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CELApro Colorado English Language Acquisition Proficiency Growth

Webinar Objectives. Review basics of CELApro assessment and Colorado Growth ModelLearn how the Colorado Growth Model has been applied to the CELApro resultsDiscuss examples for use of dataAddress specific questions from webinar participants . CELApro. CELApro Proficiency Levels. There are 5 profi

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CELApro Colorado English Language Acquisition Proficiency Growth

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    1. CELApro Colorado English Language Acquisition Proficiency Growth

    2. Webinar Objectives Review basics of CELApro assessment and Colorado Growth Model Learn how the Colorado Growth Model has been applied to the CELApro results Discuss examples for use of data Address specific questions from webinar participants

    3. CELApro

    4. CELApro Proficiency Levels There are 5 proficiency levels of CELApro Level 1- lowest level Level 5- considered proficient in English Proficiency levels do not measure how much growth each student has made how much growth is necessary to get to level 5 in a reasonable amount of time How much growth is different from whether or not a student increased a proficiency level. Change from level 4 to 5- was the student just below the cut? Is it typical for students to progress from 4 to 5 in one year? Students stays at level 4- does that mean that they made no growth?How much growth is different from whether or not a student increased a proficiency level. Change from level 4 to 5- was the student just below the cut? Is it typical for students to progress from 4 to 5 in one year? Students stays at level 4- does that mean that they made no growth?

    5. Overall score and domain scores along with a body of evidence determine the English language support services students need in school A body of evidence may include: teacher input, grades, and other assessments such as benchmark testing, CSAP, etc. Clarify that the score is used for already identified students for the following school year but CELAplace is used in actual identification. Clarify that the score is used for already identified students for the following school year but CELAplace is used in actual identification.

    6. Colorado Growth Model

    7. Colorado Growth Model (CGM) A statistical model to calculate each student’s progress on state assessments over time. The student growth percentile tells us how a student's current test score compares with that of other similar students (students across the state whose previous test scores are similar). This process can be understood as a comparison to members of a student’s academic peer group.

    8. Percentiles v Percentages

    9. Percentage Percentage scores indicate what proportion of points a student attains For example: A student responded correctly to 95% of the questions.

    10. Percentiles Percentile values between 1 – 99 indicate the percent of cases falling at or below a given value. For example: A student scoring at the 95th percentile means they scored better than 95% of test takers. This does not mean that the student correctly answered 95% of the questions.

    11. Student Growth Percentiles (SGPs) Every student tested in the current and prior year has a growth percentile The growth percentile indicates the relative change in proficiency from year to year compared to academic peers Low <35, typical=50, or high >65 50th percentile growth is the norm

    12. Median Growth Percentiles (MGPs) A median is the middle score when ranking scores from lowest to highest. The median growth percentile can be used to characterize the “average” growth of a classroom, grade, school, district or other student grouping. It is inappropriate to utilize MGPs based on less than 20 records. The data for groups that have fewer than 20 members can be better understood by looking at the complete set of numbers, rather than by attempting to capture them in a single summary statisticThe data for groups that have fewer than 20 members can be better understood by looking at the complete set of numbers, rather than by attempting to capture them in a single summary statistic

    13. Adequate Growth Percentiles (AGP’s) AGP reflects the percentile at which student must grow each year to attain proficiency within a specific amount of time. Compare SGP and AGP to see if current rate of growth will get student to proficiency within a specific time frame. Determining AGP requires information beyond the amount of growth—the target level of proficiency, how much time is allotted to reach it, etc.

    14. Colorado Growth Model applied to CELApro

    15. CELApro Growth Measure of how much normative growth a student has made towards attaining English, over time Can indicate how much normative growth a student needs to attain English proficiency Applies the Colorado Growth Model methodology to CELApro results

    16. CELApro Growth Is calculated on the four language domains and Overall scores separately. Overall scores were found to be most stable. District staff can see individual students’ results by language domain.

    17. CELApro Growth Data Are provided for information and for local planning efforts. Are reported only for schools/districts with 20 or more students. Schools/ districts with less than 20 students in 2008, 2009, 2010 and 2011 are not included in the summary data file.

    18. Student Level Data

    19. Questions for Inquiry-Students Is the student showing high, typical or low growth? How does the student’s growth percentile relate to other data about the student’s language acquisition? How does the student’s growth percentile relate to what is known about programs and interventions the student is receiving? What additional support may be needed to get a student to level 5 (English fluency)?

    20. Data by Home Language (State) No inclusion/exclusion rulesNo inclusion/exclusion rules

    21. Questions for Inquiry-Groups How does the MGP change by group membership, e.g. home language, NEP, LEP, academic experience, time in school/district/US, etc? What other differences might be attributable to membership in that group? What language instructional programs are students receiving based on their group membership/student traits/instructional needs?

    22. Data by District Level No inclusion/exclusions rules with data No inclusion/exclusions rules with data

    23. Questions for Inquiry-School/District What trends emerge? Are there distinctions across the MGP’s by E, M and H level? How does the school/district data compare to the state data e.g. across and within proficiency level? How does the data change when you look at students continuously enrolled from the prior year to those new to school/district?

    24. What is adequate growth? AGP reflects the percentile at which a student must grow each year to attain a given level of proficiency within a specific amount of time. Newcomers are anticipated to progress through each level of proficiency on CELApro towards English fluency. CDE is proposing a “stepping stone” approach to gauging student progress.

    25. Definition of CELApro AGP targets

    26. Median Growth Percentiles for proficiency level changes between 2010 and 2011. For example, students who scored a Level 1 on CELApro in 2010 and a Level 1 again in 2011, had a median growth percentile of 15, meaning it didn't take much relative growth to stay a Level 1. However, students who moved from Level 3 in 2010 to Level 4 in 2011 had a median growth percentile of 72, meaning it took relatively more growth to make that proficiency level transition. For example, students who scored a Level 1 on CELApro in 2010 and a Level 1 again in 2011, had a median growth percentile of 15, meaning it didn't take much relative growth to stay a Level 1. However, students who moved from Level 3 in 2010 to Level 4 in 2011 had a median growth percentile of 72, meaning it took relatively more growth to make that proficiency level transition.

    27. Appropriate Uses for CELApro Growth Part of a body of evidence for: student interventions English language acquisition program design school/district improvement planning

    28. Inappropriate Uses for CELApro Growth Sole determinant for: Transitioning students in and out of instructional programs and interventions Evaluating the effectiveness of English language instructional programs Effectiveness of teachers/schools/districts Median Growth Percentiles (MGPs) must be interpreted within their local context. Median Growth Percentiles (MGPs) must be interpreted within their local context.

    29. CELApro growth is not currently used for: Calculating AMAOs State Performance Frameworks Bubble plots on Schoolview

    30. CELApro growth proposed uses: Include in the Academic Growth Indicator of the School and District Performance Frameworks (MGP compared to AGP) Include in the ESEA Waiver Request to the USDE Comments until Nov 7th: www.cde.state.co.us/FedPrograms/ConsApp/eseawaiver.asp May also apply to replace Title III AMAO I and 2 with the CELApro Academic Growth Indicator

    31. Where is CELA Growth Data Found?

    32. Student Level CELApro Growth Results Available Through CEDAR (Colorado Education Data Analysis & Reporting System) Registered users can log into CEDAR at https://cedar2/cde/state/co.us/ and download “flat files” with student-level CELApro growth results. These files include every student’s growth percentiles overall, and on every CELApro subtest, for the 2008 - 2011 administrations of CELApro. Directions for downloading data and an FAQs document can be found here: http://www.cde.state.co.us/cdeassess/documents/cela/cela_growth.html

    33. Student Level CELApro Growth “Flat Files” CELApro Growth “Flat Files” include all students, enrolled in a school/district at time of testing, who had a score anywhere in Colorado the prior year.

    34. If you do not have access to CEDAR, a district LAM (Local Access Manager) can grant this access. LAMs also can change passwords, delete users, etc.

    35. Summary Data File School, district and State level data Emailed to Title III Contacts, ELL Coordinators, District Assessment Coordinators, and District Accountability Contacts Because all students are included, it is not appropriate to use this information to determine the effectiveness of different English language instruction programs. If you would like a copy, please email Alyssa Pearson at: pearson_a@cde.state.co.us.

    36. For more information about the Colorado Growth Model go to Schoolview.org http://www.schoolview.org/ColoradoGrowthModel2.asp. Please reference the student growth FAQs and the “Introducing Colorado's Growth Model” video. Resources

    37. Resources Continued This video provides useful strategies for doing some analysis in Excel--http://www.cde.state.co.us/media/GrowthModel/Quickstart/UsingExcelFiltersQuickstart.htm Consult the flat file layout for definitions of the fields and how the values are coded: http://www.cde.state.co.us/cdeassess/documents/cela/cela_growth.html.

    38. For trouble downloading or converting the data to a useful file, contact growth.questions@cde.state.co.us.

    39. Questions? Please post questions in chat section of webinar or pose over the phone. Contacts: Title III: Morgan Cox, Genevieve Hale Language Culture and Equity: Joanna Bruno, Liliana Graham Growth Model: Marie Huchton, Bill Bonk

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