STATE AND FEDERAL REPORTING REQUIREMENTS FOR PROGRAMS SERVING ELLs

1. STATE AND FEDERAL REPORTING REQUIREMENTS FOR PROGRAMS SERVING ELLs Program Issues Mark Drennan June 19, 2008

2. All page numbers in ( ) refer to the English Language Learners Database and Program Handbook

3. ≤ 32 percentile - the student is in an ESOL program ≥ 33 percentile - the student is not eligible for an ESOL program or is exited from an ESOL program New Eligibility Criteria

4. Basis of Exit A one-character code used to indicate the basis of exit out of the English for Speakers of Other Languages (ESOL) program. Codes B, C, D, E and F are composed of two or more measures. CODEDEFINITION A Aural/Oral - for use in grades K-2 only. B CELLA Composite Score and CELLA Reading Score – CELLA oral skills, reading and writing scale scores for each grade cluster shall be added together to determine the composite score at grade level. Scores equal to or greater than the CELLA composite scores shall be used to determine the level of English proficiency for students tested in listening, speaking, reading and writing on grade level (see chart on next slide). The second measure must be a score at the proficient level on CELLA Reading tested on grade level.

5. Basis of Exit (Continued) Grade ClusterCELLA English Proficient Composite Scores K-2 2050 and greater 3-5 2150 and greater 6-8 2200 and greater 9-12 2250 and greater (page 26)

6. Basis of Exit (Continued) CA score at or above the proficient level on a State approved listening and speaking assessment or above the publisher’s cut score on an aural and oral assessment. If this measure is used for students in grades 3-12, the second measure shall be an assessment in reading and writing. D A score at or above the 33rd national percentile on the reading comprehension and writing or language usage subtests on a nationally norm referenced test. The second measure shall be a listening and speaking or aural and oral assessment.

7. Basis of Exit (Continued) E FCAT level 3 or greater or the equivalent developmental scale score on the Reading test of the Sunshine State Standards. The second measure shall be an assessment in listening and speaking or aural and oral, and writing. F FCAT level 3 or greater on the Writing+ of the Sunshine State Standards. The second measure shall be an assessment in listening and speaking or aural and oral, and reading.

8. Basis of Exit (Continued) G District-proposed alternative exit standard as amended into the District's ELL Plan and approved by the Department of Education. L English Language Learners (ELL) Committee Z Not Applicable

9. Rule 6A-6.0902 FAC., Requirements for Identification, Eligibility, Programmatic and Annual Assessments of ELLs • Outlines grade cluster scale scores • Reading and Writing Assessments will now be given to students in grades 3-12 https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.0902

10. Rule 6A-6.0903 FAC., Requirement for Classification, Reclassification, and Post Reclassification of English Language Learners • Outlines CELLA composite scores • Describes exit test options. https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.0903

11. Date Entered the United States The actual date the student entered the US. Not applicable = 00000000 Date not available = 99999999 Declined to provide = 88888888 (NEW) This is a requirement of NCLB. (page 16)

12. Items needing additional clarification…

13. Immigrant Students • New element in 2006-07 • 3-21 years old • 3 years or less in an academic program • From a country other than US or one of its territories • At the beginning of 2009-10, we will have 3 years of data • After 3 years, change Immigrant student to N (page 78-79)

14. Immigrant Students (continued) • Required by NCLB • The eliciting, requesting, or maintaining of information regarding a student’s immigration status is still prohibited under the Consent Decree, Plyler v. Doe, and Lau v. Nichols

15. Home Language Survey Date The date that the Home Language Survey was completed. (page 38)

16. ELL Classification Date The initial date that a student who responded “yes” to the HLS is determined eligible or not eligible based on assessment. This element should be used only for students classified as ELL for the first time based on assessment, or for PK students based on affirmative response(s) to the HLS. (page 30)

17. ELL Entry Date This is the initial date the student actually enters the ESOL Program, not the first date he/she entered school. (page 32)

18. Program Participation • E English for Speakers of Other Languages • H Home Language/Bilingual Education • L English for Speakers of Other Languages and Home Language/Bilingual Education (E + H) • N Newcomer/New Beginnings Program • Z Not applicable (page 48)

19. Program Models • E Sheltered English (only ELLs) • S Sheltered Core/Basic Subject Areas (only ELLs) • I Mainstream/Inclusion English (ELLs and fluent English speakers) • C Mainstream/Inclusion Core/Basic Subject Area (ELLs and fluent English speakers) • O One –Way Developmental Bilingual Education (only ELLs) • T Two –Way Developmental Bilingual Education (Dual Language) (ELLs and fluent English speakers (page 50)

20. PK and KG Once a PK student’s HLS is completed by the parent/guardian, if there is one or more affirmative responses, the student is considered to be ELL and should be provided linguistically and culturally appropriate services within the PK program. Local data maintenance for PK except for HLS Date and ELL Code.

21. PK and KG (continued) Upon entering kindergarten, an Aural/Oral test is administered and the PK data (which was maintained locally) is updated and reported to the state. See the ELL Database and Program Handbook for charts. (pages 75-76)

22. LZ vs. ZZ When do you report LZ? You report LZ after a student has been monitored for two years as an LF and has not been returned to an ESOL program. When do you report ZZ? You report ZZ when a student has answered NO to all three of the Home Language Survey questions.

23. Student ELL Plan Who creates and updates the Plan? What must be in the Plan? Most recent date?

24. ELL Plan (continued) Who creates and updates the Plan? Personnel designated by the district or school (guidance counselor, ESOL teacher/coordinator, ELL committee).

25. ELL Plan (continued) These items must be contained in the student’s ELL plan: • Name of student • Instruction by program • Amount of instructional time (minimum number of hours per day/week) or instructional schedule • Date of eligibility to receive services • Assessment data used to classify or reclassify • Date of exit • Assessment data used to exit • Any modification to the student’s plan by ELL committee Rules 6A-6.0901, 6A-6.0902, and 6A-6.0904, FAC.

26. ELL Plan (continued) Each ELL student plan should be updated to reflect current services: • at the beginning of each school year • whenever classes or courses change • whenever services change

27. Reevaluation Date This data element is NOT to be used to record ANNUAL DIAGNOSTIC ELL assessment dates; it should only be used for the required reevaluation that occurs at the end of the third, fourth, and fifth year the ELL is in the ESOL program (to receive FTE funding). (page 56)

28. F.A.S.T.E.R. Stands for: Florida Automated System for Transferring Educational Records It provides school districts, community colleges, and universities with the means to exchange transcripts and other student records electronically. http://www.fldoe.org/faster/index.htm.

29. Contact information For data-specific questions, contact: Nada Scott Education Information Services 850-245-9080 nada.scott@fldoe.org For program-specific questions, contact: Mark Drennan Bureau of Academic Achievement through Language Acquisition (AALA) 850-245-0893 mark.drennan@fldoe.org

30. Questions?