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2012-2013 Title III Needs Assessment and Improvement Plan
Required for those
Title III Subgrantees Missing AMAOs for two or three consecutive years
Due date: January 30, 2013
This improvement plan should begin with the 2012-2013 school year and continue into 2013-2014
Title III, Sec. 3122(b)(2)
(2) IMPROVEMENT PLAN- “If a State educational agency determines, based on the annual measurable achievement objectives described in subsection (a), that an eligible entity has failed to make progress toward meeting such objectives for 2 consecutive years, the agency shall require the entity to develop an improvement plan that will ensure that the entity meets such objectives. The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives.”
(3) TECHNICAL ASSISTANCE- During the development of the improvement plan described in paragraph (2), and throughout its implementation, the State educational agency shall —
(A) provide technical assistance to the eligible entity;
(B) provide technical assistance, if applicable, to schools served by such entity under subpart 1 that need assistance to enable the schools to meet the annual measurable achievement objectives described in subsection (a);
(C) develop, in consultation with the entity, professional development strategies and activities, based on scientifically based research, that the agency will use to meet such objectives;
(D) require such entity to utilize such strategies and activities; and
(E) develop, in consultation with the entity, a plan to incorporate strategies and methodologies, based on scientifically based research, to improve the specific program or method of instruction provided to limited English proficient children.
LEA Name: Columbus County Schools LEA #: 240 Date: December 7, 2012
Contact Person: Keith Darrow (Interim) Phone: 910-642-5168 e-mail:
Title: ESL Teacher Signature: ______
Please refer to the Guidance for LEA Needs Assessment and Title III Improvement/Modification Plan document for assistance.
NEEDS ASSESSMENT:
Definition: A well-planned and well-organized process that examines and gathers data on every aspect of a district’s program, practices, and population, which includes all stakeholders.
Type of Data / Specific Data Analyzed / Results of Analysis*Outcome / ACCESS Scores
AMO proficiency data
EOG/EOC
Benchmark assessments
Successmaker/Waterford reports
Participation of ELLs in Migrant Summer Program / Strengths:
· Columbus County Administrators, Classroom Teachers and ESL Teachers participate in Common Core and Essential Standards Professional Development.
· ESL teacher participate in monthly PLC meetings where data is analyzed, and webinars are watched for further professional development.
· Collaboration between ESL teachers and Classroom teachers.
· ESL teachers provide training to Classroom teachers on the WIDA standards.
· ESL teachers collaborate with the Migrant program.
· Columbus County teachers are trained in SIOP.
· Columbus County Schools employs 3 full time highly qualified ESL teachers.
Demographic / Number of LEP students tested by school
Number of LEP students tested at each school
Report Cards
W-APT/ACCESS tests / Weaknesses:
· Low ACCESS writing scores.
· Amount of time students receive ESL services.
· Teacher schedules
· Inconsistent writing curriculum
· Columbus County Schools did not meet the percentage of LEP students making progress on language proficiency tests (ACCESS).
Process / Instruction (time among students at each school)
Schedules
Professional Development
Avenues/Inside/Edge textbooks
OpenBook software
Rosetta Stone software / Areas of need are found in the Writing and sometimes the Reading domains of language proficiency testing (ACCESS). All schools and grade levels appear to be experiencing the same difficulties in writing.
Other
*Including but not limited to: The greatest areas of need identified for your LEA. Patterns of strengths and weaknesses identified. Areas of need in specific language domains, schools or grade levels.
IMPROVEMENT PLAN:
Purpose: To analyze data patterns that form the basis of improvement plans to bring about improved achievement results.
AMAO 1 / AMAO 2 / AMAO 3ELP Progress / ELP Proficiency / Reading 3-8 / Reading HS / Math 3-8 / Math HS
Participation / Proficiency / Participation / Proficiency / Participation / Proficiency / Participation / Proficiency
2007-08 / Met / Met / Met / Met / * / * / Met / Met / * / *
2008-09 / Met / Not Met / Met / Met / * / * / Met / Met / * / *
2009-10 / Met / Met / Met / Met / * / * / Met / Met / * / *
2010-11 / Not Met / Met / Met / Not Met / * / * / Met / Met / * / *
2011-12 / Not Met / Met / Met / Met / * / * / Met / Met / * / *
Indicate Met or Not Met for each subtarget
I. What are your goals for improvement? (Re-structuring your program? Targeted staff development? Etc.)
II. Who is involved in this effort? (Curriculum coaches? Selected content teachers? Curriculum coordinators? Community members?)
III. How will you implement those goals?
IV. What is your timeline?
V. How will these goals improve the success of your LEP students?
Please use the chart below to outline your improvement plan. An additional narrative description may be included, but is not required for submission. Please specify AMAO 1, 2 or 3.
AMAO 1 is the target of this improvement plan as it is the AMAO that has been missed.
North Carolina Department of Public Instruction K-12 Programs
Title III Year Two Improvement Plan December 2012
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Target Student Group(s) / Goal for improvement / Who is involved (Include ESL staff and others.) / How it will be implemented / Timeline / How LEP student success will improveK-12 LEP Students / Develop, distribute, and collect parent surveys / ESL Department, School Administrators, Parents / ESL teachers will develop and send bilingual surveys home with the LEP students / Year-long
To be repeated each year. / Increased parental involvement will aid ESL teachers in meeting the needs of LEP students by providing demographic data and parental concerns
K-12 LEP Students / Provide writing training to ESL teachers / ESL teachers, Professional development staff / Training after school and during teacher work days / Year-long / ESL teachers will be better prepared to consistently teach students writing skills that they need to be more successful in the classroom and on the ACCESS test.
K-12 LEP Students / Continue to inform content teachers about ESL program requirements and AMAOs / ESL Department, School Administrators, Content Teachers / After school meetings / Completed once each year / Understanding of ESL program requirements and AMAOs will increase collaboration between ESL and content teachers
K-12 LEP Students / Provide Spanish classes to Content teachers as Professional Development opportunities / ESL Teacher,
School Administrators, Content Teachers / Training after school / Year-long
Opportunities provided each year / Spanish classes offer insight to content teachers about cultural influences, and improve parent-teacher communications
K-12 LEP Students / Continued use of OpenBook, Rosetta Stone, and other learning software / ESL Teachers / Instruction during class with students / Year-long
Continued each year / OpenBook and Rosetta Stone are literacy programs that will help students build skills in all language domains
6-12 LEP Students / 1-1 computer initiative / ESL Department, Schools, Media Specialists, Technology Department, Parents, ESL Students / During School hours and after school hours / Year-long
Repeated each year / Providing laptops for students to sign out will provide opportunities for the students to utilize technology to do writing assignments.
6-12 LEP Students / Training in proper handling and use of laptop computers / ESL Department, Schools, Media Specialists / During the School day instruction / Year-long
Repeated each year / Training the students in computer use will help them develop a respect for the computer and provide them with guidelines for using the laptops.
K-12 LEP Students / Provide professional development for content teachers on enhanced WIDA standards and writing language objectives / ESL Staff, Lead Teachers, School Staff, Principals, / Training after school and during high school planning periods / March -May
Repeated each year / Understanding the new WIDA standards and how to write language objectives will help teachers differentiate learning for LEP students in their classroom which in turn will increase LEP achievement.
K-12 LEP Students / Implement writing software for use by students in the classroom / ESL Teachers,
Students / During in-class instructional time / Year-long
Continued each year / Implementing new ways to work on writing skills will increase LEP student ability to successfully complete writing tasks on ACCESS tests, in the classroom, and in life.
K-12 LEP Students / Improve reading scores on EOG and ACCESS tests / ESL Dept., Content Teachers, EC Teachers, Administrators / Reading Foundations Training done during school hours / Spring Semester 2013 / Skills will address and identify reading acquisition processes
K-12 LEP Students / Train teaching teams in the SIOP Process / ESL Teachers, K-12 Teachers / District-wide Training during school hours and after school hours / 2013-2014 school year / Academic teachers will learn a protocol for teaching content to all students in the classroom
North Carolina Department of Public Instruction K-12 Programs
Title III Year Two Improvement Plan December 2012
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North Carolina Department of Public Instruction K-12 Programs
Title III Year Two Improvement Plan December 2012