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2/8/2012
1
ELD Boot Camp:Data Driven Decisions for Effective ELD Programs
Sarah Seamount
Vallivue School District
LEP Coach/Consultant
sarah.seamount@vallivue.org208-880-5398
Agenda:
Data that is used to make decisions on a regular basis in terms of what services will be provided to individual LEP
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
Annual Data Analysis – IELA Data
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
School Names on the bottom
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Annual Data Analysis – IELA Data
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
Annual Data Analysis – IELA Data
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%
School Names on the bottom
2/8/2012
10
Annual Data Analysis – IELA Data
1s, 2%
2011 IELA Levels Result
2s, 3%
3s, 18%
4s, 44%
5s, 33%
1s 2s 3s 4s 5s
Annual Data Analysis – IELA Data
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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Annual Data Analysis – IELA Data
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
Annual Data Analysis – IELA with ISAT
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
Annual Data Analysis – IELA with ISAT
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
Annual Data Analysis – IELA with ISAT
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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Multi‐Annual Data Analysis – IELA Data
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
Multi‐Annual Data Analysis – IELA Data
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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