Program Evaluation:

English Language Learner & Heritage

Language program
Cristina A. Velzquez
The English Language Learner &
Heritage Language Program
Palm Springs High School is a public high school for grades 9
through 12 located in the Palm Springs Unified School
District. It was built in 1938 with a total of 2200 students and
55% of the students are Hispanic.
This ELL & Heritage Spanish Language program was created
in 2003.
There are 200 English Language Students in the program
There are 45 ELD students
Three ELD courses offered (block schedule)
Three Spanish Heritage Language Classes, plus emergent
literature, Spanish literature, Spanish literature AP
(www.psusd.us)

Program Purpose
The program was created a Spanish
Heritage Language Class to continue to
focus on developing the first language
literacy for primary Latino Children,
transitioning to full inclusion in general
education with bilingual aide help, and
English Language Development that
focuses on reading and writing in a block
schedule.

Program Goal
The goal for English Learners in the
English Language Mainstream
program is to develop academic
proficiency in English together with a
mastery of academic core content
and multicultural proficiency.

Purpose of Evaluation
An evaluation is needed to explore the diverse
aspects of English language learners, their
heritage language maintenance, and
development in the secondary level of K-12.
This need will help improve curriculum and
materials, raise public awareness for proper re-
designation and reclassification, recruit and
develop effective teachers, and maintain
students interest and rigor in learning his or her
own heritage language.
Purpose
This evaluation will provide administration, the
district office, teachers, students, and parents
with recommendations on how to address
challenges and further develop English
Language Development program in order to
create and improve curriculum and materials,
raise public awareness, recruit and develop
effective teachers, and maintain students
interest in learning his or her own heritage
language.
Why evaluate?
Continuous improvement!
Other schools within the district (DHSHS, RMHS,
CCHS) can use these recommendations to add
a heritage language course to the already
existing ELL program. Other schools and use
these recommendations to compare their
program with the successes and improvements
of the program at PSHS.
What type of evaluation?
Change or continue with it?
Summative/formative

Evaluation Questions
Do teachers and principals report that he or she has enough
instructional and consultation time with the ELL program and
their students?
Do students, parents, teachers, and principals feel
knowledgeable about the ELL program?
Do students, parents, teachers, and principals feel there is
enough rigor in the program?
Does the program address the needs of the students?
Do parents feel they are involved and can communicate
well in English or Spanish with the ELL program?

Evaluation GOALS
Identify strengths and weaknesses
Highlight successes in the program
Make recommendations for improvements
continued and expanded collaborations between
evaluators/researchers and services providers,
the use of appropriate measures and outcomes,
the development and implementation of evaluations that address
multiple services or multiple issues, and the allotment of resources to
conduct quality evaluations (Chalk & King, 1998).
CIPP Model
Context (politics), input, process, and product
Why this model?
Will allow for identification of improvement.
Helps administration and teachers make better decision
Framework for formative
To assist in decision making and quality assurance
Logic model
Inputs: purpose vision, motivations, opinions, principles, needs, values--- staff
faculty, population, facilities, community, ELL students, Bilingual aides,
administration, instructional assistants
Outputs-graduation, training, resources, tutoring/study skills sessions, --- staff
faculty, teachers
Outcomes- are students graduating?
Is the prgram sustainiably? Attention rate? Satisfied? Parents, teachers, students
Goals- pass CAHSEE, CELDT 4, 5, reclassification (rigor) Proficient
Assumptions: students who score 1, 2, 3 on a CELDT exam and first language is
anything other than English is classified as ELL.
External Factors-TITLE 9 funding from the State of CA
Summer school CAHSEE Prep
Method-CIPP concept
Context Evaluation- what is the current state of the
program? Historical and current documents, and website
data.
Input Evaluation- what other schools are doing this
program? Comparison program.. Interviews with teachers
and admin, parents.. Any documents program documents
Process Evaluation -How is the program meeting the needs
of the students.. Surveys, interviews, data
Product Evaluation- what should be done in response to the
findings.. Outcomes and outputs
CIPP
Assumptions: students who score 1, 2, 3
on a CELDT exam and first language is
anything other than English is classified as
ELL.

External Factors-TITLE 9 funding
from the State of CA, Summer
school CAHSEE Prep

Method
A mixed-methods design will be used for the evaluation.
Quantitative components include surveys.
Qualitative components include observations and
interviews.
Atlas TI: all recordings and field notes will be transcribed,
codes (in vivo), create themes, relate themes to framework.
and the The evaluator will use triangulation in the form of
observations, interviews, and surveys.
SPSS will be used with the survey data analysis.

Methods
Program Survey:
Current program success
Communication with the program
Knowledge about the program
Location, maintenance, and resources
Rigor and satisfaction
Data collection
Interviews:
What are some concerns?
How satisfied are you?
What areas are needed for improvement
What do you feel are the strengths?
What is your general perception?
Do you feel the program met the needs of the students?

Data collection:
Observations
Observe the students in the ELD classroom
Observe the students in the Spanish Heritage Language
Classroom
Observe the classroom layout, the textbook, interactions,
attendance
Budget