ELL – ACCESS for ELLs PIMS Data Collection School Year

2 Window For This Collection March 7 English Language Learners – ACCESS for ELLs PIMS Collection Window: March 7, 2014 – March 14, Snapshot Date – March 7, 2014 March 7 English Language Learners – ACCESS for ELLs Student Accuracy Certification Statement (ACS): Due May 5, 2014

PA ACCESS for ELLs Testing Schedule TaskStart DateEnd Date LEA Test Administrator Training Window--01/26/14 LEAs Order Test Materials11/11/1312/13/13 PIMS Precode Data Collection period for ACCESS for ELLs®11/14/1311/28/13 LEAs Receive Test Materials--01/13/14 Test Window01/27/1403/07/14 Order Additional Materials Deadline--02/21/14 PIMS ACCESS for ELLS Data Collection Snapshot Date--03/07/14 PIMS ACCESS for ELLs Data Collection Period03/07/1403/14/14 LEAs Ship Completed Materials to MetriTech--03/14/14 MetriTech Data Validation website open for corrections04/22/1404/25/14 PIMS ACCESS for ELLs Correction Window04/22/1404/25/14 PIMS ACCESS for ELLs data corrections (only for LEAs notified by PDE) 05/12/1405/15/14 Reports Shipped to District* Week of 06/09/14* *Subject to change depending on timeliness of materials returned to Metritech and accuracy of demographic data in PIMS & Metritech.

4 Uses of Data March 7 ELL- ACCESS for ELLs Data Collection (PIMS) ACCESS for ELLs Student Test Data File (Metritech) Federal Reporting (EDFacts and CSPR) and Accountability (Title III AMAO 1 and 2)

5 Metritech Data Flow

6 Purpose of March 7 PIMS Collection Collect the number of current Limited English Proficient (LEP) students (K-12) enrolled at your LEA during the ACCESS for ELLs testing window (January 27 – March 7) who were administered the ACCESS for ELLs assessment. Collect the number of current Limited English Proficient (LEP) students (K-12) who are Title III served enrolled at your LEA during the ACCESS for ELLs testing window who were administered the ACCESS for ELLs assessment.

7 Purpose of the March 7 PIMS Collection AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English. Definition of growth: Gain of ≥ 0.6 ACCESS for ELLs ® overall composite proficiency score level for an individual student Note: Calculation of AMAO 1 requires test scores from two years (PA Secure IDs must match). Scores for children taking the ACCESS test for the first time, including most Kindergarten students, are not included in AMAO 1. Note also: Students with test scores from two years who attain proficiency in the second year are always counted as having made progress, regardless of level of growth.

8 Purpose of the March 7 PIMS Collection AMAO 2: Annual increases in the number or percentage of children attaining English proficiency Definition of attainment: Grades 1-12 ACCESS for ELLs ® overall composite proficiency score ≥ 4.5. Scores from both Tier B and Tier C forms of the test are acceptable. Kindergarten ACCESS for ELLs ® overall composite proficiency score of ≥ 4.5 (Accountability Level, not Instructional Level)

9 Purpose of the March 7 PIMS Collection March 7 ELL- ACCESS for ELLs Data Collection (PIMS) ACCESS for ELLs Student Test Data File (Metritech)

Important Dates: Validation Window: 4/22/14 – 4/25/14 MetriTech Data Validation website and PIMS March 7 ELL -ACCESS for ELLs Data Collection Important Dates: Correction Window: 5/12/14 – 5/15/14 MetriTech Data Validation website and PIMS March 7 ELL -ACCESS for ELLs Data Collection ONLY FOR LEAs NOTIFIED BY PDE 10 Data Validation/Correction Windows

Field # 4 – STUDENT ID Field # 133 – LAST NAME LONG Field # 134 – FIRST NAME LONG Field # 14 – BIRTH DATE Used for AMAO Accountability, federal reporting, and data analysis. 11 Critical Data Elements

Field # 41 – LEP/ELL STATUS Used for AMAO Accountability, federal reporting, and data analysis: Valid Value = 01 Used for federal reporting purposes and data analysis: Valid Value = 03 Valid Value = Critical Data Elements

Field 95 – LEP/ELL Eligibility 13 Critical Data Elements Used for AMAO Accountability, federal reporting, and data analysis. Valid Values= Student Snapshot Template Field #95 Yes – Title III Served

14 Non-Title III Served Current ELL Field 41, 01, Current ELL (student template) Field 5, , Program Delivery Model Core (programs fact template) Field 5, 031, Participating in an ESL/Bilingual Program (programs fact template Field 95, No, Not Title III Served (student template)

15 Title III Served Current ELL Field 95, YES, Title III Served (student template) Field 5, , Program Delivery Model Title III Supplemental (programs fact template) Field 5, 019, Participating in an Title III Served ESL/Bilingual Program (programs fact template) Field 41, 01, Current ELL (student template) Field 5, , Program Delivery Model Core (programs fact template) Field 5, 031, Participating in an ESL/Bilingual Program (programs fact template)

Guidance for reporting students who withdraw during the testing window Guidance for reporting students who transfer during the testing window Guidance for reporting students who newly enroll during the testing window New Program Codes New for

LEP student who moves out of state or out of the country and was administered one or more sections (but not all sections) of the ACCESS for ELLs test: –the LEA reports the student in the March 7 ELL-ACCESS for ELLs PIMS collection. an LEP student who is administered one or more sections (but not all sections) of the ACCESS for ELLs test and then transfers to another school (may or may not be a new district): –the sending LEA reports the student an LEP student who initiates enrollment in an LEA from another state or country after February 21, 2014, and is ultimately placed in your ESL Program. –the LEA reports the student New 17

Program Delivery Codes Core  PIMS Programs Fact (cumulative template)  Field 5 – Programs Codes – Sheltered English Instruction 040 – Structured English Immersion 041 – Content-based ESL 042 – Pull-out ESL 043 – Two-way Immersion and Dual Language 044 – Transitional Bilingual 045 – Developmental Bilingual 046 – Heritage Language 18 New

19 March 7 ELL-ACCESS for ELLs Data Collection collects data across the entire testing window (January 27-March 7). The PIMS March 7 ACCESS for ELLs collection is separate from and in addition to the spring PSSA Refresh. Upload all ELLs for whom the LEA is the district of residence (students tested off-site at IUs, APSs, PRRIs, juvenile correction institutes) and apply rules for attribution of withdrawal and transfer students. ALL current ELLs must be reported as Title III served if the LEA accepts Title III funds as a single subgrantee or consortium member. Before you submit your ACS, ensure that the fields contained on the ACS follow the business rules established on the ACS. Do not wait until the end of the collection window to upload your submission to the PIMS March 7 ACCESS for ELLs Collection. Key Issues

Missing, Invalid, or Duplicate PASecureIDs in PIMS: test records without a match in PIMS are invalidated for federal reporting and accountability purposes. Change in LEP Status: LEP Status for current SY must be reported in PIMS October Enrollment data collection. –LEP Status does not change during the school year. –LEP Status should not be changed to 99 (never an ELL) in SIS when a student transfers or withdraws. Title III Program Participation for Exited Monitored Former LEP Students: When an ELL is exited, the participation codes for Title III (019) and for ESL or Bilingual Program (031) must be ended in the programs fact template. ESL/Bilingual Education Program codes: PIMS coordinators need to collaborate with ESL/Title III Coordinator, who understands what programmatic information is being asked for, to ensure accurate data is submitted. Common Challenges 20

February 19, – 2:30 p.m. February 25, – 11:30 a.m. Event description and registration: Training Webinars 21

22 For more information concerning the Pennsylvania Information Management System (PIMS), please visit PDE’s website at The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.