data driven decisions - itcidahotc.com/portals/33/trainings 2011-12/lep iii_session 6_data...

2/8/2012

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ELD Boot Camp:Data Driven Decisions for Effective ELD Programs

Sarah Seamount

Vallivue School District

LEP Coach/Consultant

[email protected]

Agenda:

Data that is used to make decisions on a regular basis in terms of what services will be provided to individual LEP

Everyday Data

students.

Annual data that is compiled and analyzed to evaluate the effectiveness of the district programs.

Annual Data

Question and answerQuestions

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Data is used to drive every decision about how to serve English learners .

Everyday Data – starts at registration

HLS

• Home Language Survey given at registration to every new student

IELA

• ELL Placement Assessment given within two weeks

Classes

• Placement in classes or groups based on assessment scores

New Students• Beginner on the placement test (newcomer): Student should receive the

Placements decisions

(newcomer): Student should receive the most intensive English Language Development (ELD) services.

• Advanced: Student may be

• Intermediate: Student should receive core ELD program in addition to mainstream classes.

• Advanced: Student may be placed in core ELD program or may be monitored for progress for a time.

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Placement test scoring

• You can use the Entry/Exit Profile in ELLis. This contains:

• Test data history‐ IELA/ISAT/IRI

Looking at returning students in the fall

Test data history IELA/ISAT/IRI• Services history‐ELD or other• Grade history• LEP Status history

• Or use some other method to gather data such as Milepost or other.

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• Now you have your data, assemble a team in the school who will be responsible for ELL placements decisions.

ELL Placement Decision Team

p

• Team members:• ELD Teacher or paraprofessional• Principal• Mainstream teacher(s)Oth h h l• Other, such as coach or counselor

Possible form for decision making

This form provides a place to gather data for a team decision about where the student will be placed. All of the demographic data can be merged from ELLis or a spreadsheet if you have one.

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• The team should expect a lengthy meeting in the late summer or very early fall to make decisions.

• Secondary schools will have to meet much earlier in order

Team decisions

Secondary schools will have to meet much earlier in order to adjust student schedules before school starts.

• Elementary schools may wait a week or two into the school year to let students settle into their classrooms.

• Future meetings will be much shorter and more informal as only one or two students may be consideredmay be considered.

• Some very high students may not be immediately placed, but be monitored for a time.

What to do with mostly advanced students

p• These students should be very successful in the mainstream

• They should not be a sizable percentage of the population

• They should be near exiting

• The team should meet to consider how these student are doing based on monitoring results.

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A form for those being monitored

This is not LEPX monitoring. It is for very high students who are not immediately placed in ELD.

• Progress Monitoring is a good way to keep track of the progress students are making throughout the year.

• Aimsweb‐ fluency and MAZE (comprehension) will assess

Ongoing data collection

Aimsweb fluency and MAZE (comprehension) will assess reading progress. Three minute writing prompts will help assess writing and language skills.

• Easy CBM from the University of Oregon has reading assessments and is free! (easycbm.com)

• District written writing prompts with rubrics. These can be created using Rubistar a free site for easily writing rubrics funded by the US Dept of Ed. (http://rubistar.4teachers.org/)

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• Placement decisions can be changed during the year.• Elementary: flexible grouping can be done using data gathered in the mainstream or ELD classroom Using

Placement changes during the year

gathered in the mainstream or ELD classroom. Using district assessments such as unit tests, district benchmarks, or other data, students may be moved in or out of ELD groups. Documentation of services should be maintained in the student LEP file and electronic records such as in ELLis.

• Placement decisions can be changed during the year.• Secondary: A few students may be placed in classes that are too easy or two hard based on data from spring testing A

Placement changes during the year

too easy or two hard based on data from spring testing. A placement test can be given at the end of the semester to decide if the student can be moved. It should never be used to exit students from the program, but can be used to determine if the student’s schedule can be changed.

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Annual Data Analysis – IELA Data

4.754.50

5.00

Average 2011 IELA ProficiencyStart by analyzing IELA Data

4.07

4.354.16

4.33

4.083.88 3.83

4.04

4.26

3.45

1.50

2.00

2.50

3.00

3.50

4.00

I have deleted school names.

School Names on the bottom

0.00

0.50

1.00


0.750 70

0.80

Average 2011 IELA Level Gain

0.56

0.38

0.45

0.36

0.320.30

0.40

0.50

0.60

0.70

0.00

0.24

0.07 0.07 0.000.00

0.10

0.20


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120%

2011 IELA Subtest Score Analysis

65% 67% 73% 83% 73%

40%

60%

80%

100%

EF+

AB+

B

2% 4%2% 3% 2%

33%29%

25%

15%

25%

0%

20%

40%

S L R W C


60%

Percent Potentially Eligible to Exit for Fall 2011

31%

51%

35%

49%

30%

26%

40%

37%

25%

20%

20%

30%

40%

50%

0%

20%

0%

10%


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1s, 2%

2011 IELA Levels Result

2s, 3%

3s, 18%

4s, 44%

5s, 33%

1s 2s 3s 4s 5s


5 N 5%

2011 IELA Proficient (Y/N) for 4s and 5s

4s Y, 16%

5s Y, 38%

4s N, 41%

5s N, 5%

Overall Proficiency41%

4s & 5s Proficiency 54%

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70%

80%

2011 AMAO's by School

20%

30%

40%

50%

60%

70%

AMAO 1-Goal 27% 1 level gain

0%

10%

Gain % Proficient %

AMAO 2-Goal 15% Proficient

School names on the bottom.

Annual Data Analysis – IELA with ISAT

600

2011 LEP ISAT All

Start with alook at how

117

202

55

107

183

200

300

400

500

Math

Reading

Language

look at how LEP students did on ISATs.

90

144 150

22

38

37

49

0

100

BB B P A

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Annual Data Analysis – IELA with IRI

70%

80%

IRI 2011 ALL

Continue by l ki

20%

30%

40%

50%

60%

70%looking at IRI scores for LEP students.

0%

10%

20%

IRI 1 IRI 2 IRI 3

0%0%6%

0% 1% 1%5%

100%

2011 Language ISAT by IELA Level


100%

71%

21%

45%

6%

30%

51%

40%

60%

80% A

P

B

BB

0%

24%

5%0%

38%

0%0%0%

20%

1 2 3 4 5

IELA Level

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11%

1% 2%9%

100%

2011 Reading ISAT by IELA Level


63%

47%

40%

45%

73%

40%

60%

80%A

P

B

BB

0%

38% 41%

14%

0%0%

18%

0%0%0%

20%

1 2 3 4 5

IELA Level


10%

0%

15%

0% 1% 3%

17%

100%

2011 Math ISAT by IELA Level

90%

42%

39%

38%

56%

40%

60%

80% A

P

B

BB

0%

42%

19%

9%

0%

18%

0%0%0%

20%

1 2 3 4 5

IELA Level

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Annual Data Analysis – IELA with IRI

120%

2011 Spring IRI by IELA

100%0%

40%

25%22%

0% 60% 75% 72%

20%

40%

60%

80%

100%

3

2

1

0% 0% 0%6%

0%

25%

0%0%

20%

1 2 3 4 5

IELA Level

Multi‐Annual Data Analysis – IELA Data

4.134.10

4.20

IELA Overall Scores

3.71

3.59

3.84

3.89

4.04

3.60

3.70

3.80

3.90

4.00

3.30

3.40

3.50

S2006 S2007 S2008 S2009 S2010 S2011

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4 134.00

4.50

IELA Average Scores

3.63 3.62 3.653.76 3.73 3.75

3.39 3.463.60

3.713.63

3.743.69

3.43

3.68 3.74 3.763.84

3.69

3.39

3.723.83

4.05 4.02

3.713.59

3.84 3.894.04

4.13

1.50

2.00

2.50

3.00

3.50

Listening

Speaking

Reading

Writing

Overall

0.00

0.50

1.00

S2006 S2007 S2008 S2009 S2010 S2011

189180

200

LEP Exited Each Year


77

96

141

130

60

80

100

120

140

160

Anomaly

0

20

40

F2007 F2008 F2009 F2010 F2011

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Thank you for participating!

Questions?Questions?

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