1	Integrated Language Arts/English Program Evaluation August 4, 2005 Carlotta Miller Supervisor
2	Three Essential Questions Q# 1 Are the goals of the curriculum appropriate? Q# 2 Do all of the students have access to the curriculum? Q# 3 Are the students achieving the objectives of the curriculum?
3	Three levels Kindergarten – Grade 5 Grades 6 and 7 Grades 8-12
4	Q#1 Are the goals of the curriculum appropriate? What are the goals? What does the research in Language Arts Literacy tell us about our instructional practices? Does the Language Arts Literacy instruction in East Brunswick meet National and State Standards?
5	What are the goals? Skills, knowledge and attitudes needed for functioning successfully in society shall be developed Students shall acquire the habits and attitudes associated with responsible citizenship Academic potential shall be developed Ability to think creatively and constructively will be developed
6	Are the instructional practices research-based? Report of the National Reading Panel Teaching Children to Read Remind children of practices that “good readers use” (Duke, 2004) Reciprocal Teaching (Palincsar, Brown, and Campione, 2000) Connection between vocabulary and reading comprehension (Clachowicz and Fisher, 2004)
7	Does the program meet state and national standards? 3.1 (READING) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.2 (WRITING) All students will write in clear, concise, organized language that varies in content and form from different audiences and purposes.
8	Does the program meet state and national standards? 3.4 (LISTENING) All students will listen actively to information from a variety of sources in a variety of situations. 3.5 (VIEWING AND MEDIA LITERACY) All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources.
9	Do all of the students (K-5) have access to the curriculum? Teachers’ Surveys (158 teachers responded) 48% agree that there is not enough planning time 68% agree that parents understand our grading procedures 75% agree that there is a direct match between objectives, instruction, and assessment
10	Do all of the students (K-5) have access to the curriculum? Teachers’ Surveys (158 teachers responded) 80% agree curriculum is in place, articulation across grade levels 94% to 98% agree that they participate in training, have colleagues in their buildings who discuss curriculum with them, that they collaborate with other on special projects, and they judge the program to be effective and “just right”
11	Do K-5 students have access to the curriculum? Students’ Surveys Overwhelmingly agree that they like to read and write and that they view themselves as good readers and writers Demonstrated through their responses that they are participating in the practices outlined in the curriculum
12	Students’ Surveys The activities we do in reading/writing are:
13	Do K-5 students have access to the curriculum? Parents’ Surveys Parents play an essential role in their child’s literacy development 4% - Program is too challenging 13% - Program is not challenging enough 83% - Program was “just right”
14	Q#3 Are the students in K-5 achieving?
15	Are K-5 Students Achieving?
16	Are K-5 students achieving?
17	Are K-5 students achieving?
18	Are K-5 students achieving?
19	Are K-5 students achieving?
20	Are K-5 students achieving?
21	Are K-5 students achieving?
22	Do students in grades 6-7 have access to the curriculum? Teachers’ Surveys Less than 55% agreed that students work in small groups and write in journals Less than 55%agreed that parents participate in the academic programs
23	Do students in grades 6-7 have access to the curriculum? Teachers’ Surveys 75%-95% agreed that the program provides articulation across the grade levels, students read independently, students participate in peer editing, that students use computers, that they gather information from videocassettes, that they have had training in the past two years
24	Do students in grades 6-7 have access to the curriculum? Teachers’ Surveys 100% agreed that there is a curriculum in place, materials are reviewed regularly, children learn language arts skills as a process, there is a match between objectives, instruction, and assessment, teachers use rubrics, grades contain both formal and informal measures, teachers are able to modify to meet student needs that there are opportunities to discuss curriculum and collaborate, the program is “just right”
25	Students’ Surveys The activities that we do in ILA are…
26	Students’ Surveys The activities that we do in ILA are…
27	Do students in grades 6-7 have access to the curriculum? Parents’ Surveys 68%-73% feel that their child’s needs have been met and that the courses have been challenging 82%-94% feel that their child has enjoyed their ILA classes, that their child is successfully using the strategies that he/she has learned, that they are satisfied with the instruction that their child has received
28	Are students in grades 6-7 achieving?
29	Are students in grades 6-7 achieving?
30	Are students in grades 6-7 achieving?
31	Do students in grades 8-12 have access to the curriculum? Teachers’ Surveys 80%-99% feel that students read nonfiction, work in cooperative groups, participate in peer editing, use the computer, videos and audio cassettes, obtain information from the media center, that students are able to see and talk about their progress, that they as teachers are given opportunities to learn new ideas, collaborate with others and that the curriculum and materials are reviewed at regular intervals.
32	Do students in grades 8-12 have access to the curriculum? Teachers’ Surveys 100% judged the English program to be effective 93% stated it was “just right” 7% stated it was “too hard”
33	Do students in grades 8-12 have access to the curriculum? Teachers’ Surveys Teachers are concerned about the lack of parent participation in academic programs, that parents do not understand our grading procedures, and there is not enough time for planning
34	Students’ Surveys The activities that we do in ILA are…
35	Are students in grades 8-12 achieving? College Level Courses Advanced Placement 186 students English Composition I Honors and English Compostion I and II Honors 177 students Total College Level Course 363 students out of 643 students=56%
36	Are students in grades 8-12 achieving?
37	Are students in grades 8-12 achieving?
38	Are students in grades 8-12 achieving?
39	Are students in grades 8-12 achieving?
40	Are students in grades 8-12 achieving?
41	Are students in grades 8-12 achieving?
42	Are students in grades 8-12 achieving?
43	Are students achieving in grades 8-12?
44	Are the goals of the curriculum appropriate? K-5 YES! 6-7 YES! 8-12 YES!
45	Do all students have access to the curriculum? K-5 YES! 6-7 YES! 8-12 YES!
46	Are the students achieving? K-5 YES! 6-7 YES! 8-12 YES!
47	Is there room for improvement? Always
48	Elementary Level: Develop materials for parents that explain the current spelling and grammar programs and strategies that they can use to help their children develop in these areas. Provide more opportunities for teachers on a grade level to meet and discuss strategies and materials to meet the goals of the programs. Provide a basic skills program that is more differentiated according to student needs. Provide specific remedial instruction for students with special needs so that they too can achieve proficiency on state mandated tests.
49	Middle Level: Provide an intense/motivational program for students who have not met literacy standards by grade 6. Train teachers in methods to provide small group instruction to meet student needs in reading and writing. Help teachers to develop activities to provide choice in selection of reading and writing materials. Provide a basic skills program that is more differentiated according to student needs. Provide specific remedial instruction for students with special needs so that they too can achieve proficiency on state mandated tests.
50	Junior/Senior High School: Develop more consistent grading policies and procedures and inform parents of these standards. Provide a basic skills program that is more differentiated according to student needs. Provide specific remedial instruction for students with special needs so that they too can achieve proficiency on state mandated tests.
51	District Level: Provide time for articulation meetings among grade levels. Provide a basic skills program that is differentiated according to student needs. Provide specific remedial instruction for students with special needs so that they too can achieve proficiency on state mandated tests.