ELL Data Meeting:

Report
Seattle Public School ELL Data
Veronica Maria Gallardo, Director of ELL
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English Language Learners and International Programs
Creating partnerships and pathways to
ensure student success
Mission: The English Language Learners and International Programs Department
works collaboratively with all stakeholders to educate, prepare, and support our
diverse student population, their families, and communities to thrive in our global
society.
Primary Stakeholder: Ell students, staff and community members
ELL Demographics Data
2012-2013
3
1000
Total Seattle ELL Enrollment by Grade
948
Based on 2012-2013 SY Current
900
832
800
749
700
600
566
494
500
405
399
400
350
314
318
300
200
306
292
279
16 % in Middle
61 % of K-5 ELL Student in Elementary
22 % in High School
100
0
K
4
01
02
03
04
05
06
07
08
09
10
11
12
English Language Learners as a
Percent of All Students by Grade
25.0%
20.0%
Based on 2012-2013 SY
19.3%
19.6%
16.0%
15.0%
12.8%
12.6%
12.0%
10.9%
10.3%
10.0%
10.1%
10.8%
11.4%
10.4%
9.7%
9.5%
5.0%
0.0%
K
5
01
02
03
04
05
06
07
08
09
10
11
12
SPS
Top Languages Spoken in Seattle School District
2012-2013
30.0%
74% of ELL student speak one of
the top six languages.
25.0%
105 Other Languages
Spoken by ELL Students
20.0%
15.0%
10.0%
5.0%
0.0%
Spanish
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Vietnamese
Somali
Chinese
Tagalog
Amharic
Tigrinya
(Tigrigna)
Oromo
(Ethiopia)
Cambodian
Other
Number of Current ELL Students by Years in Program
2012-2013 SY
N=5773 students
1600
1400
1200
Long Term ELLs
1000
800
600
400
200
0
0 to 1
7
1 to 2
2 to 3
3 to 4
4 to 5
Greter than 5 years
ELLs Demographic Data Not Captured

Current data collection does not include:

Student’s level of education in native country

Student’s native language proficiency

Student’s proficiency in content areas such as math

Student with interrupted formal education (SIFE)

Social, emotional, and health needs of students
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ELL/Special Education Intervention
Kent School District - Matrix
9
ELLs Receiving Special Education Services
18% of ELL
Students are
also in
Special
Education
N = 5773
1053, 18%
4720, 82%
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ELL/Special Identification Process
Critical data required for ELL students of concern
Identification tool provided by the Kent School District

Meant to be a team process of identification

Requires various forms of data collection

Special considerations for certain questions – red flags
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ELL/Special Ed. Data Collection Process
Students Primary Language – transparent or non
transparent
Other languages spoken
Multiple languages spoken in the home
Expected years of education in the primary language
Parental education in primary language
Does the student read in their primary language
Years learning English
Attendance history








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ELL Data Collection Process
Approach to ELL services – direct service, pull out, no
service
Rate of growth on WELPA
Intervention description
Expectations in classroom
Classroom observations
Comparison student data
Parent interview
Developmental history





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* Kent School District Tool
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ELL/Special Education Analysis Matrix
FACTORS
Data supports
referral
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Between Neutral and
Supports Referral
Neutral
Between Neutral and
More Interventions
Data supports more
intervention(s)
Red Flag Areas
Directions
1. Complete the matrix by placing the marks into the appropriate squares as the discussion occurs.
2. As the team discusses each of the 16 points of data, they need to place a check mark into the appropriate
section of the matrix (e.g., if for factor one the team determined the data supports more intervention(s),
place a check mark into the corresponding square).
3. Then, analyze the matrix as a whole. That is, do the majority of the check marks appear to be above or
below the neutral line (above supporting a referral and below supporting more intervention(s)). If it is
unclear, discuss the red flag items and use them as a “tie” breaker.
14 -Kent School
District
World Language Credit for Proficiency
Road Map Project
World Language Proficiency Credits
Students with proficiency in a language other than English
can earn world language credits by demonstrating
proficiency in that language. Students who demonstrate
proficiency through the assessment process may be able
to receive competency-based credits on their transcript.
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World Language –Credit for Proficiency
State Board of Education Support for Competency-based
Learning

Including a competency-based definition of a high school
credit in WAC 180-51-050

Advocacy for state performance assessments

Advocacy for course-equivalency credit
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Benefits

To honor and validate students’ first language and the
languages of their families

To provide opportunities for fluent and literate speakers
to receive high school credit for their knowledge of these
languages

To open up opportunities for students to access core
subject credits required for graduation (This is a
significant opportunity for ELL students who enter the
U.S. high school system mid-year or with limited core
subject credits.)
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Benefits continued

To prepare bilingual students for future career
opportunities in private industry and to meet government
needs for skilled bilingual speakers

To motivate students to take advanced courses in their
heritage languages at their schools, in college or at ethnic
community centers
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Competency (Proficiency)-based Credit: Good Idea,
Hard to Implement
Requires:
–What do students need to know?
–What do students need to do?
–How will students show what they know?
–How well do students need to perform?
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Student Self-Assessment & Portfolio
LinguaFolio (and LinguaFolio Online)
– Checklists of CanDo statements at different
proficiency levels (aligned to STAMP and ACTFL
levels)
Use to screen students
– Should be able to check off Novice Mid CanDos before
taking external assessment
Use to support Less Commonly Taught Languages
with Collection of Evidence
For example: Tigrigna, Oromo, Polish
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Assessments Used
STAMP – Standards-Based Measurement of Proficiency
from Avant Assessment
 – Developed by CASLS (Center for Applied Second
Language Studies) at the University of Oregon
– Spanish, French, German, Italian, Japanese, Chinese,
and now: Arabic
ACTFL Assessments from Language Testing International
 – OPI (or OPIc) - Oral Proficiency Interview
(computer-based)
 – WPT - Writing Proficiency Test

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Determining Competency and Credits

Novice Mid – 1 credit (Carnegie Unit)

Novice High – 2 credits

Intermediate Low – 3 credits

Intermediate Mid – 4 credits
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Website for Washington State
The Seattle School Board adopted its Competency-Based
Credits policy and procedure in March 2011. During 20112012, Seattle Public Schools is partnering with the OSPI
World Languages program to support students in Seattle
Public Schools, especially students who are served by
Seattle’s English Language Learners (ELL) and
International Education Programs, to earn competencybased credits for languages that they may have learned
outside the school setting. We have over 300 students
who have earned 3 to 4 credits.
http://www.k12.wa.us/WorldLanguages/CompetencyBased
Credits.aspx
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