The Effects of Misidentifying Students’ English Proficiency

Perris Union High School District2010-11

The Onion Report

• “Onions are complex vegetables that require peeling back multiple layers to get to the core. Student data in terms of assessment and accountability requires peeling back multiple levels of documentation to ensure accuracy. Both have the potential to bring concerned individuals to tears.” (Unknown Poet, 2010)

Objectives• Staff will correctly identify students’ English Proficiency

status and accurately input data in Infinite Campus• Teachers will increase student achievement by using

accurate English Proficiency data to inform instruction and meet student needs

• The English Learner (EL) subgroup Academic Performance Index (API) will increase due to accurate English Proficiency data

• The EL subgroup % proficient for Adequate Yearly Progress (AYP) will increase due to accurate English Proficiency data

• The Perris Union High School District will receive funding for all eligible EL’s

Challenges

• Parents not filling out the Home Language Survey (HLS) accurately

• Misinterpretation of HLS by parents and staff• PUHSD HLS= EO but student was EL/RFEP in previous

district• Delay in receiving CUM after enrollment• Lack of process for reviewing CUMs for students listed as

EO• Student mobility and misidentification in multiple districts• ABC’s and incorrect IFEP (see next slide)

Challenges (cont)

Why is this important?

• Compliance with State and Federal law• Affects teachers’ ability to address the language needs of their

students• Adequate Yearly Progress (AYP) subgroups and reports• Similar School Rankings in the Base API report• Academic Performance Index (API) subgroups and reports• Title 3 Accountability Annual Measurable Achievement Objectives

(AMAO’s)• Title 3 funding and apportionment from the California English

Language Development Test (CELDT)

Compliance with State and Federal Law• Districts and schools are required to “determine the primary language of each

pupil enrolled in the school district.” (Education Code Section 52164.1[a])• Primary language is the language first learned by the pupil, most frequently used

at home, or most frequently spoken by the parents or other adults in the home when speaking with the pupil. (5 CCR 7.5 11510)

• The Home Language Survey (HLS) is the tool that schools in California use to determine student’s primary language

• If HLS indicates a language other than English, the student must be given the CELDT within 30 days of initial enrollment in a California school in order to determine the students English proficiency (Education Code Section 52164.1[a])

• If the CELDT scores indicate that the student is an English Learner they are assessed with the CELDT annually until being Redesignated Fluent English

Proficient (RFEP)

EL Process for students enrolling for the first time in a California

school

Enrollment process for students previously enrolled in a California

school

State and Federal Accountability

Student Performance by English Proficiency StatusPUHSD 2009 Base API and 2010 Growth API

Student Performance by English Proficiency status

2010 AYP % Proficient for State Defined EL Subgroup

What do you think the breakdown of this group is? (ie % EL vs % RFEP)

Title 3 funding and CELDT Apportionment

• $5 per completed CELDT answer document• $102.60 per EL student for ESEA Title 3 Funding• $318.76 for each EL (or SED) student for EIA funding So, how much does misidentification cost us? If we had 100 students who are really EL but they

were incorrectly Identified as EO/IFEP in IC it could cost $10,260 to $42,136

Addressing Inconsistencies with Data Audits• “clean” data vs. accurate data

Primary Language EngProf

Spanish EO

English RFEP

Primary Language EngProf

Spanish TBD

Spanish RFEP

Primary Language EngProf

English EO

English EO

Contact prev district, pull CUM (if available, research CUM, look up RFEP dates, add CST scores, possibly CELDT

Update one of the fields in SIS

Process to address these issues

Criteria A Critera B Notes

IFEP Multiple CELDT Scores in System 33

EO Previous CELDT Scores in System 74

IFEP or EO EngProf from Prev years = EL or RFEP 35

Primary Lang is Eng PrimLang from a previous year = Non Eng 17

EO/IFEP BirthCountry=Non Eng PrimLang Country EO-41 IFEP-50

EngProf not RFEP RFEP date is not null 16

US School Entry Date>RFEP Date 14

RFEP Date within 1 to 2 Years of US Entry Date

IFEP Grade 6,7,8 or 10 6-8-156, 10-171

CALPADS EL/RFEP- (121) (230 still being checked)

Addressing inconsistencies with data audits

What to look for in the CUM…EO IFEP EL RFEP

Home Language Survey No language other than Eng listed

At least 1 of the HLS questions has a language other than English

CELDT Scores None present Only 1 score that meets state English Proficiency criterion*

Multiple scores included

Multiple scores with most recent meeting state English Proficiency criterion*

ELD Program Not present Not Present ELD program information is present

ELD program information is present. End date is included.

IFEP Documentation Not present Documentation might include: letter to parent/guardian, CELDT scores

Not present

RFEP Documentation Not present Documentation might include: district RFEP form, letter to parent/guardian, program end date, CELDT scores, CST scores, grades

Insert Excel to sites

• Sample spreadsheet given to sites• Database used by Ed ServicesOrig EngProf

CALPADS EngProf

Site CUM search EngProf

Ed Service Audit EngProf

Data audit Criteria

NSLP, Scores etc

EO EL IFEP RFEP

Results Upon Completion of CUM Audit

EngProf Change

Number # and % 2010 CST Prof

# and Percent Prof 2010 AYP

# Prof 2011 AYP

EO To EL/RFEP

IFEP to EL/RFEP

EngPro Change

Number $ Amount

EO/IFEP to EL (6-8)

EO/IFEP to EL (9-12)