1 / 45

English Learner Subgroup Self-Assessment (ELSSA) 2010 ￚ 11 Edition

English Learner Subgroup Self-Assessment (ELSSA) 2010 ￚ 11 Edition. The Webinar will begin promptly at 10:30 a.m., please standby.

adonai
Download Presentation

English Learner Subgroup Self-Assessment (ELSSA) 2010 ￚ 11 Edition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. English Learner Subgroup Self-Assessment(ELSSA)2010ￚ11 Edition The Webinar will begin promptly at 10:30 a.m., please standby

  2. English Learner Subgroup Self-Assessment(ELSSA)2010ￚ11Carlos Rivera, Education Administrator 1Language Policy and Leadership OfficeBeth Anselmi, Senior Program AssociateCA Comprehensive Center at WestEd

  3. Housekeeping Communication • Webinar is in presentation mode • Audio is primarily over the Internet. (Quick Audio Check Poll) • Questions are welcomed; submit them online in the text-chat area in the lower-left. These will be collected and addressed via a FAQ • Conference Call only webinar participants - please send questions to Teresa Maldonado at <tmaldon@wested.org>

  4. Housekeeping - cont. Tech Support During the Event • text-chat: <klarsen> • The event is being recorded and will be available afterwards on the California Comprehensive Center at WestEd Web page at: http://www.cacompcenter.org/esea-requirements

  5. Presenting Today California Department of Education Carlos Rivera, Education Administrator 1 Language Policy and Leadership Office Beth Anselmi, Senior Program Associate California Comprehensive Center at WestEd

  6. Goals To review the English Learner Subgroup Self-Assessment (ELSSA) Tool and highlight changes to the 2010ￚ11 version To review the ELSSA Toolkit 6

  7. Poll:How familiar are you with the ELSSA? • I have completed it in the past • I have seen it, but have not completed it • I have never seen the ELSSA before today

  8. Poll:How familiar are you with MS Excel? • I can create pivot tables and formulas • I use Excel when others create the formulas. I know the components of a workbook • I do not use Excel at all

  9. Poll:How familiar are you with DataQuest? • I use it regularly to access achievement and demographic data • I have seen DataQuest reports, but have not accessed them from the site myself • What is DataQuest?

  10. Purpose of ELSSA • The ELSSA is a highly recommended tool for local educational agencies (LEAs) that have not met Annual Measurable Achievement Objectives (AMAOs) in Title III for two or four consecutive years

  11. Purpose of ELSSA • It is also highly recommendedfor LEAs in Title I Program Improvement due to their English learner (EL) subgroup

  12. The Purpose of ELSSA • It may be used by LEAs that wish to examine their programs and services for ELs • Helps identify key challenge areas and explore root causes for ELs not meeting the AMAOs

  13. ELSSA helps LEAs formulate key questions… • How well are ELs progressing on California English Language Development Test (CELDT)? • How many reach English proficient in reasonable time? • How do ELs meetingCELDT criterion(English proficient)perform on the California Standards Test (CST)?

  14. More questions… • How do Redesignated Fluent English Proficient (RFEP) perform on (CST)? • How do ELs and RFEPs perform on California High School Exit Exam (CAHSEE)? • How well are we implementing relevant program components?

  15. What ELSSA Does • Assembles data from CELDT, CST and CAHSEE that relate to AMAOs 1, 2, and 3 • Disaggregates the data by years in U.S. schools and by language proficiency

  16. What ELSSA Does • Helps identify areas of challenge that can be addressed to improve EL achievement • Provides guiding questions to facilitate conversations around what the data shows

  17. ELSSA Guides Plan Development Must be completed and uploaded /attached to: • Title III Year 2 Improvement Plan Addendum • Title III Year 4 LEA Action Plan • Title I Program Improvement Plan related to the EL subgroup

  18. What ELSSA does NOT do: • Give school level information • Analyze data • Address Highly Qualified Teachers or other aspects of the Elementary and Secondary Education Act (ESEA) not directly related to ELs • Evaluate the programs and services for ELs

  19. What’s new on the 2010 ELSSA? • The tool will have the same data tables as the previous version, but AMAO 2 will have three tables • Table 2a displays the LEA’s results from 2006ￚ09 based on the state’s previous AMAO 2 calculations

  20. New state calculations for AMAO 2 • Table 2b displays the data for students who have been in language instruction educational programs for fewer than five years • Table 2c displays the data for students who have been in language instruction educational programs for more than five years

  21. ELSSA is an Excel Workbook with 4 Worksheets • The 2010 ELSSA has one worksheet for LEAs to input data and a separate worksheet for staff to view the data and respond to guiding questions and survey items related to EL programs and services

  22. Table Functionality • Once the data is added, it cannot be accidentally altered by staff facilitating the data analysis and survey item administration

  23. Table Functionality • Tables are color coded in yellow to indicate where LEA staff need to supply data or respond to questions and survey items • Notes to guide the preparer are clickable, italicized and shaded green

  24. The Survey Items • The Survey Items have been placed directly below the data table that best relates to each respective item

  25. The Survey Items • The Survey Items on the ELSSA are rated on a Likert-scale using the same ratings as are used in the Academic Program Survey (APS) • All items must receive at least a rating of 3 for the school or LEA to be considered as performing that objective at an acceptable level

  26. The Survey Items • The 3 rating indicates a substantial level of implementation. The chart on the next slide describes the criteria of each objective per rating level

  27. ELSSA and APS Rating Scale

  28. The responses to the survey items will be tabulated by each table and will be aggregated into a table in a separate worksheet by EL program and service categories. • The categories are: 1. English Language Development 2. Access/Opportunity to learn   a. English Language Arts   b. Mathematics c. Intervention   d. Placement 3. Professional Development 4. Assessment 5. Accountability

  29. Live Demo

  30. Administration of the ELSSA • The ELSSA Toolkit provides instructions for the administration of the survey items after the tables have been completed • Alternate options are also described for the administration of the tool and additional data an LEA might want to examine

  31. A Facilitated Group Administration is Recommended • The benefits of a facilitated administration include: • Understanding of the progress of English learners by many stakeholders through rich dialog around the data • The creation of a high quality, effective Improvement Plan Addendum or LEA Plan Addendum • More thorough implementation of the plan due to increased understanding and staff buy in

  32. ELSSA for Consortia Consortium members may have small number of ELs that make the data tables difficult to interpret Recommendation: • When the number of students is very low, the validity of the table information is compromised. If the number of students is fewer than 15, staff must use caution in drawing conclusions from the data • More useful information on the programs and services for ELs can be obtained from completing and analyzing the survey items

  33. ELSSA for Consortia Because each Consortium completes only one ELSSA, how does a consortium determine common needs for professional development, curricular support, or supplemental materials? Recommendation: • Survey item administration should be done in a group with representatives from each member. Combining those results with the Academic Program Survey (APS)/District Assistance Survey (DAS) results will provide more information to guide plan development • Responses to the ELSSA survey items may suggest common areas for improvement across consortium members for ELs

  34. What else is new? • There is now a guidance document, the “ELSSA Toolkit,” that provides guidance in the administration of the survey questions and technical assistance for table completion

  35. ELSSA Toolkit to Complete the English Learner Subgroup Self Assessment (ELSSA) The California Department of Education Language Policy and Leadership Office

  36. The ELSSA Toolkit • The technical guidance for table completion is designed to support staff who have had very little experience with databases • It includes screen shots to assist in extracting the necessary data from the local Student Information System

  37. Mac View

  38. PC View

  39. Simple, clear instructions guide the use of pivot tables To count the 2007-08 test takers, drag and drop the field containing this data on the word Total to the left of your count. CELDT 07-08 Overall Level

  40. More Technical Assistance Materials for Title III http://www.cacompcenter.org/cs/t3ta • This site contains links to CDE accountability pages and numerous other evidence based resources for effective instruction of ELs

  41. Thank You for Joining Us Today • This and the other Title III Webinars will be archived for ongoing reference at: http://www.cacompcenter.org/esea-requirements

More Related