1. October CEDARS Statewide: English Learners Data
10/12/2017

2. Reporting English Learner Data to CEDARS
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

3. Why do we report English Learner data?
Districts have a civil rights obligation to identify and serve English learners and assess their English language proficiency annually.
State identification procedures
Civil Rights requirements
Program models
Parents have a right to refuse English language development services, but when they do, the district is still federally required to monitor the students’ progress and assess the student annually.
Serving English Learners who Opt-Out of EL Programs
Parent Waiver Form
The state data system supports districts in ensuring that services aren’t interrupted when students transfer between schools or districts.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

4. Why do we report English Learner data?
To meet state and federal program evaluation, accountability, and reporting requirements.
Transitional Bilingual Instruction Program (TBIP) Legislative Report (Appendices)
Evaluating the Effectiveness of a Districts EL Program
Title III Required Reporting:
Number and percentage of ELs making progress toward English language proficiency
Number and percentage of ELs who attain proficiency and exit LIEPs
Number and percentage of former ELs who meet academic content standards (for 4 years)
Number and percentage of ELs who have not exited English language development after 5 years as an EL
The above disaggregated by students who also qualify for Special Education
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

5. Why do we report English learner data?
Districts can apply for an Immigrant Competitive Grant if they show a significant increase in their immigrant population. Students who meet the Title III definition of immigrant are identified through data reported to CEDARS.
Immigrant Student Identification: Definitions and Procedures
Age 3 through 21
Not born in the United States
Fewer than 3 years K-12 school attendance in the United States
Student is identified as "immigrant" under Title III
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

6. What’s CEDARS?
The Comprehensive Education Data and Research System (CEDARS) is a longitudinal data warehouse of educational data.
Districts report data on courses, students, and teachers.
Course data includes standardized state course codes.
Student data includes demographics, enrollment information, schedules, grades, and program participation.
Teacher data includes demographics, certifications, and schedules.
For more information on CEDARS:
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

7. Home Language Survey
CEDARS Element B17 corresponds to question 2 (What language did your child first learn to speak)
CEDARS Element B18 corresponds to question 3 (What language does YOUR CHILD use the most at home)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

8. Home Language Survey
CEDARS Element B17 corresponds to question 2 (What language did your child first learn to speak)
CEDARS Element B18 corresponds to question 3 (What language does YOUR CHILD use the most at home)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

9. File J: English Learners
School Year (Element J01)
Serving County District Code (Element J02)
District Student ID (element J03)
SSID (Element J04)
Location ID (Element J05)
Instructional Model Code (Element J06)
Program Start Date (Element J07)
Program Exit Date (Element J08)
Exit Reason Code (Element J09)
Initial Placement Test Date (Element J13)
Program Designation (Element J17)
Placement Test Code (Element J18)
Grade Level at Placement (Element J19)
Placement Test Score (Element J20)
Placement Status (Element J21)
Placement Test Data (Element J22)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

10. Question: What do I put as the Start Date (Element J07)?
Answer: The first day of the current school year the student begins receiving services, changes program status or waives services. This is after the district has received the ELPA21 score.
Date errors are the biggest cause of rejected records in CEDARS submissions pertaining to file J.
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

11. Question: What do I report if the parent waives services for their child?
Answer: If the parent immediately waives services after a student is tested for eligibility, report a single record with a Program Model Code (Element J06) of P – Parent Waiver. If a student is served, two records must be reported with separate Program Model Codes (Element J06).
11/16/2018
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12. Question: Where do I find Placement test information?
Grade Level at Placement (Element J19)
Placement Status (Element J21)
Answer: Online Reporting System (ORS)—Individual Student Report and Download
Placement Test Score (Element J20)
11/16/2018
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13. Question: How do I report a Placement Test Score (Element J20) for ELPA21?
Answer: Report the domain scores in alphabetical order:
Listening
Reading
Speaking
Writing
11/16/2018
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14. Question: I see six options for Placement Status (Element J21), but ELPA21 only has three. What should I report?
Answer: Report Status 1 (Emerging), Status 2 (Progressing), or Status 3 (Proficient) based on the student’s results.
11/16/2018
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15. Question: Why is it important to report a student who takes the screener and does not qualify? How do I report?
How to report a student who does not qualify for TBIP services based on their Placement Test score:
Students who do not qualify must be reported to File J. Include all the placement test information the same as with qualifying students, except as noted below.
Report Program Exit Date (J08) and Initial WA Placement Test Date (J13) and Placement Test Date (J22) with the same date.
Report Exit Reason Code (J09) with Exit Reason = "O" (Does not qualify).
Instructional Model Code (J06) is not required for students scoring as proficient on the Placement Test.
Answer: All students who report a language other than English in element B17 or B18 must be assessed with the language test to ensure they receive appropriate language development services if necessary. In order to ensure this requirement is being met, even students who take the screener and do not qualify for services must be reported in CEDARS File J.
11/16/2018
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16. Question: How do I report a student who has not taken a Placement Test yet?
Answer:
Do not report students to CEDARS File J until they have taken the Placement Test and you have a score back to report in CEDARS File J.
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

17. Question: How do I report a placement test from a prior year?
Answer:
Placement Test Code (Element J18), Grade Level at Placement (Element J19), Placement Test Score (Element J20), Placement Status (Element J21), and Placement Test Date (Element J22) must all be reported. If a student tested but did not qualify in another school district in a prior year, and the data was never reported to CEDARS, that record may be reported in the current school year. The Program Status Start Date (Element J07) must be the same as the Program Exit Date (Element J08). Report the most recent Placement Test Date in Element J22.
11/16/2018
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18. Question: We administered a placement test in error
Question: We administered a placement test in error. What should be reported to CEDARS?
Answer: If the student never received services, no record for that student should be sent to CEDARS. If the student was placed in services and the parent later removed the student due to an inaccurate home language survey, report the student to CEDARS with an Exit Reason Code (Element J09) of P-Re- designated/Parent Written Request to Change Original Home Language Survey (HLS) responses.
11/16/2018
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19. Answer:
Private school students who have a Washington State administered ELPA21 Screener score do not have to test again in a Washington public school in order to receive English Learner services. The ELPA21 Screener score from the private school can be used in place of administering a new screener.
In CEDARS File J, report the ELPA21 Screener score information from the private school as the Placement Test.
Question: How do I report students who continue to be eligible for English Learner services who were originally identified in a private school using the state approved ELPA21 Screener?
11/16/2018
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20. Using the Limited English Proficiency Application
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11/16/2018

21. Limited English Proficiency (LEP) Application
The Limited English Proficiency application is a tool for looking up English learner student enrollment and assessment data. The LEP Application pulls together longitudinal program enrollment data and provides a mechanism to share the data across district to support the continuation of services when students move.
Data Sources:
CEDARS
TBIP System (no longer in use)
State Academic Assessments
English Proficiency Assessments
For questions on how CEDARS data is populating the Limited English Proficiency application, contact you district's CEDARS Administrator
11/16/2018
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22. Student Search Tool
This tool, available under the Student menu, allows you to search for students already reported to CEDARS by your district or other districts in the state.
Search for the student by entering search criteria.
A list of students will be displayed; click the student you would like to view.
The student enrollments reported for the student are displayed.
When you click on the student enrollment record, the selected student's demographic, placement, enroll/withdraw, and assessment data in one cohesive screen.
11/16/2018
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23. Student Information
This tool, available under the Student menu, displays what all districts reported for an English Learner, including the criteria used to determine potential eligibility:
1. Language other than English reported to CEDARS Element B17 (first language spoken by the student) or CEDARS Element B18 (the primary language the student speaks at home) AND no reported non-qualifying placement test result.
2. Prior enrollment in an EL program within the state AND no valid exit reason reported.
The “Show Demographic Data History” allows the user to view or hide historical demographic data as reported by districts for the student.
11/16/2018
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24. Detailed Student List
This report, available under Student Lists, provides the most detailed information about EL students.
It can be used to identify:
English Learner students who have been in program longer than five years
English Learners who qualify for special education
Demographic characteristics about your students (i.e., language can be used to identify how best to communicate with families)
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

25. Exited TBIP Report This report, available under Student Lists:
Is good to use in finding students who exited TBIP and are transferring from other districts to your district.
displays students enrolled in a district that exited the program within the last year(s) because they achieved English Language Proficiency on their most recent annual assessment.
provides the school year and district filter selections, in addition to a filter for how long ago the student exited the EL program and a filter selection on enrollment date.
The ‘When Exited’ filter control appear on the UI as a set of option buttons. The filter will default to Exited ELL Last Year. The options are listed below.
Exited ELL Last Year
Exited ELL 2 Years Ago
Exited ELL within the Last 2 Years
Please note that this report is broken for the school year.
*More columns are displayed in report output.
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

26. Peer Analysis
The Peer Analysis report, available under Assessments, displays the student's current school district enrollment, placement details, annual English Language Proficiency status and domain score results, the number of raw gain points earned by the student when comparing to a previous school year’s annual English Language Proficiency assessment, and the academic assessment scores.
 The Peer Analysis compares an EL student to all other EL students who entered the program during the same school year, in the same grade, and at the same placement level as the selected student. These same students are considered the selected student’s peer group. For purposes of the Peer Analysis report, attempts at a comparison of these similarly situated students from across the state are provided as peer percentiles.
 The document “How to Use the Peer Analysis Report” is available from the report’s UI and provides more details about the Peer Analysis report. The document link is visible between the report’s summary text and
the report’s filter selection controls.
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

27. Possible Eligible Not Enrolled
This report, available under Data Cleanup, helps districts identify Potentially Eligible Not Reported (PENR) students. These students are enrolled in the school district during the selected school year but not reported as being enrolled in the district’s EL program during the selected school year.
This report should be run for Title III Native American students as well. This can be done by clicking the Toggle Switch to “Title III” before running the report.
Possible Eligible Not Reported
For the selected school year, this report displays possible students who are enrolled in the selected district and not reported as an EL student in the selected district.
This report helps districts identify Potentially Eligible Not Reported (PENR) students. These students are enrolled in the school district during the selected school year but not reported as being enrolled in the district’s EL program during the selected school year. Potential eligibility is determined by the following criteria (either one of these will identify the student as possibly eligible):
Language other than English reported to CEDARS Element B17 (first language spoken by the student) or CEDARS Element B18 (the primary language the student speaks at home) AND no reported non-qualifying placement test result.
Prior enrollment in an EL program within the state AND no valid exit reason reported.
To assist districts in correctly identifying and reporting students, each student’s record within this report is flagged with one of the following record history group descriptions:
Group 1 - Students not previously identified by taking the ELL placement test and no annual assessment result of proficient/Level 4; and a current language other than English reported in CEDARS during the selected school year in CEDARS elements B17 or B18.
Group 2 - Students with a language proficiency assessment result within the previous two school years from the selected school year and not proficient; and not reported as an ELL eligible student.
Group 3 - Students with a language proficiency assessment result more than two years from the selected school year and not proficient; and not reported as an ELL eligible student; and who did not fall under Group 2 or Group 4.
11/16/2018
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

28. Helpful Resources
CEDARS Data Manual, Appendices, and Reporting Guidance:
Reporting Guidance for File J will be updated in January.
LEP Application User Guide:
Coming this school year!
ELPA21:
Migrant and Bilingual Education:
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018

29. Contact Us Student Information Data Requests:
CEDARS Reporting Questions:
IT Customer Support
Migrant/Bilingual Education
Programmatic Scenarios and Data Reporting:
Identification:
When sending questions to OSPI, only include the student’s SSID. Please do not send other identifiable information (names, date of birth, etc.) over .
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/16/2018