Program Evalutation
The US Supreme Court case Castañeda v. Pickard, established the requirement of the three-pronged test. “The case established a three-part test to evaluate the adequacy of a district's program for ELL students:
(1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy;
(2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and
(3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome?”
(2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and
(3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome?”
Romulus Community Schools District Evaluation Committee, composed of the Director of Special Services, Data Coach/Coordinator and EL Program Coordinator/Teacher, will meet each spring to assess evaluation of the EL models. The team will assess the program's effectiveness, resources and staff needs. This committee will make any necessary program recommendations to the Superintendent, Director of Instruction and the Board of Education. Monitoring data such as district-wide test results, dropout and retention rates, and grades will be included in the periodic program evaluation.
The district uses MDE’s Program Evaluation Tool to determine the effectiveness of programs and initiatives in assisting ELs toward achieving Michigan State Department of Education content standards and attaining English language proficiency. The School District will evaluate the effectiveness of the language assistance program (LAP) every year. Every other year, the district will upload the evaluation as part of the Consolidated Application in even Fiscal years.
As a part of the annual evaluation of the EL program, the School district monitors the progress of ELs regarding:
● the number and percent of ELs making progress toward attaining English language proficiency (based on the WIDA) in the aggregate and disaggregated (e.g. by disability; or by recently arrived)
● the number and percent of ELs who have attained full English Language proficiency, are exited from the program and placed on a four-year monitoring status
● the number of ELs who have not attained English language proficiency within five years of initial classification as an EL and first enrollment in the LEA
● the number and percent of students who have been reclassified as EL
● the number of ELs who have not attained English language proficiency within five years of initial classification as an EL and first enrollment in the LEA
● the number and percent of students who have been reclassified as EL
With the utilization of the regular evaluation of the Title III program and the consultation and review with the MDE as well as the submission of biennial reports, plans for restructuring, reforming and upgrading of program strategies and activities will take place using the findings and data collected. The district team will formulate an EL Program proposal considering MDE’s findings and recommendations.