|
Dear educator,
Cutler-Orosi School District has been identified as a recipient of District Assistance and Intervention Team (DAIT) services. The central premise of the DAIT initiative is that the district is the nexus for educational improvement. It provides the leadership, along with the fiscal, human, and technical resources, to fully implement a solid instructional program for all students. The district’s capacities for self-examination and its willingness to implement educational changes to promote the academic achievement of all students are prerequisites to deep and sustainable reform.
The DAIT process begins with a comprehensive needs assessment and continues with the identification, prioritization, and implementation of actions that have the potential to bring about dramatic improvements in district and school operations. An essential component of the needs assessment is the English Learner School Level Tool (EL-SLT) Survey, which includes key stakeholders’ responses to targeted items.
You have been identified as a key stakeholder in the district, and are invited to participate in this survey. Your participation is extremely important to the DAIT process.
If you have any questions about this survey, please call Anne Danenberg Springboard Schools Cutler-Orosi's (CDE-approved) DAIT provider 415-348-5502
Thank you for your input.
|
| |
|
|
|
At what level of the system do you work? |
| |
|
|
|
|
What is your Educational Role? |
| |
|
|
|
|
Answer the following question by checking the appropriate answer I have been employed for _______ with the district.
|
| |
|
|
|
|
The English Learner School-Level Tool (EL-SLT) is designed to help school/district personnel determine the school site implementation levels of the California Department of Education’s (CDE) nine Essential Program Components (EPCs) as applied to English learners (ELs), in order to focus Title III services. Each item on the EL-SLT is based on the EPCs, the No Child Left Behind (NCLB) Act of 2001, Title III requirements, and state programs. Although Title III accountability is only at the local educational agency (LEA) level, this tool can assist LEAs to gather school-level information in order to prioritize the LEA’s EL needs. This document is being piloted during the 2007-08 school year by an estimated 90 LEAs qualifying for technical assistance based upon findings published in annual Title III Accountability Reports.
DIRECTIONS: Please rate each of the following program items for your school using the scale criteria described below:
Strongly Disagree: Minimal level of implementation. This indicates low faculty participation (<=25%) and/or rare usage (<=25% of the time).
Disagree: Partial level of implementation. This indicates some faculty (26-50%) participation and/or inconsistent usage (26-50% of the time).
Agree: Substantial level of implementation. This indicates significant faculty participation (51-75%) and/or consistent usage (75% of the time).
Strongly Agree: Full level of implementation. This indicates full faculty participation (76-100%) and/or highly consistent usage (76-100% of the time).
E – Elementary Schools M – Middle Schools HS – High Schools (do not answer if your school level is not specified for the given item). |
| |
|
|
Alternative Programs allow instruction to be provided in English as well as in a language other than English. Alternative programs vary by the percentage of instruction provided in English and the other language, and are permitted under California law through the parental or state-granted exception waiver. Answer this question "Yes" ONLY if this is the ONLY English language acquisition program your school has. If you do not know, skip this question or answer "No"
Do you have Alternative Program ONLY?
|
|
|
|
|
Alternative Programs allow instruction to be provided in English as well as in a language other than English. Alternative programs vary by the percentage of instruction provided in English and the other language, and are permitted under California law through the parental or state-granted exception waiver.
Structured English Immersion (SEI) is an English language acquisition process for young children in which nearly all classroom instruction is in English, but with curriculum presentation, activities, and visual aids designed for children who are learning the language. Typically, SEI includes ELD, SDAIE, and may include primary language support.
English Language Mainstream (ELM) classrooms require the language of instruction used by the teaching personnel to be ‘overwhelmingly’ the English language, and may include primary language support.
Check the box(es) next to the program(s) being implemented at your school (if your school has an English language acquisition program other than those listed here, skip this item and click "Continue"):
|
|
|
|
|
1.0: Instructional Program
|
|
| |
|
|
|
|
3.0: Principals’ Instructional Leadership Training
|
|
|
|
|
4.0: Credentialed Teachers and Professional Development Opportunity
|
|
| |
|
|
5.0: Student Achievement Monitoring System
|
|
| |
|
|
6.0: Ongoing Instructional Assistance and Support for Teachers
|
|
|
|
|
7.0 Monthly Collaboration for Teachers by Grade Level or Department
|
|
|
|
|
8.0 Lesson Pacing Schedule and Intervention
|
|
| |
|
|
|
|