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Comprehensive English Language Learning Assessment (CELLA) Action Plan


Student Strategies and Activities – State the strategies and activities for students to be implemented that logically support your goal. Identify whether the strategies or activities are implemented before school, during school or after school. Each of the strategies or activities in the plan should be measurable and clearly identify expected outcomes (e.g.: What evidence will be documented to demonstrate student progress in achieving the goal? What instructional practices must staff utilize to support the literacy achievement of all students?).




Refer to the Quarter CELLA Report to gather the necessary data to develop the CELLA Action Plan.




Beginning

Low Intermediate

High Intermediate

Proficient




Percent of Students

Average Scale Score

Percent of Students

Average Scale Score

Percent of Students

Average Scale Score

Percent of Students

Average Scale Score

Listening and Speaking

17

TBD

19

TBD

26

TBD

38

TBD

Reading

25

TBD

23

TBD

26

TBD

26

TBD

Writing

22

TBD

26

TBD

30

TBD

23

TBD

CELLA Goal: At Somerset Prep Academy in North Lauderdale, English Language Learners (ELL) who speak in English and understand spoken English will increase achievement in listening, speaking, reading, and writing by 15% at grade level, in a manner similar to non-ELL students.





Strategies and Activities to increase Student Achievement (i.e., Extended Learning Opportunities, Tutoring, Academic Interventions, Lesson Study, etc.)

Target

Group

(Beginning;

Low Intermediate;

High Intermediate;

Proficient)

CELLA

Goal Area

(Listening and Speaking, Reading or Writing)

Start-

End Date

Select Applicable Option

(i.e. Before, During, After School Hours)

Evaluation

Tool

(i.e. IPT L/S/R/W; Chapter Tests; BAT 1; BAT II; Portfolios, teacher-developed performance tasks, other formative assessments, etc.)

Person or Position

Responsible for

Monitoring

Many ELL students are not engaged in instruction because they lack background knowledge due to their language barrier. As a result, they will be exposed to current events related to the curriculum, and real world issues, in their home language, through the use of articles or other media types.


Beginning, low, high

Listening, speaking, and writing

2015-2016 school year

Before, during, and after school depending on child’s needs

Data collecting, data chat, portfolios, walkthroughs, formative and informative assessments PMP, IEP, Positive Behavior Support (PBS)

ESE Specialist, classroom teacher, guidance counselor, administration

Educators will utilize a variety of strategies before, during, and after instruction to informally assess their ELL students’ background knowledge and increase motivation.

Beginning, low, high

Listening, speaking, and writing

2015-2016 school year

Before, during, and after school depending on child’s needs

Data collecting, data chat, portfolios, formative and informative assessments PMP, IEP, Positive Behavior Support (PBS)

ESE Specialist, classroom teacher, guidance counselor, administration

Educators will incorporate non-fiction, concept related, reading and writing assignments in reading classes. Vocabulary taught in context along with the use of interactive word walls.

Beginning, low, high

Listening, speaking, and writing

2015-2016 school year

Before, during, and after school depending on child’s needs

Data collecting, data chat, portfolios, formative and informative assessments PMP, IEP, Positive Behavior Support (PBS)

ESE Specialist, classroom teacher, guidance counselor, administration





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