1.Open your school’s CEE English Language Learner Performance Analysis – Section 3 2.Open your...
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![Page 1: 1.Open your school’s CEE English Language Learner Performance Analysis – Section 3 2.Open your Action Planning Handbook: Data Reflection Protocol – State.](https://reader035.fdocuments.us/reader035/viewer/2022070413/5697bfb61a28abf838c9e5a1/html5/thumbnails/1.jpg)
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.
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Data Reflection Protocol
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ENGLISH LANGUAGE LEARNER PERFORMANCE ANALYSIS
November 2014
Center for Educational Effectiveness: Greg Lobdell
Office of Student and School Success, OSPI: Sue Cohn
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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
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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
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Action Planning Process
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• Section 3 of the Student Performance data in the Comprehensive Data Package and Services
English Language Learner Performance Analysis
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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• 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
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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
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Next Steps
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Incorporating Perceptual Data in Data Reflection Protocol
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Perceptual Data
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Next Steps
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• 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