ESSA Accountability English Learners schoolaccountabilitydoe in gov ESSA
ESSA Accountability & English Learners schoolaccountability@doe. in. gov
ESSA REQUIREMENTS Statewide Long Term Goal • State must establish a long-term goal for increases in the percentage of English learners making progress in achieving English language proficiency • Indiana’s statewide long-term goal: 70% of English learners meet individual growth targets by 22/23 Indicator of English Learner Progress • For all public schools, the accountability system must include an indicator for progress in achieving English language proficiency that is aligned to the statewide long term goal • The indicator must be measured by the state’s English learner assessment (WIDA ACCESS 2. 0)
ENGLISH LANGUAGE PROGRESS INDICATOR
ENGLISH LANGUAGE PROFICIENCY PROGRESS What is ENGLISH LANGUAGE PROFICIENCY PROGRESS? • Annual Growth Target • • Growth measured from year to year based on the WIDA ACCESS 2. 0 assessment Utilizes growth to target model to establish a student’s growth trajectory toward proficiency Student growth percentiles consider student’s age/grade level and proficiency level upon identification Growth targets set annually based on expected growth needed to reach English language proficiency within 6 years of initial identification • English Language Proficiency • Determined based on score for the WIDA ACCESS 2. 0 assessment • Level 5 or higher = English language proficiency • State Goal Factor • 70% of English learners either meet/exceed annual growth target • Goal Factor = 100 / 70 = 1. 43
ENGLISH LANGUAGE PROFICIENCY PROGRESS Example Indicator Calculation: Middle School JKL (Grades 6 -8) Example: 50 EL students were enrolled for 162 days and had valid WIDA ACCESS 2. 0 results 25 EL students met/exceeded annual growth target 6 additional EL students attained ELP 25 students + 6 students = 31 English Language Proficiency Progress Indicator Score: Overall Indicator Score: 31 / 50 = 62% met/exceeded target or demonstrated proficiency 62% < 70% ≠ 100. 0 points 62% x 1. 43 (goal factor) = 88. 0 points (B)
PRELIMINARY DATA FOR 17/18 Breakdown of Student Growth Percentile Targets for English Learners Percentage Target Range Percentage of EL Students 1 -9 0. 0% 10 -19 0. 0% 20 -29 0. 0% 30 -39 0. 3% 40 -49 2. 4% 50 -59 5. 4% 60 -69 7. 8% 70 -79 13. 2% 80 -89 19. 7% 90 -99 51. 0%
PRELIMINARY DATA FOR 17/18 Percentage of Students meeting/exceeding 17/18 growth targets MET TARGET 16% DID NOT MEET TARGET 84%
PRELIMINARY DATA FOR 17/18 Percentage of Students meeting/exceeding 17/18 growth targets GRADE LEVEL MET DID NOT MEET 1 7. 0% 93. 0% 2 10. 9% 84. 1% 3 27. 6% 72. 4% 4 33. 3% 66. 7% 5 12. 4% 87. 6% 6 5. 6% 94. 4% 7 5. 8% 94. 2% 8 11. 9% 88. 1% 9 17. 3% 82. 7% 10 15. 8% 84. 2% 11 13. 0% 87. 0% 12 2. 9% 97. 1%
PRELIMINARY DATA FOR 18/19 Projected growth targets for 18/19 Percentage Target Range Percentage of EL Students 1 -9 0. 9% 10 -19 0. 7% 20 -29 0. 9% 30 -39 1. 6% 40 -49 1. 9% 50 -59 2. 5% 60 -69 4. 4% 70 -79 5. 6% 80 -89 7. 5% 90 -99 74. 1%
MOVING FORWARD 2018 -2019 WIDA Assessment & Growth • DOE working with WIDA & psychometricians to reevaluate proficiency level on WIDA ACCESS 2. 0 • New proficiency levels = new growth targets
RECENTLY ARRIVED ENGLISH LEARNERS Definition • English learner enrolled in US schools for less than 12 cumulative months Flexibility for English/language arts • Year One: RAEL must participate in assessment; included in participation rate only • Year Two: RAEL must participate in assessment; included in participation rate & growth • Year Three: RAEL must participate in assessment; included in participation, proficiency & growth Other Accountability Calculations • RAEL included in all components like all other students
RECENTLY ARRIVED ENGLISH LEARNERS Cohort Placement Flexibility extended for Recently Arrived English Learners in high school given the potential difficulty in retrieving transcripts or other documentation indicating the student’s grade level & coursework • STEP ONE: evaluate student upon enrollment & place in grade/cohort and courses based on the evaluation • STEP TWO: reevaluate the student toward the end of his/her first semester to determine if an adjustment to the student’s grade/cohort and courses needs to be made • STEP THREE: if adjustment needed, update the student’s grade level in school’s student information system and notify school data staff so other data collections may be updated • STEP FOUR: email schoolaccountability@doe. in. gov with the RAEL student information, specify the student’s country of origin, confirm the reevaluation of the student, and indicate the grade level/cohort change needed
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