1 Bilingual, Immigrant, and Refugee Education Directors’ Meeting Seattle, WA May 18, 2012 Dr. Katherine Meads, Executive Director CMS ESL Department Charlotte “Nadja” Trez, ESL Specialist CMS ESL Department Danielle Miller, Director CMS Office of Accountability Effective Data Systems and Data Reflective Practices for ELL Achievement

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.

Superintendent Principal Teacher Exceptional Children Data Wise Managing for Performance Portals

Data Wise Process

Time Sensitive Data

A student qualifies for high risk if their total points (based on the values assigned for each risk) falls within the top 10% of all students, per grade, across the entire district. For example, if there were 10,000 student in a grade, the top 1,000 students with the highest point values would be considered high risk students. District High Risk Scorecard

On their Scorecard, the 11 different high risk variables will appear broken down by previous year, previous quarters, and current cumulative. The green check denotes that they do not meet the requirements for that particular variable. If there is a red X, the student meets the criteria for the variable. District High Risk Scorecard

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

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. Assessment History Snapshot

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

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

Filter Specific Student Rosters

Enrollment by Grade Level

Enrollment by Demographics

AYP Membership Rosters

Attendance by Demographics

Yellow denotes student percentages that educators should be aware of to impact instructional decisions. Daily Student Attendance

Safe & Orderly Schools Data

Enrollment Trends

Impact on Performance

Graduation Exit Standards Data

Cohort Graduation Data

Transcript Analysis Report Transcript Analysis Data

Transcript Analysis Report Transcript Analysis Data

Transcript Analysis Report Transcript Analysis Data

Transcript Analysis Report Transcript Analysis Data

EOC and EOG Predictive Data

Lexile & Quantile Data

Summary report displays EOG test results. Because membership data are static, this report does not support the filters chosen for dynamic/shared instructional groups. Cumulative data for all classes and all grades are displayed first. End of Year Assessment Data

Data is disaggregated by grade and content level. End of Year Assessment Data

To view student-specific data, select the blue hyperlink. Student rosters will appear with further testing data including scale scores. End of Year Assessment Data

Summary report displays EOG test results. Because membership data are static, this report does not support the filters chosen for dynamic/shared instructional groups. Data are disaggregated by individual teachers. 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 , and their EOC expected score for the current class enrollment. End of Year Assessment Data

School Improvement Planning

Staff Profile

Data Wise Portal

Data Wise Articles Math and Language Arts Data Overviews for K-12 Thinkgate Resources Data Wise Portal

Data Overviews disaggregated by grade and by NCSCOS objective Data color coded by performance level Data Wise Portal

Website Resources Assessment Literacy Modules with Resources and PD Data Wise Portal

Common Assessment PD Resources including articles, manuals, and guides Data Conversations PD Resources including Power Points and articles Excel PD Resources including training videos, scripts, and practice data Data Wise Portal

Archived Communication including past memos and newsletters Data Wise Portal

Communication Tools

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 5. Classroom Connections Jot down immediate ideas of classroom strategies to improve data patterns 4. Hypotheses of Practice Pose hypotheses for data patterns observed 3. Observe, Discuss & Document Note data patterns 2. Graphic Representation Graph or highlight the data 1. Data Table Summarize the data in the table

WIDA

The table of grades 9-12 ACCESS Data Step 1 – Data Table

Step 2 – Graphic Representation

Patterns Identified: 1.There was a drop in the number of students tested across all grade levels from 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 to Percentages only tell so much. It is interesting to see the numbers of students across the grade levels for each year. Step 3 – Observe, Discuss, Document

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 4 – Hypotheses of Practice

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 Step 5 – Classroom Connections

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