Bilingual, Immigrant, and Refugee
Education Directors’ Meeting
Seattle, WA
May 18, 2012
Effective Data Systems and Data
Reflective Practices for ELL
Achievement
Dr. Katherine Meads, Executive Director CMS ESL Department
Charlotte “Nadja” Trez, ESL Specialist CMS ESL Department
Danielle Miller, Director CMS Office of Accountability
1
Performance Management
Performance management
requires collaboration and a
change in the district’s
culture. It is intended to
strengthen employee
performance at all levels of
the district by helping
individuals understand how
his or her effectiveness
impacts CMS. Access to
real-time performance data
will lead to continuous
improvement, so that CMS
becomes an organization
that nurtures and fosters
professional excellence.
Managing for Performance Portals
Superintendent
Principal
Teacher
Exceptional Children
Data Wise
Data Wise Process
Student Profile
Provides information
regarding exit requirements,
demographic information, and
student schedule.
Assessment History Snapshot
Under the student summary, a
comprehensive chart of a
student’s assessment history
will appear with grade level,
subject, test, scale score,
achievement level, percentile,
LEA status, and date the test
was taken.
Comprehensive Assessment History
Current year attendance
information, attendance history,
EOG Assessment results, and
EOC assessment records.
Language Minority LEP Report
Language Minority LEP Report
• Demographic Information
–
–
–
–
–
–
–
–
–
Grade Level
Student ID
Student Name
NOMS Language
Country of Origin
US School Entry Date
LEP Exit Date
LEP Status
ESL Status
Language Minority LEP Report
• Achievement Information
– ELP Test Date
– ELP Test Type
– ELP Proficiency Levels
•
•
•
•
•
•
•
Reading
Writing
Listening
Speaking
Comprehension
Literacy
Overall ACC
– NC EOG / EOC Achievement
•
•
•
•
•
•
Reading
Math
Science
English I
Algebra I
Biology
Language Minority LEP Report
• Parameters provide end users with the ability to
customize the reports to their specific needs
Language Minority LEP Report
Dynamic Filtering Options
Graduation Exit Standards Data
TranscriptAnalysis
Analysis Report
Data
Transcript
EOC and EOG Predictive Data
Lexile & Quantile Data
End of Year Assessment Data
End of Year Assessment Data
The EOC Report offers student-level
roster of students currently enrolled
in an EOC course, their ABC pretest information before 2008-09, and
their EOC expected score for the
current class enrollment.
ELL Data Reflective Practices
• LEP Committee Chairs Meeting
• Data Collection Applications Training
• Data Wise Process Training
• Data Portal Training
• ELL Data Mining and Reflective
Practices
ELL Data Collection Applications
• English Language Proficiency Test Data
• ELL Testing Accommodations Data
• Language Minority / ELL / ESL Program
ELL Data Apllication
ELL Data Application
Language Minority LEP Report
• Achievement Information
– ELP Test Date
– ELP Test Type
– ELP Proficiency Levels
•
•
•
•
•
•
•
Reading
Writing
Listening
Speaking
Comprehension
Literacy
Overall ACC
– NC EOG / EOC Achievement
•
•
•
•
•
•
Reading
Math
Science
English I
Algebra I
Biology
Using Data-Why?
• The need for communication and reflection.
• The need for collaboration.
• The need for inquiry, improvement, and
growth in student learning.
• A reflective analysis of the data to inform
your instructional practices.
How Do You Know?
Data analysis as a collaborative
process of inquiry leads to consensus
about what is most effective in program
effectiveness and curriculum and
instructional approaches.
Analyzing Data – The Process
1. Data Table
Summarize the data in the table
2. Graphic Representation
Graph or highlight the data
3. Observe, Discuss & Document
Note data patterns
4. Hypotheses of Practice
Pose hypotheses for data patterns observed
5. Classroom Connections
Jot down immediate ideas of classroom strategies to improve data patterns
WIDA
Step 1 – Data Table
• The table of grades 9-12 ACCESS Data
Step 2 – Graphic Representation
450
400
High School ACCESS Data 2009-2010 Comparison
350
300
250
Level 1
200
Level 2
Level 3
150
Level 4
Level 5
100
Level 6
50
0
2009
2010
Grade 9
2009
2010
Grade 10
2009
2010
Grade 11
2009
2010
Grade 12
Step 3 – Observe, Discuss, Document
Patterns Identified:
1. There was a drop in the number of students tested
across all grade levels from 2009-2010.
2. Low distribution of students at opposite ends of the
spectrum (bell curve).
3. Differences of each of the levels is no more than 4 %
at grade 10 from 2008-09 to 2009-10.
4. Percentages only tell so much. It is interesting to see
the numbers of students across the grade levels for
each year.
Step 4 – Hypotheses of Practice
Pattern/Observation: Overall numbers of LEP students
tested on ACCESS in the district dropped significantly
Hypothesis: More students exited LEP status as a
response to SIOP
Hypothesis: The district is losing students to other
districts
Hypothesis: Not all eligible LEP students are being
assessed on the ACCESS test
Step 5 – Classroom Connections
SIOP Hypothesis
Classroom connections:
1.Provide initial training for new teachers in SIOP
strategies
2.Provide on-going professional development for
teachers who have previously been trained
3.Visit and collaborate with teachers at other
schools/districts who have proven to be successful in the
implementation of SIOP
Next Steps
• Future Projects
• ELL Transcript Evaluations driven by “Data
Portal Transcript Analysis Report
• Scheduling recommendations to meet the
state graduation requirements
• Title III program researcher for SIOP and
ExC-ELL impact studies
• ELL achievement and progress monitoring
• Building capacity of LEP Chairperson at
each school
Next Steps
• Future Projects
• Strategic ELL Data Literacy PD for
administrators and LEP Chairpersons
•
Questions and Answers