1. 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

2. 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.

3. Superintendent Principal Teacher Exceptional Children Data Wise Managing for Performance Portals

4. Data Wise Process

5. Time Sensitive Data

6. 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

7. 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

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

9. 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

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

11. Language Minority LEP Report

12. Demographic Information –Grade Level –Student ID –Student Name –NOMS Language –Country of Origin –US School Entry Date –LEP Exit Date –LEP Status –ESL Status

13. 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

14. Language Minority LEP Report Parameters provide end users with the ability to customize the reports to their specific needs

15. Language Minority LEP Report

16. Dynamic Filtering Options

17. Filter Specific Student Rosters

18. Enrollment by Grade Level

19. Enrollment by Demographics

20. AYP Membership Rosters

22. Attendance by Demographics

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

24. Safe & Orderly Schools Data

25. Enrollment Trends

26. Impact on Performance

27. Graduation Exit Standards Data

28. Cohort Graduation Data

32. Transcript Analysis Report Transcript Analysis Data

33. Transcript Analysis Report Transcript Analysis Data

34. Transcript Analysis Report Transcript Analysis Data

35. Transcript Analysis Report Transcript Analysis Data

36. EOC and EOG Predictive Data

39. Lexile & Quantile Data

40. 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

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

42. 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

43. 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

45. 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. End of Year Assessment Data

46. School Improvement Planning

48. Staff Profile

49. Data Wise Portal

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

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

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

53. 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

54. Archived Communication including past memos and newsletters Data Wise Portal

55. Communication Tools

56. 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

57. ELL Data Collection Applications English Language Proficiency Test Data ELL Testing Accommodations Data Language Minority / ELL / ESL Program

58. ELL Data Apllication

59. ELL Data Application

60. 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

61. 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.

62. 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.

63. 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

64. WIDA

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

66. Step 2 – Graphic Representation

67. Patterns Identified: 1.There was a drop in the number of students tested across all grade levels from 2009-2010. 2. 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 2008-09 to 2009-10. 4. 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

68. 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

69. 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

70. 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

71. Next Steps Future Projects Strategic ELL Data Literacy PD for administrators and LEP Chairpersons

72. Questions and Answers