criteria for exiting lep identification and october 1...

Criteria for Exiting LEP Identificationand

October 1 Headcount

NC Department of Public Instruction

With

Wisconsin Center for Education Research

Statewide Web Conference

9/10/09

Session Agenda

� Introduction

� Determining COC for LEP Exit Status

� Historical Perspective

� COC Proficiency Cut Points

� October 1 Headcount Explanation

� Connecting NCID and FDC

Introductions

Special Guest

� Gary Cook, Wisconsin Center for Education Research

Historical PerspectiveComplying with Federal Guidance: June, 2008

NC ELD/ELP Standards� In a laudable effort to meet the requirement that ELP Standards be aligned with core content areas, a NC team of 68 ESL and content specialists attempted to expand the original ELD Standards to include the academic language of content areas. The task required more time than full-time educators could provide.than full-time educators could provide.

� The WIDA ELP Standards were adopted by SBE as the NC ELP/ELD Standards.

NC ELP Assessment� Consequently, the ELP assessment aligned with the WIDA ELP Standards, ACCESS for ELLs, became the annual ELP assessment.

Historical PerspectiveA Few Considerations: Standards

Advantages� Technical Support - The WIDA ELP Standards were developed, tested, evaluated and revised by a full-time team of experts from several states.

� The WIDA documents are relevant and interesting to content teachers.content teachers.

Room for Improvement� Support documents are needed for ESL teachers to explicitly address a variety of issues concerning language acquisition.

� Support documents are needed for content teachers that address the identification, selection, and teaching of academic language.

� Training MUST illustrate that ALL ELLs should be taught and can learn higher level skills and concepts.

Historical PerspectiveA Few Considerations: Assessment

Advantages� Technical Support - The ACCESS for ELLs was developed, tested, evaluated and continually revised by a full-time team of experts, with teacher input. team of experts, with teacher input.

� The ACCESS for ELLs is closely aligned with the WIDA Standards.

� The IPT was problematic.

� An established empirical analysis of ELP and content test performance was replicated with NC data.

Historical PerspectiveReview of Other WIDA States

� Even though the ELP levels are exactly the same in all WIDA states, content tests are not.

� Each WIDA state determines their own definition � Each WIDA state determines their own definition of English proficiency attainment and exiting LEP status.

Historical PerspectiveDetermining LEP Exit Criteria: The Process in NC

� After considerable research,

� consultation with national experts,

� internal discussions, and � internal discussions, and

� work sessions with stakeholders

� consensus was reached to use the following strategies.

Historical PerspectiveDetermining LEP Exit Criteria: ELP & Content

� ACCESS for ELLs scores were compared to the same students’ state math and reading scores to determine at which point an increase in English language proficiency was not associated with an increase in the was not associated with an increase in the content assessment score.

� The resulting impact data was analyzed to determine appropriate ACCESS for ELLs cut-scores that indicate attainment of academic English language proficiency.

Historical PerspectiveDetermining LEP Exit Criteria: ELP & Content

� NC employed a “decision consistency”

method which analyzed

� ACCESS for ELLs and

� EOG/EOC reading and

� EOG/EOC math assessments

� to determine the best Comprehensive Objective Composite (COC).

Decision Consistency

� The goal of these analyses is to identify the language proficiency level that optimally classifies students as true-positives or true-negatives on both NC positives or true-negatives on both NC EOG Reading & EOG Math Assessments and ACCESS for ELLs®

Decision Matrix

Criterion B

Below Above

BelowTrue

Negative

False

PositiveCriterion A

Negative Positive

AboveFalse

Negative

True

Positive

Criterion A

+=

samplein number Total

Negatives True Positives TrueCorrect

Decision Matrix

ELP Assessment

Below Above

Below 43 14Content

Above 18 25

Content

Assessment

Correct = 68%

Decision Matrix

ELP Assessment

Below Above

Below 51 5Content

Above 10 34

Content

Assessment

Correct = 85%

Reading to ACCESS Graph

NC EOG Reading to ACCESS Decision Consistency

across Clusters

50%

60%

70%

80%

90%

Perc

en

t C

lassif

ied

Co

rrectl

y

0%

10%

20%

30%

40%

50%

<2.0 2.0-2.4 2.5-2.9 3.0-3.4 3.5-3.9 4.0-4.4 4.5-4.9 5.0-5.4 5.5-6.0

WIDA Composite Proficiency Band

Perc

en

t C

lassif

ied

Co

rrectl

y

Cluster 3-5 Cluster 6-8 Cluster 9-12

Mathematics to ACCESS Graph

NC EOG Mathematics to ACCESS Decision Consistency

across Clusters

50%

60%

70%

80%

90%

Pe

rce

nt

Cla

ss

ifie

d C

orr

ec

tly

0%

10%

20%

30%

40%

50%

<2.0 2.0-2.4 2.5-2.9 3.0-3.4 3.5-3.9 4.0-4.4 4.5-4.9 5.0-5.4 5.5-6.0

WIDA Composite Proficiency Band

Pe

rce

nt

Cla

ss

ifie

d C

orr

ec

tly

Cluster 3-5 Cluster 6-8 Cluster 9-12

Determining English Language Proficiency & Exiting LEP Identification

� NC decision consistency analyses suggest a “sweet spot” between 4.5 and 5.0 on Overall (composite) Proficiency Level

� NC also considered the value of setting � NC also considered the value of setting language domain minimum scores

� COC Best option:1. Overall (composite) Proficiency Level: 4.8 with

2. Minimum Reading Proficiency Level of 4.0 and

3. Minimum Writing Proficiency Level of 4.0

Comprehensive Objective Composite (COC)

Effective 2008-09 and beyond, attaining English language proficiency will be defined as scoring an Overall (Composite) Proficiency Level of 4.8 and at least a 4.0 Reading Level of 4.8 and at least a 4.0 Reading Proficiency Level and a 4.0 Writing Proficiency Level on the ACCESS for ELLs®.

Note: Students who attain the COC as defined above will exit LEP identification. Those who do not will remain identified.

4.0

4.0

4.8

$ October 1 Headcount $W-APT & LEP Federal Data Collection

� Determines State ESL Funds [PRC 054]

� Distributes Federal Title III Funds [PRC 104]

W-APT FDC Welcome Screen

Download the W-APT user guide or click on a tab to work with data.

LEP FDC Welcome Screen

Download the LEP FDC user guide or click on a tab to work with data.

Oct 1 HeadcountW-APT & LEP FDC Data Needed

� All identified LEP students (K-12) enrolled in your LEA through October 1, 2009

� LEP Status must be current!

� Student record must be in REPORT Tab!� Student record must be in REPORT Tab!

� Enter W-APT records in a timely manner! Check to see if the students move to the LEP FDC Report!

� Assign the data management role to someone who has the time and perseverance to DO IT!

Oct 1 HeadcountW-APT & LEP FDC Data Needed

� Check the ACCESS for ELLs Spring 2010 Tier for each student.

� Students with incomplete Spring 09 tests will have Overall Prof Level of NA. Enter a tier!tier!

� Oct 1 LEP Headcount closes November 6!

� No extensions

Second LEP FDC Data Collection

� ACCESS for ELLs test materials will be ordered December 1, 2009!

� All student data changes must be completed by November 23rd.by November 23 .

� Any student not in the December 1 file must be hand-coded!

Oct 1 HeadcountW-APT & LEP FDC Data Validation

� GOOD NEWS!� NC Wise enrollment file will be updated weekly, except for Wake and CMS

� FDC student records are validated by matching with current enrollment in NC Wise

� If you have the correct student ID, the student � If you have the correct student ID, the student moved to you from another NC district, and if the student is enrolled in your NC Wise, you will find the record in the Search Tab!

� NC Wise Data Managers must enter all students in a timely manner.

� If feasible, you can wait a week [without phone calls and faxes to NC districts] to decide if the student needs a W-APT test.

Oct 1 HeadcountW-APT & LEP FDC Data Needed

� Aggregate/Total count of

� NOMs by language� ALL National Origin Minority Students (NOMs); Keep a list!

� PreK ELLs � PreK ELLs � Keep a paper record of all student enrollment information!

� Private school ELLs� Keep a list of students

� K-12 ELLs enrolled in 2009-10, but withdrew before Oct. 1� Keep a list!

Connecting NCID and FDC

� If you have not obtained your NCID, please go to https://ncid.nc.gov.

� Your NCID must be connected to your FDC accounts when they your FDC accounts when they reopen. Instructions were included in the 9/4/09 ESL Friday Update

Contact Information

� Helga Fasciano, Section Chief, hfascian@dpi.state.nc.us

� Glenda Harrell, ESL Consultant, gharrell@dpi.state.nc.us

Ivanna Mann Thrower, ESL Consultant, � Ivanna Mann Thrower, ESL Consultant, ithrower@dpi.state.nc.us

� Joanne Marino, ESL Consultant, jmarino@dpi.state.nc.us