Illinois Illinois Illinois Illinois Bilingual Education ProgramBilingual Education ProgramBilingual Education ProgramBilingual Education Program

FY 06 ANNUAL STUDENT REPORT (ASR)/STUDENT PERFORMANCE REPORT (SPR) FY 06 ANNUAL STUDENT REPORT (ASR)/STUDENT PERFORMANCE REPORT (SPR) FY 06 ANNUAL STUDENT REPORT (ASR)/STUDENT PERFORMANCE REPORT (SPR) FY 06 ANNUAL STUDENT REPORT (ASR)/STUDENT PERFORMANCE REPORT (SPR)

REPORTING REPORTING REPORTING REPORTING INSTRUCTIONSINSTRUCTIONSINSTRUCTIONSINSTRUCTIONS

(DUE TO ISBE ON OR BEFORE JUNE 30, 2006)(DUE TO ISBE ON OR BEFORE JUNE 30, 2006)(DUE TO ISBE ON OR BEFORE JUNE 30, 2006)(DUE TO ISBE ON OR BEFORE JUNE 30, 2006)

Your school district FY 05 ASR/SPR data file, which you need to retrieve from the 2006 Bilingual

Education Individual Student Report (ISR) System on IWAS, is an excel file named

“06asr_05spr_(“06asr_05spr_(“06asr_05spr_(“06asr_05spr_(your your your your regionregionregionregion----countycountycountycounty----district code).xlsdistrict code).xlsdistrict code).xlsdistrict code).xls”.

If you submitted data in FY 05, you will find a list of your students that includes only those that were

not exited from your program in FY 05 (Sheet 1). (If you need to refer to the data that you sent in FY

05 you will find it in worksheet “Sheet2” or “05DATA” of your excel spreadsheet.) You need to

update this list for FY 06 by reporting their grade levels, exit dates, and exit codes (if they were exited

from your program in FY 06), or whatever pertinent information that has changed in FY 06 from FY

05. Moreover, you need to add NEW students that you served in FY 06. School districts that did not

submit ASR/SPR reports in FY 05, or have exited all students in FY 05 and enrolled LEP students in

FY 06, will find their data file (spreadsheet) empty.

Annual Student Report (ASR) (columns 1 through 19 of the spreadsheet)

The ASR was modified in FY 06 to include data elements from the ACCESS Pre-ID Label

Demographics to assist us in matching a student’s performance on the ACCESS in FY 06 with that of

his/her performance on a local English proficiency test (LAS, IPT, LPTS or MACII) in FY 05.

Student Performance Report (SPR)

The Student Performance Report (SPR) is an extension of the Annual Student Report (ASR) and is

not on a separate spreadsheet. Under the Student Performance Report (SPR) columns, you are to

report ONLY the English proficiency data of students assessed in the Spring 2005 and who continued

to receive services from your program in FY 06 (July 1, 2005 through June 30, 2006). This time,

however, we are asking you to report both the raw score and scale/standard score of these students in

all domains. The predictions equations generated from the Bridge StudyBridge StudyBridge StudyBridge Study used both raw score and

standard/scale score. For consistency in score conversions from local test scores to ACCESS scores, it

is necessary to ask for both scores. We deliberately left the columns under the SPR blank and did not

replicate the English proficiency data that you reported in FY 05 due to validity and reliability

considerations. You may find, however, the proficiency data that you submitted for these students in

FY 05 in worksheet “Sheet2” or “05DATA” of your spreadsheet.

Both the FY 06 ASR and the FY 05 SPR (which is an extension of the ASR) are due from school

districts, ROEs, or ISCs to ISBE on or before June 30, 200June 30, 200June 30, 200June 30, 2006666....

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ILLINOIS BILINGUAL EDUCATION PROGRAMSILLINOIS BILINGUAL EDUCATION PROGRAMSILLINOIS BILINGUAL EDUCATION PROGRAMSILLINOIS BILINGUAL EDUCATION PROGRAMS

I. ASR DataI. ASR DataI. ASR DataI. ASR Data Elements Elements Elements Elements and Reporting Instructions and Reporting Instructions and Reporting Instructions and Reporting Instructions

The following are the data elements required to report the Annual Student Report (ASR):

1.1.1.1. RCDCRCDCRCDCRCDC (Region County District Code) (no hyphens between codes). Region (2 digits) County (3

digits) ) ) ) District (4 digits). Example: The RCDC for ROCHELLE COMM CONS DIST is 470712310.

2.2.2.2. State Student Identification Number State Student Identification Number State Student Identification Number State Student Identification Number –––– assigned by ISBE from the Student Identification System

(SIS) or the number that you used when you ordered the ACCESS test for this student from Metri-

tech.

3.3.3.3. Local IDLocal IDLocal IDLocal ID – Student identification assigned by the local school district or the number that you used

when you ordered the ACCESS test for this student from Metri-tech.

4.4.4.4. Type of Program Type of Program Type of Program Type of Program (one character) ) ) ) (Indicate the type of program instruction that the student is

enrolled in)))): (See Definitions on pages 3.)

BBBB=Transitional Bilingual Education Program

IIII = Transitional Program of Instruction

DDDD = Dual Language

NNNN = Newcomer

5.5.5.5. Level of Service Level of Service Level of Service Level of Service (one character): ): ): ): (See Definitions on page 3.)

L = L = L = L = Less than Part-time

P P P P = Part-time

FFFF = Full-time

6.6.6.6. Student Last NameStudent Last NameStudent Last NameStudent Last Name

7.7.7.7. Student First NameStudent First NameStudent First NameStudent First Name

8.8.8.8. Student Middle InitialStudent Middle InitialStudent Middle InitialStudent Middle Initial

9.9.9.9. Student Birthdate (mm/dd/yyyy). Example: August 10, 1992 is reported as 08/10/1992Student Birthdate (mm/dd/yyyy). Example: August 10, 1992 is reported as 08/10/1992Student Birthdate (mm/dd/yyyy). Example: August 10, 1992 is reported as 08/10/1992Student Birthdate (mm/dd/yyyy). Example: August 10, 1992 is reported as 08/10/1992

10.10.10.10. Student Gender: Student Gender: Student Gender: Student Gender:

MMMM---- MaleMaleMaleMale

F F F F –––– Female Female Female Female

11.11.11.11. Grade LeGrade LeGrade LeGrade Levelvelvelvel (numeric format)

-1 = Pre-Kindergarten

0 = Kindergarten

2

1 = Grade 1

2 = Grade 2 (and so on)

12.12.12.12. Student EthnicityStudent EthnicityStudent EthnicityStudent Ethnicity:

AAAA – Asian/Pacific Islander

IIII – American Indian/Alaskan Native

BBBB – Black Non-Hispanic

H H H H – Hispanic

WWWW – White Non-Hispanic

MMMM – Multi-Racial/Other

13131313.... Language Code Language Code Language Code Language Code – Record the student’s language code per the table of language codes on page 4.

14141414.... Entry Date Entry Date Entry Date Entry Date –––– Enter the date the student first enrolled in the program (Format: mm/dd/yyyy).

11115555.... Exit DateExit DateExit DateExit Date – Enter the date the student left the program (Format: mm/dd/yyyy). If the student has

not left the program, leave blank.

11116666. Exit Code Exit Code Exit Code Exit Code (one digit) ---- For each student with an EXIT date recorded, enter the appropriate code

listed below. If the student has not exited the program, leave blank.

1111 - Transitioned - Student was assigned to a mainstream program.

2222 - Withdrawn by Parents - Student has been withdrawn from the program at the request of

parents.

3333 - Graduated - Student has graduated, but has not fulfilled the criteria for transition.

4 4 4 4 - Dropped Out - Student has dropped out of school. (Student voluntarily leaves the school

district prior to graduation without entering another institution for formal education.)

5555 - Transferred to another school.

6666 - Other/Unknown - Student has left the program for reasons other than those listed above.

17.17.17.17. Title III StatusTitle III StatusTitle III StatusTitle III Status – Indicate with a “Y” for YES or an “N” for NO if the student received Title III

funded services in FY 06.

18.18.18.18. Migrant StatusMigrant StatusMigrant StatusMigrant Status – Indicate with a “Y” for YES or an “N” for NO if the student is enrolled in

Migrant Education Program in FY 06.

19.19.19.19. IEP StatusIEP StatusIEP StatusIEP Status - Indicate with a “Y” for YES or an “N” for NO if the student has an IEP or classified as

having specialized educational needs in FY 06.

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DEFINITIONSDEFINITIONSDEFINITIONSDEFINITIONS

Program TypesProgram TypesProgram TypesProgram Types

Transitional Bilingual Education Program (BBBB) - A Transitional Bilingual Education program is offered

whenever there are 20 or more LEP students with a common native language enrolled in one school.

TBE programs must be taught by a certificated teacher who is fluent in one of the native languages

spoken by the students. LEP students in TBE programs receive ESL and native language instruction

in subject areas with transition into English instruction as their English language proficiency

increases.

Transitional Program of Instruction (IIII) - A Transitional Program of Instruction may be provided in

lieu of a TBE program whenever there are fewer than 20 LEP students of a common native language

at an attendance center. However, a TPI program must always be made available to any LEP student

if a TBE program is not otherwise available. TPI programs may or may not involve certificated

teachers, and a wide range of services may be provided. Typical examples of TPI services involve

part-time instruction in English as a second language, the use of tutors and aides in the classroom, and

other native language resource persons (parents, peers, and volunteers from the community).

Dual language (DDDD) - The goal is to develop strong skills and proficiency in students’ first language and

a second language. Normally, classrooms have about half of students who are native speakers of

English and another half are English language learners. Students are from the same language group

and instruction is in both languages.

Newcomer (NNNN) - Recent immigrants with gaps in their education receive instruction in ESL,

acculturation, and academic subjects in a short-term program.

Level of ServiceLevel of ServiceLevel of ServiceLevel of Service

Less than Part-time (L(L(L(L) - LEP students receiving instructional services less than 2 ½ hours per week

(or less than 5 periods).

Part-time (PPPP) – LEP students receiving instructional services between 2 ½ hours to 4 ½ hours per

week (from 5 to 9 periods).

Full-time (FFFF) – LEP students receiving instructional services for more than 4 ½ hours per week (more

than 9 periods).

Questions? Call Dr. Gumia at 217-782-3950, lgumia@isbe.net

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IIIIlllllinoislinoislinoislinois Bilingual Education Program Language Codes Bilingual Education Program Language Codes Bilingual Education Program Language Codes Bilingual Education Program Language Codes CodeCodeCodeCode LANGUAGELANGUAGELANGUAGELANGUAGE CodeCodeCodeCode LANGUAGELANGUAGELANGUAGELANGUAGE CodeCodeCodeCode LANGUAGELANGUAGELANGUAGELANGUAGE CodeCodeCodeCode LANGUAGELANGUAGELANGUAGELANGUAGE

76 AFRIKAANS (TAAL) 44 FINNISH 121 KURDISH 35 RUSSIAN

103 AKAN (FANTE, ASANTI, TWI) 12 FRENCH 74 LAO 13 SAMOAN

42 ALBANIAN,GHEG

(KOSOVO/MACEDONIA)

148 FUKIEN/HOKKIEN (CHINESE) 38 LATVIAN 7 SERBIAN

153 ALBANIAN/TOSK (ALBANIA) 71 GA 122 LINGALA 150 SHANGHAI (CHINESE)

6 ALGONQUIN 102 GAELIC (IRISH) 17 LITHUANIAN 75 SHONA

105 AMHARIC 57 GAELIC (SCOTTISH) 123 LUGANDA / BANTU 132 SIKKIMESE

56 APACHE 51 GBAYA 125 LUNDA 133 SINDHI

10 ARABIC 5 GERMAN 92 LUO 134 SINHALESE

26 ARMENIAN 2 GREEK 124 LUYIA (LUHYA) 39 SIOUX (DAKOTA)

110 ASSAMESE 37 GUJARATI 162 MAAY MAAY (MAYMAY) 45 SLOVAK

25 ASSYRIAN (SYRIAC, ARAMAIC) 115 GUYANESE 58 MACEDONIAN 96 SLOVENIAN

112 BAGHELI 149 HAINANESE (CHINESE) 59 MALAY 164 SOMALI

107 BALINESE 49 HAITIAN-CREOLE 60 MALAYALAM 135 SOTHO

54 BEMBA 113 HAKKA (CHINESE) 91 MALTESE 145 SOURASHTRA

(SAURASHTRA)

67 BENGALI 80 HAUSA 30 MANDARIN (CHINESE) 1 SPANISH

116 BISAYA (MALAYSIA) 161 HAWAIIAN 100 MANDINGO (MANDINKA) 46 SWAHILI

152 BOSNIAN 29 HEBREW 138 MAORI 24 SWEDISH

55 BULGARIAN 81 HEMBA 78 MARATHI 47 TAIWANESE/FORMOSAN/

MIN NAN (CHINESE)

15 BURMESE 14 HINDI 101 MENDE 94 TAMIL

73 CAMBODIAN (KHMER) 68 HMONG 72 MENOMINEE 86 TELUGU (TELEGU)

21 CANTONESE (CHINESE) 95 HOPI 146 MIEN (YAO) 22 THAI

36 CEBUANO (VISAYAN) 19 HUNGARIAN 140 MINA (Geser-Goram) 137 TIBETAN

158 CHALDEAN 85 IBO/IGBO 141 MONGOLIAN 109 TIGRINYA (Tigrigna)

108 CHAMORRO 70 ICELANDIC 61 NAVAJO 154 TONGAN

147 CHAOCHOW/TEOCHIU

(CHINESE)

130 ILOCANO 77 NEPALI 104 TULU

117 CHECHEN 143 ILONGGO (HILIGAYNON) 40 NORWEGIAN 32 TURKISH

97 CHEROKEE 62 INDONESIAN 127 OKINAWAN 18 UKRAINIAN

65 CHICHEWA (Nyanja) 83 ISOKO 79 ONEIDA 33 URDU

50 CHIPPEWA/OJIBAWA/ OTTAWA 3 ITALIAN 128 ORIYA 155 UZBEK

87 CHOCTAW 156 JAMAICAN 129 ORRI (ORING) 34 VIETNAMESE

43 COMANCHE 11 JAPANESE 99 OTHER 114 WELSH

48 CREEK 139 KACHE (KAJE,JJU) 106 OULOF (Wolof) 88 WINNEBAGO

151 CROATIAN 159 KANJOBAL 160 PALAUAN 16 YIDDISH

98 CROW 63 KANNADA (KANARESE) 118 PAMPANGAN 126 YOMBE

20 CZECH 69 KANURI 53 PANJABI (PUNJABI) 90 YORUBA

41 DANISH 136 KASHI (Uyghur) 131 PASHTO (PUSHTO)

157 DINLEA (Turkish) 66 KASHMIRI 9 PILIPINO (TAGALOG)

28 DUTCH/FLEMISH 89 KIKAMBA (Kamba) 82 PIMA

144 EFIK 119 KONKANI 4 POLISH

111 ESKIMO 8 KOREAN 23 PORTUGUESE

64 ESTONIAN 142 KPELLE 84 PUEBLO

52 EWE 163 KRAHN 27 ROMANIAN

31 FARSI (PERSIAN) 120 KRIO 93 ROMANY (GYPSY)

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II.II.II.II. SSSStudent Performance Report (SPR)tudent Performance Report (SPR)tudent Performance Report (SPR)tudent Performance Report (SPR) Data Elements and Reporting Instructions Data Elements and Reporting Instructions Data Elements and Reporting Instructions Data Elements and Reporting Instructions

Process of Reporting the SPRProcess of Reporting the SPRProcess of Reporting the SPRProcess of Reporting the SPR: : : : Note that the Student Performance Report (SPR) is an extension of the

Annual Student Report (ASR) and is not on a separate spreadsheet. Under the Student Performance

Report (SPR) columns, you are to report ONLY the English proficiency data of students assessed in

the Spring 2005 and who continued to receive services from your program in FY 06 (July 1, 2005

through June 30, 2006). This time however, we are asking you to report both the raw score and

scale/standard score of these students in all domains. The predictions equations generated from the

Bridge StudyBridge StudyBridge StudyBridge Study used both raw score and standard/scale scores. To be consistent in converting the scores

of your students from the local tests to ACCESS, it is necessary to ask for both scores.

We deliberately left the columns under the SPR blank and did not replicate the English proficiency

data that you reported in FY 05 due to validity and reliability considerations. You may findYou may findYou may findYou may find,,,,

howeverhoweverhoweverhowever,,,, the proficiency data that you submitted for these students in FY 05 in worksheet “Sheet2” the proficiency data that you submitted for these students in FY 05 in worksheet “Sheet2” the proficiency data that you submitted for these students in FY 05 in worksheet “Sheet2” the proficiency data that you submitted for these students in FY 05 in worksheet “Sheet2”

or “05DATA” of your spreadsheet. or “05DATA” of your spreadsheet. or “05DATA” of your spreadsheet. or “05DATA” of your spreadsheet.

Main Data Elements of the SPR

a) Name of the test used by using any of the codes from the “Test Code and Test

Description” table below.

Test Code and Test Description

Test Code Description

1 Pre-IPT (Idea Proficiency Test) and IPT

2 Pre-LAS (Language Assessment Scale) and LAS

3 Language Proficiency Test Series (LPTS)

4 MACULAITIS (MACII)

9 Other

10 ELPTS (for Chicago 299 only)

b) The raw score obtained by the student on each of the domains (Listening/Speaking,

Reading, and Writing).

c) The standard or scale score obtained by the student on each of the domains

(Listening/Speaking, Reading, and Writing).

d) The equivalent Proficiency Level of the raw score obtained by the student on each of the

domains (Listening/Speaking, Reading, and Writing). Report the proficiency codes

provided for by the test you are using!

NoteNoteNoteNote for MACII users for MACII users for MACII users for MACII users: If using the MACII, separate listening and speaking by adding three additional

columns representing raw score, scale score, and proficiency level, respectively, to the SPR portion of

the spreadsheet.

Questions? Call Dr. Gumia at 217-782-3950, lgumia@isbe.net