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ELD Boot Camp: Data Driven Decisions for Effective ELD Programs
Sarah Seamount Vallivue School District LEP Coach/Consultant
sarah.seamount@ vallivue.org
208-880-5398
Agenda:
Data that is used to make decisions on a regular basis in terms of what services will be provided to individual LEP students.
Annual data that is compiled and analyzed to evaluate the effectiveness of the district programs.
Question and answer
Everyday Data
Questions
Annual Data
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 most intensive English Language Development (ELD) services.
Placements decisions
• Advanced: Student may be placed in core ELD program or may be monitored for progress for a time.
• Intermediate: Student should receive core ELD program in addition to mainstream classes.
Placement test scoring
• You can use the Entry/Exit Profile in ELLis. This contains:
• 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.
Looking at returning students in the fall
• Now you have your data, assemble a team in the school who will be responsible for ELL placements decisions.
• Team members: • ELD Teacher or paraprofessional • Principal • Mainstream teacher(s) • Other, such as coach or counselor
ELL Placement Decision Team
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.
• 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 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.
Team decisions
• Future meetings will be much shorter and more informal as only one or two students may be considered.
• Some very high students may not be immediately placed, but be monitored for a time.
• 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.
What to do with mostly advanced students
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 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/)
Ongoing data collection
• Placement decisions can be changed during the year. • Elementary: flexible grouping can be done using data
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 changes during the year
• 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 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.
Placement changes during the year
Annual Data Analysis – IELA Data
School Names on the bottom
4.07
4.35 4.16
4.33 4.08
3.88 3.83 4.04
4.26
3.45
4.75
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Average 2011 IELA Proficiency Start by analyzing IELA Data
I have deleted school names.
Annual Data Analysis – IELA Data
0.00
0.56
0.38
0.45
0.24
0.36
0.07
0.32
0.07 0.00
0.75
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
Average 2011 IELA Level Gain
School Names on the bottom
Annual Data Analysis – IELA Data
2% 4% 2% 3% 2%
33% 29%
25%
15%
25%
65% 67% 73% 83% 73%
0%
20%
40%
60%
80%
100%
120%
S L R W C
2011 IELA Subtest Score Analysis
EF+
AB+
B
Annual Data Analysis – IELA Data
31%
51%
35%
49%
30%
26%
40% 37%
25%
0%
20%
0%
10%
20%
30%
40%
50%
60%
Percent Potentially Eligible to Exit for Fall 2011
School Names on the bottom
Annual Data Analysis – IELA Data
1s, 2%
2s, 3%
3s, 18%
4s, 44%
5s, 33%
2011 IELA Levels Result
1s 2s 3s 4s 5s
Annual Data Analysis – IELA Data
4s Y, 16%
5s Y, 38%
4s N, 41%
5s N, 5%
2011 IELA Proficient (Y/N) for 4s and 5s
Overall Proficiency 41%
4s & 5s Proficiency 54%
Annual Data Analysis – IELA Data
0%
10%
20%
30%
40%
50%
60%
70%
80%
2011 AMAO's by School
Gain % Proficient %
AMAO 1-Goal 27% 1 level gain
AMAO 2-Goal 15% Proficient
School names on the bottom.
Annual Data Analysis – IELA with ISAT
90
144 150
22
38
117
202
37
55
107
183
49
0
100
200
300
400
500
600
BB B P A
2011 LEP ISAT All
Math
Reading
Language
Start with a look at how LEP students did on ISATs.
Annual Data Analysis – IELA with IRI
0%
10%
20%
30%
40%
50%
60%
70%
80%
IRI 1 IRI 2 IRI 3
IRI 2011 ALL
Continue by looking at IRI scores for LEP students.
0%
100%
71%
24%
5% 0%
0%
21%
45%
38%
0%
0% 6%
30%
51%
0%
0% 1% 1% 5%
0%
20%
40%
60%
80%
100%
1 2 3 4 5 IELA Level
2011 Language ISAT by IELA Level
A
P
B
BB
Annual Data Analysis – IELA with ISAT
0%
38% 41%
14%
0% 0%
63% 47%
40%
18%
0%
11%
45%
73%
0%
1% 2% 9%
0%
20%
40%
60%
80%
100%
1 2 3 4 5 IELA Level
2011 Reading ISAT by IELA Level
A
P
B
BB
Annual Data Analysis – IELA with ISAT
Annual Data Analysis – IELA with ISAT
0%
90%
42%
19%
9% 0%
10%
42%
39%
18%
0%
0%
15%
38%
56%
0%
0% 1% 3%
17%
0%
20%
40%
60%
80%
100%
1 2 3 4 5 IELA Level
2011 Math ISAT by IELA Level
A
P
B
BB
Annual Data Analysis – IELA with IRI
0%
100%
0% 0% 6%
0%
0%
40%
25% 22%
0%
0% 60% 75% 72%
0%
20%
40%
60%
80%
100%
120%
1 2 3 4 5 IELA Level
2011 Spring IRI by IELA
3
2
1
Multi-Annual Data Analysis – IELA Data
3.71
3.59
3.84
3.89
4.04
4.13
3.30
3.40
3.50
3.60
3.70
3.80
3.90
4.00
4.10
4.20
S2006 S2007 S2008 S2009 S2010 S2011
IELA Overall Scores
Multi-Annual Data Analysis – IELA Data
3.63 3.62 3.65 3.76 3.73 3.75
3.39 3.46 3.60
3.71 3.63 3.74 3.69
3.43
3.68 3.74 3.76 3.84 3.69
3.39
3.72 3.83
4.05 4.02
3.71 3.59
3.84 3.89 4.04 4.13
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
S2006 S2007 S2008 S2009 S2010 S2011
IELA Average Scores
Listening
Speaking
Reading
Writing
Overall
77
96
141
130
189
0
20
40
60
80
100
120
140
160
180
200
F2007 F2008 F2009 F2010 F2011
LEP Exited Each Year
Anomaly
Multi-Annual Data Analysis – IELA Data
Thank you for participating!
Questions?