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Escondido Union ESD |  AR  6190  Instruction

Evaluation Of The Instructional Program   

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Criteria for Evaluation of Consolidated Programs

Evaluation of Services to School Improvement Program

The Board of Education believes that the primary goal of student assessment should be to help students, parents/guardians and teachers identify individual student's academic accomplishments, progress, and areas in need of improvement to enhance teaching and learning. The superintendent and/or the deputy superintendent, Educational Services, will ensure that district assessments are conducted for purposes of determining students' eligibility for and appropriate placement in district programs, need for supplemental instruction, and for purposes of program evaluation.

Program evaluation will be designed to determine whether services are effective for each group of students identified for services through the following programs: Title 1, Miller-Unruh, School Improvement Program, and the program for English language learners. Program evaluation will be conducted at each school, as well as on a districtwide basis, and will be presented to the board annually. The areas of evaluation will include student achievement and the effectiveness of the planned programs at school sites. Specific performance expectations will be established for each area as defined by the following criteria: the district's Local Improvement Plan program goals, program outcomes as prescribed by No Child Left Behind (Title I Sites), Coordinated Compliance Reviews, Single Site Plan goals and objectives, and identified goals as prescribed by the Academic Performance Index (API). Attainment of site and program goals will be reviewed at the site and district level.

To ensure validity in measuring program effectiveness and student progress in meeting standards of achievement (as prescribed by federal and state requirements), analysis of student achievement data will be done on an annual basis using the Northwest Evaluation Association (NWEA) student achievement assessment, the California Standardized Testing and Reporting Program (STAR), California Standards Test (CST), the California Alternate Performance Assessment (CAPA) for severely disabled students, and the Spanish Assessment of Basic Skills (SABE2) in grades 2-8. In addition, kindergarten and first-grade students will be assessed in English language arts and mathematics using district multiple measures assessments.

Each school's ongoing planning process will involve staff and parents in an assessment of the instructional programs and the development of the School Site Plan. Sites will conduct annual reviews of the Single Site Plans and will include specific improvement objectives and timelines. When programs are found to be ineffective, schools will modify programs to increase success for students. In addition, each school will establish additional criteria (e.g., Single Site Plan Grade-Level Action Plans) for success beyond those established by the board to ensure students meet and/or exceed academic proficiency in meeting state and federal requirements.

The district will ensure all limited English proficient students become proficient in the English language and reach high academic expectations in listening, speaking, reading, writing, and mathematics. To ensure program effectiveness and student progress in meeting or exceeding state English language arts and mathematics standards, the district will strive to achieve the following the goals:

Goal: The district goal for English Learners' reclassification is five years in the district.

Goal: All English Learner students will meet or exceed their annual growth target on the California English Language Development Test.

Goal: The district goal for ELD benchmark progress is a minimum of one benchmark per trimester.

Goal: The participation in advanced math of eighth-grade ELL and R-FEP students will be commensurate with the participation in advanced math of their English fluent and English only peers.

Goal: The percent of ELL and R-FEP students achieving the proficient or advanced level on the algebra or geometry California Standards Test will be commensurate with the percent of their English fluent and English only peers who meet the same performance level of proficient or advanced.

Goal: The participation in the Gifted and Talented Education Program for EL students will be proportionate to the English fluent and English only students.

To ensure validity in measuring program effectiveness and student progress in meeting standards of achievement (as prescribed by federal and state requirements), analysis of student achievement data will be done on an annual basis using the Northwest Evaluation Association (NWEA) student achievement assessment, the California Standardized Testing and Reporting Program (STAR), California Standards Test (CST), the Spanish Assessment of Basic Skills (SABE2 in grades 2-5, and the California English Language Development Test. In addition, Limited English Proficient students' language proficiency will be evaluated using the district ELD benchmarks.

Each school's ongoing planning process will involve staff and parents in an assessment of the instructional programs and the development of the School Site Plan. Single Site Plans will include specific improvement objectives for identified English Language Learners (ELL). When programs are found to be ineffective in promoting the progress of ELL students, schools will modify programs to increase success for students.

ESCONDIDO UNION SCHOOL DISTRICT

October 23, 2003 Escondido, California