Shelda Hale & Jayne Kraemer, EL ConsultantsEnglish Learners (ELs) and Immigrant EducationKentucky Department of Education

March 2012

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

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

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

5

Infinite Campus Support Process

User Utilizes IC manuals and KDE/district policies and procedures to enter and review data; directs questions to teacher coach and/or building coach

Teacher Coach Answers questions related to a typical teacher’s professional scope (i.e., lesson planner, gradebook, etc.); escalates issues to the building coach

Building Coach Answers questions from all IC users at the school on IC related questions; escalates issues to the district coach

District Coach Typically provides policy and guidelines on IC access and usage; may coordinate training; has access to enter support tickets to the IC support desk

IC Support Desk Provides assistance on IC usage, tracks software bugs and requests for enhancements

KDE Guides overall development of IC; provides data standards and policies on KSIS system; supports districts with policy formation and training

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 Users need to follow the IC Data Standards that explain each field for correct data that explain each field for correct data entry!!entry!! 6

7

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

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

Date Entered US School Census>People>Demographics Tab

Immigrant Student Information>General>Enrollment

Tab>State Reporting Fields

10

11

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

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

12

Reference for World Languages: www.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 languages

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).

Missing ‘Date Entered US School’ for ImmigrantsThis ad hoc will identify missing data for immigrants.

Filter Type: Pass-Through SQL QueryData 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

Click “Test Query” to review the

results.

15

1..

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

16

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

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

Home Language Path: Student

Information>General>Enrollment Tab>State Reporting Fields

LEP Tab Path: Student Information>General>LEP tab

19

HOME LANGUAGEHOME LANGUAGEPath: Student Path: Student Information>General>Enrollment Information>General>Enrollment Tab>State Reporting Fields Tab>State Reporting Fields

20Reference for World Languages: www.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 languages

21

22

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 1st 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

01: IFEP02: 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

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.

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

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

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

29

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

31

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

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

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.

35

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 1st grade or above.

36

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

Enter date student reached the Attainment

Level

Enter the month, day, year (##/##/####) of the last day of the

school year.

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.

40

41

Select RFEP from the drop-

down box

Enter the month, day, year (##/##/####) of the first day of the

school year.

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

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.

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

45

46

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)

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 2rd to

February 10th, 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 1st Grade ACCESS annual progress test (5.0 on Tier B or C and 4.0 Literacy Level)

48

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 a parent or guardian of the student must approve with a signature of the student must approve with a signature the student remaining in the EL programthe student remaining in the EL program.

49

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 1st grade or above they no longer they no longer participate in the annual ACCESS for ELLs participate in the annual ACCESS for ELLs assessment or are marked as LEP:02assessment 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

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

51

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

Questions about entering LEP and immigrant data? Shelda Hale Shelda.Hale@education.ky.gov Jayne Kraemer Jayne.Kraemer@education.ky.gov

Questions about IC technical issues? Follow the levels of support chart in this training

53

Infinite Campus Data Standards

KDE English Learners (ELs) Home Page

EL Definition of Terms

WIDA Consortium Webpagewww.wida.us

http://www.wida.us/assessment/w-apt/ScoreCalculator.aspx

Home Language Information

54

http://www.education.ky.gov/KDE/Administrative+Resources/Data+and+Research/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