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1. Open your school’s CEE English Language Learner Performance Analysis – Section 3
2. Open your Action Planning Handbook: Data Reflection Protocol – State Assessments (Appendix B.4)
Before We Begin
You will use these during this short presentation.
Data Reflection Protocol
ENGLISH LANGUAGE LEARNER PERFORMANCE ANALYSIS
November 2014
Center for Educational Effectiveness: Greg Lobdell
Office of Student and School Success, OSPI: Sue Cohn
Understanding the 3 components of the ELL Analysis
What can the data tell us andquestions to consider
Next Steps with Your Teams Contact Information
“Pause and reflect”: When you see these in the PPT, you can pause this video to reflect on what you see in your data!
Bill Wagner / The Daily NewsMonticello “Success Night”
Agenda
Before beginning your review of these data, please reflect on your preliminary thoughts about your current and former ELL students’ performance. One or more of the following thought-starters may be helpful.
– I assume…– I predict…– I wonder…– My questions/expectations are influenced by…
See Appendix B.3 in the Action Planning Handbook, or, National School Reform Website at: http://www.nsrfharmony.org/free-resources/protocols/a-z
Pause and Reflect #1
Action Planning Process
• Section 3 of the Student Performance data in the Comprehensive Data Package and Services
English Language Learner Performance Analysis
• Washington English Language Proficiency Assessment (WELPA) performance– All grades in your school
• MSP, HSPE, and EOC performance for your ELL students
• Former-ELL Analysis on MSP, HSPE, and EOC– Performance AFTER students exit the ELL program
ELL Performance Analysis
• For WELPA, MSP, HSPE, and EOC: – If number of students assessed is < 10– “Enhanced Suppression”: OSPI implemented in
July 2014. Can suppress data in certain cases even if count is > 10 students
• For MSP reading and math in grades 3-8, if your school participated in the Smarter Balanced Assessment pilot testing in spring of 2014
“Missing data” in your charts
• Top Chart: Percent of students transitioning. The “Attainment” measure.
• Bottom Chart: Percent of students by the 4 performance levels of the WELPA
• Table: Count of ELL students assessed in each year
WELPA Performance
• For students exiting:– How are we doing relative to
our district and the state?– Are we improving?
• Bottom chart: Percent of students by the 4 performance levels – What do you see by level?
• Table: – How fast is the population
changing and in what ways?
• What more do you need to know?
Pause and Reflect #2
• Top Chart: Shows percent of students meeting standard on the MSP, HSPE, and EOC assessments
• Bottom Chart: Shows the percent of students at each performance level
• Table: Counts of ELL students
ELL Performance on MSP/HSPE/EOC
• Top Chart: Are our ELL students performing similar to, or different from the district and state?
• Bottom Chart: Are we increasing the percent at Levels 3 and 4 and decreasing Level1?
• Table: How fast is the population changing and in what ways?
• What more do you need to know?
Pause and Reflect #3
• In the past, we have only had ELL=Yes or No for each student
• With the 2014 MSP, HSPE, and EOC data we have 4 attributes– Never-ELL– Current-ELL– Former ELL- transitioned within 2 years– Former ELL- transition outside of two years
Former ELL Performance
• Charts: Reading (top) and Math (bottom) performance
• 2014 data only. You will need multiple years to show change
• Count table shows you the size of these groups in 2014
Former-ELL Performance
• What do you notice between your “ALL” group and “Never-ELL” and “Current-ELL”?
• After students exit ELL program, what do you see in their performance?
• What do you notice comparing reading and math for each subgroup?
• Table: – How fast is the population
changing and in what ways?• What more do you need to
know?
Pause and Reflect #4
Data around:– School and district strengths– Evidence based programs and
services– Barriers
See page 10 of Student and School Success Action-Planning Handbook
Deepening your understanding
Next Steps
Incorporating Perceptual Data in Data Reflection Protocol
Perceptual Data
Next Steps
• Office of Student and School Success:
(360) 725-4960 or www.k12.wa.us/StudentAndSchoolSuccess
Andy Kelly: [email protected]
Travis Campbell: [email protected]
Craig Shurick: [email protected]
Sue Cohn: [email protected]
• Center for Educational Effectiveness Greg Lobdell: Data analysis & data usage: [email protected] Jennifer Jones: Operations and Report Delivery:
Contact Information
