1. Shelda Hale & Jayne Kraemer, EL Consultants English Learners (ELs) and Immigrant Education Kentucky Department of Education March 2012

2.  Why is data accuracy so important?  Which user rights are necessary?  How does the IC support process work?  Immigrant Data & Requirements for Funding  Immigrant Ad Hoc Report  UPDATE: LEP Data Collection & Verification Process  Status Types for LEP (EL) and Definitions  Revisions to IC Data Standards 2

3.  Meet the Office for Civil Rights (OCR) program requirements for the education of English Learners as minority language students.  Provide KDE and the Title III Program data to help support districts as they work with their English Learners and Immigrant students to:  Understand eligibility requirements for federal and state funding  Choose a research-based educational approach  Identify and assess these students  Develop and implement a research-based program of services  Provide appropriate staffing and resources  Implement federal and state criteria for transitioning students from services  Monitor transitioned students  Periodically evaluate and improve programs by decision-making based on data 3

4.  To access Campus Tabs & Tools discussed in this session:  You may need additional tool rights to access the features mentioned in this presentation  Contact your Infinite Campus District Coach to obtain the proper tool rights if needed 4

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6.  Infinite Campus (IC) is Kentucky’s student information system (KSIS)  Specific data elements for LEP/EL and immigrant students must be collected to ensure that accurate data will be used in federal reporting and as the basis for funding allocations  Data collection in IC includes student background, program type, WIDA ACCESS Placement Test (W- APT) and ACCESS for ELLs® test scores, instructional accommodations and assessment accommodations Users need to follow the IC Data Standards that explain each field for correct data entry!! 6

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8.  For Title III purposes, an immigrant student:  is aged 3 through 21;  was not born in any State, which is defined by the US DOE as one of the 50 United States, Puerto Rico and the District of Columbia. Adopted children from other countries and children born on military bases are included in this definition for Title III  has NOT been attending one or more schools in any one or more States for more than 3 full academic years 8

9.  To be eligible for Title III immigrant funding, a student has to meet these conditions:  the federal definition of immigrant children and youth  be enrolled in an elementary or secondary school  immigrant selection on student’s current enrollment  a “Date Entered US School” that is not more than 3 years (cumulative not consecutive) 9

10.  Date Entered US School  Census>People>Demographics Tab  Immigrant  Student Information>General>Enrollment Tab>State Reporting Fields 10

11. 11 Not more than three years in a US School (cumulative not consecutive)

12. 12 Reference for World Languages: www.ethnologue.comwww.ethnologue.com Enter in home language, which cannot be 0400: English or left blank. You may use www.ethnologue.com to locate the names of all known world languageswww.ethnologue.com Hover your mouse over any of the data fields to find out the staff person and date of the data last saved If the student meets the definition of immigrant, then a date must be entered in the “Date Entered US School” field through the CENSUS>PEOPLE>DEMOGRAPHICS tab that is not more than 3 years to be eligible for Title III funding (cumulative not consecutive).

13.  Missing ‘Date Entered US School’ for Immigrants This ad hoc will identify missing data for immigrants. Filter Type: Pass-Through SQL Query Data Type: Student 13 STEPS TO CREATE QUERY 1.Enter in an ad hoc name. 2.Enter in information in Box A and Box B exactly as shown on the next slide. 3.Click ‘Save’.

14. 14 Click “Test Query” to review the results.

15. 15 1.. In the ‘Saved Filters’ under Ad Hoc Reporting select the ad hoc query, then select ‘Search’ to view the students

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17.  A child being identified as an English Learner (EL) has an impact on the district getting federal funds for those students as well as having an impact on the Support Education Excellence in Kentucky (SEEK) formula. 17

18.  The source of LEP data changed this year due to a 2009 federal audit.  The audit recommendations included requiring districts to identify all LEP students as opposed to only those tested with ACCESS and the type of program/services districts provide to meet LEP student needs. 18

19.  Home Language  Path: Student Information>General>Enrollment Tab>State Reporting Fields  LEP Tab  Path: Student Information>General>LEP tab 19

20. HOME LANGUAGE Path: Student Information>General>Enrollment Tab>State Reporting Fields 20 Reference for World Languages: www.ethnologue.comwww.ethnologue.com Enter in home language, which cannot be 0400: English or 1630: Other. You may use www.ethnologue.com to locate the names of all known world languageswww.ethnologue.com

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23.  IFEP – (Initially Fully English Proficient) - student who is screened for English language proficiency because he/she comes from a non- English background, and upon initial assessment of English language proficiency scores Fully English Proficient (FEP).  LEP – (Limited English Proficient) student who has been federally defined and in Kentucky scores less than 5.0 on the W-APT Screener for grades 1-12; Kindergarten students do not exit until they reach FEP on the 1 st grade ACCESS.  RFEP – (Re-designated Fully English Proficient) -a student, after having been designated LEP based on the initial assessment of English language proficiency, subsequently scores Fully English Proficient (FEP) on the ACCESS assessment of English language proficiency and enters a monitoring status for two years. 23

24. 24 01: IFEP 02: LEP 03: RFEP Enter the start date (MM/DD/YYYY) of the student’s most recent Primary enrollment in the district Enter the end date corresponding with most recent most recent withdrawal date ( MM/DD/YYYY) Enter MM/DD/YYYY the student was officially identified as LEP based on WAPT screener test results Required: Enter MM/DD/YYYY that the student is expected to exit from LEP status. It is expected that students will reach full English proficiency in 5 to 7 years, depending on their formal schooling experience, literacy in their native language, English language proficiency level upon entering an LEP program and other factors

25. 25 Student missed school a continuous month or more of the school year either because of withdrawl and subsequently re- enrolling, or because of absence. The parent/guardian of the student has been informed of the student’s LEP status as required annually by Title III of the ESEA Act.

26.  A grade 1-12 student is not considered an LEP student if they score 5. 0 or higher on the W-APT screener and should not receive LEP services or have a Program Services Plan (PSP).  IFEP status cannot be assigned to a kindergarten student.  A kindergarten student who has taken the W- APT test must be enrolled as an LEP student, have a PSP regardless of the score, and take ACCESS in January. 26

27.  Grades 1-12 students identified as IFEP will not take ACCESS in January.  Enter the W-APT scores in the LEP Test-B: W-APT area of the LEP screen. 27

28. 28 Enter start date as the date the student tested with W-APT sreener and scored 5.0 or higher Enter W-APT Scores and Test Date Select 01: IFEP

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30.  Select this option:  If student (Gr. 1-12) has been identified as LEP as a result of the W-APT (below 5.0 overall composite)  Record must have at least one Bilingual/ESL Type selected other than Fully English Proficient (FEP)  Record must have at least one Instructional Accommodation selected 30

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32. 32 These are types of EL programs and the full definition for each appears in the IC data standards; schools and districts may vary in their program services. Check all that apply. At least ONE type must be selected on record in which English Proficiency is 02: LEP. Note: If a parent waives services, check both Parent Refusal (PR) and Sheltered English Instruction (SEI) because this indicates that the student is being provided alternative instruction in the regular classroom based on Office for Civil Rights (OCR) program requirements for language minority children. Select the type of Instructional Accommodation(s) being provided for this student from the list on the LEP tab.

33. 33 These are recognized as effective instructional accommodations for LEP students. The Program Services Plan (PSP) committee develops an individualized plan based on ACCESS for ELLs® assessment data and other information available about the background and education of the student. Instructional accommodations are selected and recorded in the PSP and are necessary for teachers in developing appropriate instructional plans; intended to “level the playing field” by allowing LEP/EL students to demonstrate knowledge and comprehension while developing English language skills. Gradually removed as LEP/EL students acquire academic English At least ONE type must be selected on record in which English Proficiency is 02: LEP.

34. 34 Accommodations are allowed only under the following criteria: A.Must be allowed for state assessments by 703 KAR 5:070 Inclusions for Special Populations regulation; B.Must have been part of ongoing classroom instruction; C.Must be listed in the student’s Program Services Plan (PSP) Accommodations for ACCESS for ELLs® are allowed only if the student has a 504 Plan or an IEP. Inclusion regulation will be revised before fall 2012 testing.

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36.  Select this option:  when the student has reached the Attainment level (meets the exit criteria of 5.0 or higher Overall Composite Proficiency Level on a Tier B or a Tier C AND a Literacy Composite Proficiency Level of 4.0 or higher on a Tier B or C ACCESS for ELLS®) as a student in the 1 st grade or above. 36

37.  Previous LEP record should have end date of last day of school in which student received LEP services  New RFEP record should be created with a start date as of the first day of school in the following school year.  Student must be monitored for two years from the start date of the first RFEP record  Student should have an active RFEP record for each year the student is monitored 37

38. 38 Enter date student reached the Attainment Level Enter the month, day, year (##/##/####) of the last day of the school year.

39. 39 Students “Test In/Test Out” for the LEP/EL program services ACCESS – Tracking progress : the annual assessment during the statewide assessment window Scores are located on the ACCESS for ELLs ®Teacher Report Enter Tier A, B or C of the ACCESS Refers to English language proficiency level for individual language domains Enter Literacy Level as it appears on ACCESS Teacher Report The overall composite level is a combination of the 4 domain levels; students with a 5.0 or higher overall and a 4.0 Literacy Level on a Tier B or Tier C may exit LEP/EL status.

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41. 41 Select RFEP from the drop-down box Enter the month, day, year (##/##/####) of the first day of the school year.

42. 42 NEW RFEP Record with date of student’s most recent primary enrollment in current school year (Year 1 monitoring begins) Date of student’s initial enrollment in district

43. 43 Students “Test In/Test Out” for the LEP/EL program services ACCESS – Tracking progress : the annual assessment during the statewide assessment window Scores are located on the ACCESS for ELLs ®Teacher Report Enter Tier A, B or C of the ACCESS Refers to English language proficiency level for individual language domains Enter Literacy Level as it appears on ACCESS Teacher Report The overall composite level is a combination of the 4 domain levels; students with a 5.0 or higher overall and a 4.0 Literacy Level on a Tier B or Tier C may exit LEP/EL status.

44.  Within each grade-level cluster (except Kindergarten), ACCESS for ELLs® consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each students' range of language skills.  Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.  The correct tier is selected based on the W-APT screener test results. 44

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47.  W-APT Data Entry  Enter levels of each domain, the Overall Composite Level (e.g., 4.3) and the MM/DD/YYYY the test was administered 47 Refers to language proficiency level based on WIDA English Language Proficiency Standards (Levels 1-6)

48.  Kindergarten W-APT (K-WAPT)  For kindergarten students, only administer the K-WAPT Listening/Speaking portions  Post the date the test was administered.  Do NOT enter any scores or levels for K-WAPT  The Kindergarten ACCESS for ELLs® English proficiency assessment (January 2 rd to February 10 th, 2012) tested across all four language domains and results must be entered into IC.  Kindergarten students cannot exit LEP/EL status until they meet the exit criteria for 1 st Grade ACCESS annual progress test (5.0 on Tier B or C and 4.0 Literacy Level) 48

49. a parent or guardian of the student must approve with a signature the student remaining in the EL program  A student’s score on the annual English language proficiency assessment determines whether the student identified remains EL or attains fully English proficient (FEP) status. If a student has attained the necessary scores to exit the EL program, but the PSP committee decides that the student would benefit from remaining in the program, a parent or guardian of the student must approve with a signature the student remaining in the EL program. 49

50. they no longer participate in the annual ACCESS for ELLs assessment or are marked as LEP:02  Once a student has attainment level (meets the exit criteria of 5.0 or higher Overall Composite Proficiency Level on a Tier B or a Tier C AND a Literacy Composite Proficiency Level of 4.0 or higher on a Tier B or C ACCESS for ELLS®) as a student in the 1 st grade or above they no longer participate in the annual ACCESS for ELLs assessment or are marked as LEP:02, even if the PSP committee and parents decide that the student would benefit from remaining in the program. 50

51. If the decision is made by the PSP committee, with parent signature, for the student to continue receiving EL support services, criteria used must be checked and an explanation provided Any student who meets the attainment criteria must be checked RFEP. If the decision is made by the PSP committee, with parent signature, for the student to continue receiving EL support services, criteria used must be checked and an explanation provided. 51

52.  NOTE: THE IC Data Standards for Immigrant/LEP have been updated and are available at the KDE EL website listed on the next page. 52

53.  Questions about entering LEP and immigrant data?  Shelda Hale Shelda.Hale@education.ky.govShelda.Hale@education.ky.gov  Jayne Kraemer Jayne.Kraemer@education.ky.govJayne.Kraemer@education.ky.gov  Questions about IC technical issues?  Follow the levels of support chart in this training 53

54. Infinite Campus Data Standards KDE English Learners (ELs) Home Page EL Definition of Terms WIDA Consortium Webpage www.wida.uswww.wida.us http://www.wida.us/assessment/w-apt/ScoreCalculator.aspxwww.wida.us/assessment/w-apt/ScoreCalculator.aspx Home Language Information 54 http://www.education.ky.gov/KDE/Administrative+Resources/Data+and+Res earch/Student+Information+System/Data+Standards/ http://www.education.ky.gov/KDE/Instructional+Resources/High+School/ Language+Learning/English+Language+Learning/ http://www.education.ky.gov/KDE/Instructional+Resources/High+School/ Language+Learning/English+Language+Learning/ http://www.ethnologue.com