PART II. LOCAL SCHOOL INFORMATION:
(To be filled out by individual school personnel)
School Name:Career Prep High School / Principal: Tim Kienitz / Principal’s E-Mail
School Contact Person:
Tim Kienitz / Telephone
505-368-4980 / E-mail address
A. GOALS
CHART #3
ALIGNMENT OF EPSS GOALS AND BILINGUAL GOALS
The Bilingual Education program must be aligned with district’s/school’s EPSS Goals. Please indicate this alignment in the following chart. (Add rows or duplicate the page if necessary.)
School EPSS Goals / Bilingual Education Program Goals / Explain how Bilingual Education Goals support EPSS Goals1. High student achievement using culturally relevant instructions and materials / 1. All Bilingual Program students will understand the importance of culturally relevant learning and achieve academically in two languages (English and Navajo). / 1. Academic achievement should result from cultural relevance as well as from fluency in both English and Navajo.
2. Safe and welcome learning environment / 2. All Bilingual Program students will become bilingual and biliterate in two languages (English and Navajo). / 2. Students in program who are bilingual and biliterate will contribute to a welcome and safe learning environment.
3. Efficient and effective operations
B. ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES OF THE PROGRAM (AMAOs)
All schools must meet or exceed the state English Language Proficiency Performance Targets (AMAO’s).
CHART #4
AMAO’s FOR ENGLISH LANGUAGE ACQUISITION/DEVELOPMENT
Grade Span (Cohort Group): Grade Spans = K-6 and/or_7-12 (or as applicable)
Year of Implementation / Progress in English Language Proficiency / Attainment of English Language Proficiency / Progress in Academic Achievement2003-04
Only if adjustments are needed from the previous year’s application. / __20___% of all ELL/LEP students in grade 9-12 will progress in learning English as demonstrated by an approved English language proficiency assessment. / ___10__% of all ELL/LEP students in grade 9-12 will attain English proficiency as demonstrated by an approved English language proficiency assessment. / ___10__% of all ELL/LEP students will make progress on the state-approved academic achievement tests in Reading and/or Language Arts, and Math.
2004-05
Percentages for the upcoming year must reflect an increase in student language proficiency. / __25___% of all ELL/LEP students in grade 9-12 will progress in learning English as demonstrated by an approved English language proficiency assessment. / __12___% of all ELL/LEP students in grade 9-12 will attain English proficiency as demonstrated by an approved English language proficiency assessment. / ___12__% of all ELL/LEP students will make progress on the state-approved academic achievement tests in Reading and/or Language Arts, and Math.
CHART #5
AMAO’S FOR HOME LANGUAGE ACQUISITION/DEVELOPMENT
Grade Span (Cohort Group): Grade Spans = K-6 and/or 7-12 (or as applicable)
Year of Implementation / Progress in Home Language Proficiency / Attainment of Home Language Proficiency2003-04 / 30% of all Bilingual Ed. program students in grade 9-12 will progress in learning the Home Language as demonstrated by an approved Home Language proficiency assessment. / 15% of all Bilingual Ed. program students in grade 9-12 will attain Home Language proficiency as demonstrated by an approved Home Language proficiency assessment.
2004-05
Percentages for the upcoming year must reflect an increase in student language proficiency. / 33% of all Bilingual Ed. program students in grade 9-12 will progress in learning the Home Language as demonstrated by an approved Home Language proficiency assessment. / 18% of all Bilingual Ed. program students in grade 9-12 will attain Home Language proficiency as demonstrated by an approved Home Language proficiency assessment.
C. PROGRAM ELEMENT: ASSESSMENT
ENGLISH LANGUAGE PROFICIENCY ASSESSMENT
Schools are required to annually assess all ELL/LEP students in English with a state-approved Language Proficiency Assessment. Schools are accountable for entering this data correctly into the Accountability Data System (ADS) until student proficiency is achieved. PED-BMEU will collect this data for each school from the ADS.
CHART #6
ELL/LEP STUDENTS NOT SERVED IN BILINGUAL EDUCATION PROGRAM
For ELL students not being served in the State Bilingual Education program, submit numbers for the following questions:
Number of ELL students not being served in the Bilingual Education Program (See Exhibit 2 attached to the Instructions). / Number of Students66
Why are these students not being served? / Parent Request / Insufficient Staff / No Program
X
How does the school ensure that ELL students not in the Bilingual Education Program are being provided services to meet Office for Civil Rights requirements? / Title III / Title I / ESL (No Funding) / Other*
Title VIII
* If “Other” is checked, please explain.
CHART #7
HOME LANGUAGE PROFICIENCY ASSESSMENT
Schools are required to collect and analyze student home language proficiency data in order to ensure that students are making progress. This data must be used in the 2004-05 Biennial Evaluation Report.
Schools are required to annually assess all students participating in the Bilingual Education program with a Home Language Proficiency Assessment until student proficiency is achieved.
LAS______IPT __08/03___ Woodcock-Muñoz______Other _Navajo Prof.
MM/YY MM/YY MM/YY 09/03
Grade Level / Total Assessed / Oral / *Reading/Writing / *Writing / Average per LevelN / L / P / N / L / P / N / L / P / N / L / P
K
1
2
3
4
5
6
7
8
9 / 41 / 0 / 38 / 3 / 7 / 22 / 12 / 4 / 16 / 21 / 3.67 / 25.33 / 12.00
10 / 37 / 0 / 32 / 5 / 3 / 19 / 15 / 0 / 16 / 21 / 1.00 / 22.33 / 13.67
11 / 29 / 0 / 19 / 10 / 1 / 11 / 17 / 0 / 7 / 22 / 0.33 / 12.33 / 16.33
12 / 19 / 0 / 12 / 7 / 1 / 11 / 7 / 0 / 6 / 13 / 0.33 / 9.67 / 9.00
Total / 126 / 0 / 101 / 25 / 12 / 63 / 51 / 4 / 45 / 77 / 5.33 / 69.67 / 51.00
*For some language proficiency assessments, data will not be available for each column. Enter data
as applicable.
CHART #8
HOME LANGUAGE PROFICIENCY ASSESSMENT WITH NON-STANDARDIZED INSTRUMENTS/METHODS: (example: Tewa, Towa, Tiwa, Keres, Zuni, Jicarilla Apache and Mescalero Apache etc.)If a Home Language proficiency assessment is not available, describe:
1. The process used to assess Home language proficiency, 2. The next steps in the development of a Home language assessment instrument.
______
CHART #9
ENGLISH LANGUAGE PROFICIENCY CATEGORIES / ETHNICITY
Categories
/ Language Proficiency / EthnicityHispanic / Native
American / Other
Ethnicity / Total
A
(ELL) / Monolingual in a language other than English (ELL/LEP students) / 0 / 0B
(ELL) / Partial speakers of English
(ELL/LEP students) / 111 / 111
C
(ELL) / Bilingual students with academic needs: Students scoring at proficiency level in the English Language Proficiency assessment, but scoring at or below the 45th NCE Total score of the Reading, Language Arts and Math subtests of the State approved academic achievement assessment. / 15 / 15
D
(FEP) / Bilingual students who are achieving academically in the curriculum: FEP students scoring above the 45th NCE Total Score of the Reading, Language Arts and Math subtests of the State approved academic achievement assessment. / 0 / 0
E
(Non-PHLOTE) / Other students who may wish to participate: Non- PHLOTE students meeting the following criteria: Home Language Survey English; Parent Approval, and if funds are available at PED after first meeting the needs of ELL students. / N/A
Total
/ 126 / 126D. PROGRAM ELEMENT INSTRUCTION
CHART #10
PROJECTED NUMBER OF STUDENTS IN LOCAL SCHOOL PROGRAM (S)
GRADELEVEL / DUAL
LANGUAGE
IMMERSION
Funded for 3-hour program / ENRICHMENT / INDIGENOUS/HERITAGE
LANGUAGE / MAINTENANCE / TRANSITIONAL
Language Category / ELL / FEP / Non-PHLOTE / FEP / FEP / Non- PHLOTE / Non-PHLOTE / ELL / ELL / FEP / FEP / ELL / ELL / ELL / ELL
3
hour / 3
hour / 3
hour / 1
hour / 2
hour / 1
Hour / 2
Hour / 2
hour / 3
hour / 1 hour / 2 hour / 2 hours / 3
hours / 2
hours / 3
hour
2
3
4
5
6
7
8
9 / 20
10 / 15
11 / 15
12 / 10
TOTAL
MEMBERSHIP / 60
This table is subject to revisions based on actual counts prior to 40th, 80th, 120th day reporting periods. When numbers increase above maximum class loads, Chart 11 must be resubmitted as well as Chart 10.
4
Career Prep High School, CCSD #22
Original Application, Monday, March 01, 2004
Note: Please refer to the NMPED BMEU Technical Assistance Manual and Instruction Guide for Completing Application.
CHART #11
Elementary Program INSTRUCTIONAL PLAN
Submit a chart for each program model
Secondary Program T
Dual Language Enrichment Indigenous Language/Heritage Maintenance Transitional
Course TitleA. Language Arts in the
Home Language
(100% Instruction in the Home Language required for all students in program.) / Language(s) of Delivery / Number of Classes offered / Grade
Level / Total Number of Bilingual Students / Name of Teacher(s) Delivering Instruction / Teacher
License # / Endorsements
(Bilingual, TESOL, NA Language and Culture Certificate / Pattern for Delivering Instruction
Pattern A
Self
Contained / Pattern B
Resource/
Pullout
1. Navajo Language Arts / Navajo / 1 / 9-12 / 20 / Joseph Chee / 258004 / Bilingual / X
2. Navajo Language Arts / Navajo / 1 / 9-12 / 19 / Joseph Chee / 258004 / Bilingual / X
3. Navajo Language Arts / Navajo / 1 / 9-12 / 21 / Joseph Chee / 258004 / Bilingual / X
TOTAL / 60
B. English as a Second Language or English Language Development (100% Instruction in English required for ELL students)
1. ESL English Lang. Arts 1 / English / 1 / 9-10 / 15 / Barbara Rousseau / 298151 / TESOL Waiver / X
2. ESL English Lang. Arts 1 / English / 1 / 9-10 / 15 / Barbara Rousseau / 298151 / TESOL Waiver / X
3. ESL English Lang. Arts 2 / English / 1 / 9-10 / 15 / Barbara Rousseau / 298151 / TESOL Waiver / X
4. ESL English Lang. Arts 2 / English / 1 / 9-10 / 15 / Barbara Rousseau / 298151 / TESOL Waiver / X
TOTAL / 60
C. Bilingual in the Content Areas or Fine Arts (50%-100 instruction in Home Language see instructions)
1. U.S. History (a) / Navajo &
English / 1 / 9-12 / 20 / Joseph Chee / 258004 / Bilingual
History / X
2. U.S. History (b) / Navajo &
English / 1 / 9-12 / 19 / Joseph Chee / 258004 / Bilingual
History / X
3. U.S. History (c) / Navajo &
English / 1 / 9-12 / 21 / Joseph Chee / 258004 / Bilingual
History / X
TOTAL / 60
This table is subject to revision only when numbers increase above maximum class loads.
9
Career Prep High School, CCSD #22
Original Application, Monday, March 01, 2004
Note: Please refer to the NMPEDBMEU Technical Assistance Manual for Clarification
# 11C
CHART #12
BILINGUAL EDUCATION PROFESSIONAL DEVELOPMENT PLAN
2004-2005
Professional Development Topics / Tentative Date / Target AudienceTraditional and Cultural Awareness of Navajo People / August 16-18, 2004 / Career Prep Staff
Second Language Acquisition / August 19-20 / Career Prep Staff
Family Values and Structures of the Navajo People / October, 2004 / Career Prep Staff
ESL Strategies for Navajo Students / October, 2001 / Career Prep Staff
CHART #13
PARENTAL INVOLVEMENT
Parent Advisory Committee Members (Required) / Advisory Committee Recommendations to localschool board
Ned Hubbard / · Obtain more diverse cultural books and videos.
· Label the school campus in Navajo (signage).
· Schedule student trips to Navajo Nation landmarks.
Victoria Blackhorse
Laverne Harrison
Pauline Mowers
Tammy Johnson
CHART #14
PROGRAM EVALUATION AND RENEWAL
Program Evaluation Statements1. School disseminates student performance data: / Teachers / Parents / Community / Describe Next Steps
a. Academic
achievement / X / X / X / Graph academic achievement performance and post in school and mail home.
b. English Language
Proficiency / X / X / X / Graph academic English Language Proficiency for the school and post and mail home.
c. Home Language
Proficiency / X / X / X / Continue development and revisions of the oral, reading, and writing Navajo assessment.
2. School uses student performance data to evaluate program effectiveness and drive instruction. / Explanation
At each school year beginning and throughout the year, staff uses performance data to set school year goals. During student orientation, students are assessed using the SRI and IPT to determine class course selection. CTBS and NMHSCE overall school scores are used to determine School Improvement Plan changes.
3. Biennial Progress Report: All NM public schools must submit a Biennial Progress Report,
by September 2005. Data is required from SY 2003-04 and 2004-05. Please indicate whether the following data is being collected:
Components / Yes / No / Next Steps to Meet Requirements
Verification that the program has identified and served students most in need based on language proficiency (English and Home Language) and academic achievement. / X
An annual analysis of assessment results in academic achievement and language proficiency (for both languages), by school and program model. / X
Data demonstrating that participating students have made
measurable growth (AYP) in meeting New Mexico
Content Standards, Benchmarks and Performance
Standards. / X
For schools not meeting AMAO’s and AYP’s : An action plan of proposed modifications to program design and implementation, based on data with timelines. (Form will be made available by BMEU). / N/A
CHART #15
BILINGUAL EDUCATION FOCUS MONITORING,