the earliest age possible.
• To ensure all students’ reach English language proficiency and to ensure that LEP students have access to educational programs available to all students.
• Provide an ELD curriculum based on state academic standards designed to teach English Language Development and support core content-area instruction and move students’ progress toward benchmarks and meeting the same academic content and achievement standards that all students are expected to meet.
• Ensure that all LEP students graduate from high school at a rate equal to other students.
• Provide ongoing staff development and training opportunities that will have a positive and lasting impact on teachers’ understanding of second language acquisition and proven teaching strategies.
• Facilitate parent involvement in the schools and in the education of their children.
• Continually monitor and reevaluate administration of ELD programs and services.

The effectiveness of ELD program goals and success of LEP students will be measured by:

• Curriculum-based assessments
  • Smarter Balance Assessments
• Oregon Assessment of Knowledge and Skills (OAKS)
• Student progress monitoring
• Report Cards
• High School graduation
• Teacher reports

Students will acquire English-language proficiency within five years of enrollment in the district’s ELD program. These goals are similar to the district’s educational goals for non-ELL students because they are focused on student growth and their ability to meet academic standards. The closer district ELL students are to attaining the ELL Program goals, the closer the students will be to meeting district goals for the overall educational program and college/career ready standards.

District Mission Statement:

The mission of the Central Curry School District #1 is to work in partnership with parents, community, and schools to create a supportive, positive environment that encourages teachers and students to explore ideas, grow intellectually, and realize their potential.

District Goals:

 #1: Did 35% of each subgroup of students(elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary) students make adequate progress by improving one or more achievement levels or maintained a rating of 4 or 5 in all areas of language acquisition on the ELPA/ELPA21?

 #2: Did 50% of all EL subgroup students (elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary) reach English language proficiency and exit the program?

 #3: Did 75% of all ELL students, students in all subgroups(elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary) meet AYP in all categories(English, Math & Science)?

Describe the district’s educational goal for core content knowledge. Please break this down into elementary and secondary SMART goals specific to ELs enrolled in the district.
Please see response to question #22.

Describe how the district will measure the effectiveness of the program based on the goals stated in 22. What specific measure(s) will be used to determine the effectiveness of English language proficiency? This could include district formative assessments.
The ELPA21 will be administered to all EL students in the Fall and Spring to measure progress. In addition, the SBAC will be administered to all students in grades 3 through 8 and 10^th grade. The PSAT8 will be administered to all 8^th grade students and PSAT/NMSQT will be administered to all 10^th grade students, as well, to offer English Language skill comparison against students in their same cohort.

Describe how the district will measure the effectiveness of the program based on the goals stated in 23. What measure(s) will be used to determine the effectiveness of the core content knowledge goal? This could include district progress monitoring assessments.
Please see response to question #22 & 24. District Goal numbers 1 through 3 will measure English Language core content effectiveness and District Goal number 3 will measure all core content effectiveness.

Describe the frequency the district will progress monitor the established goals.
Please see response to question #22. The district will annually monitor how students are progressing toward district goals.

Describe how these goals compare to the district’s educational goals for non-EL students. Be specific to include all EL groups of students enrolled in the district.
Please see response to question #22 & #26. Monitoring progress will include all separate EL Subgroups((elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary) and compare to AYP for all students in the district.

Describe how these goals will prepare ELs to meet the district goals for its overall educational program, graduation, and the college/career ready standards.
Please see response to question #22. The district goals for overall education program, graduation and college/career readiness standards are:
The district shall maintain a coordinated K-12 program designed to improve student achievement.
The following practices contribute to achieving this goal.
The district will develop a partnership with staff, parents and community members to identify and revise goals consistent with the goals adopted by the State Board of Education. In order to support students’ academic growth beyond proficiency in the knowledge and skills of the student’s current grade level, encourage their attainment of individual goals and successfully prepare students to function effectively in a rapidly changing world and for the futures they choose to pursue, goals adopted by the district will:

1. Ensure that all students, regardless of linguistic background, culture, race, religion, sex, sexual orientation, national origin, marital status, disability or geographic location, have access to a quality education in a safe, motivating environment;
2. Hold all students to rigorous academic standards and expect them to succeed;
3. Provide students with opportunities to demonstrate their achievement in knowledge and skills;
4. Encourage parental and community involvement in their student’s education;
5. Develop in students lifelong academic skills to prepare them for an ever changing world;
6. Develop in students the core ethical values that our diverse society shares and holds important, including but not limited to: respect, responsibility, caring, trustworthiness, justice, fairness, civic virtue and citizenship; and
7. Equip students with the knowledge and skills necessary to pursue the future of their choice and to prepare students to function effectively in various life roles.

State AYP Academic Achievement Goals are 57% or more of all students meet the English Language Arts and 47% or more of all students meet the Math appropriate grade level cutoff scores or higher at the elementary (Grades 3-5), middle (Grades 6-8), and high (grade 11) levels; Participation Target is 94.5% of all students should participate in testing. The state also monitors district Science Achievement, Academic Growth Rates, Freshmen On-Track to Graduate, Graduation Rate within 4 and 5 years for completion, Completion Rate, Dropout Rate, and Continuing Education.

The assessments mentioned in #24 & 25 will ensure all ELs know where they are in comparison to other students in their cohort, and ensure classroom success which will lead to high rates of graduation, as well, as their readiness for future college and/or careers.