bilingual immigrant and refugee education directors meeting seattle wa may 18 2012
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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.

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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

Bilingual, Immigrant, and Refugee Education Directors’ MeetingSeattle, WAMay 18, 2012
performance management
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.

slide5

Student Profile

Provides information regarding exit requirements, demographic information, and student schedule.

slide6

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.

slide7

Comprehensive Assessment History

Current year attendance information, attendance history, EOG Assessment results, and EOC assessment records.

slide9

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
slide10

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
slide11

Language Minority LEP Report

  • Parameters provide end users with the ability to customize the reports to their specific needs
slide12

Language Minority LEP Report

ESL Status

Grade Level

Language

LEP Status

slide19

End of Year Assessment Data

The EOC Report offers student-level roster of students currently enrolled in an EOC course, their ABC pre-test information before 2008-09, and their EOC expected score for the current class enrollment.

slide20

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
slide21

ELL Data Collection Applications

  • English Language Proficiency Test Data
  • ELL Testing Accommodations Data
  • Language Minority / ELL / ESL Program
slide24

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
slide25

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.
slide26

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.

slide31

Step 3 – Observe, Discuss, Document

Patterns Identified:

  • There was a drop in the number of students tested across all grade levels from 2009-2010.
  • Low distribution of students at opposite ends of the spectrum (bell curve).
  • Differences of each of the levels is no more than 4 % at grade 10 from 2008-09 to 2009-10.
  • Percentages only tell so much. It is interesting to see the numbers of students across the grade levels for each year.
slide32

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

slide33

Step 5 – Classroom Connections

  • SIOP Hypothesis
  • Classroom connections:
  • Provide initial training for new teachers in SIOP strategies
  • Provide on-going professional development for teachers who have previously been trained
  • Visit and collaborate with teachers at other schools/districts who have proven to be successful in the implementation of SIOP
slide34

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
slide35

Next Steps

  • Future Projects
    • Strategic ELL Data Literacy PD for administrators and LEP Chairpersons
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