Dual Language Data Webinar

Communication Network and Data Validation

for Dual Language Course Reporting

Patty Finnegan, Bilingual Education Special Projects Program Supervisor,

Migrant and Bilingual Education

Kaori Strunk, Educator Data Program Manager,

Title II, Part A Program Office, Educator Growth and Development

May 21, 2020

Webinar Agenda

• Scope of this Webinar

• Purpose of Data Reporting and Data Accuracy

• Overview of Data Elements for Dual Language (DL) Education Programs

• Communication Network for DL Course Reporting

• Data Scale of a Course: Teacher and Student Data

• Data Sources and Elements for DL Programs

• Linkage of Data Elements and Data Validation Processes

• Demo: Dual Language Course Reporting and Validation

• Address Questions from Chat Box

Scope of this Webinar

Develop working knowledge of:

• The purpose of the dual language (DL) education data collection and how these data

can be used to support your program(s).

• The linkage of key information which are directly related to DL courses.

• Key data elements which identify DL courses, students who participate in DL courses,

and classroom teachers who provide instruction for DL courses.

• Who to talk with about specific data reporting elements.

• Which data element(s) may need modification to increase the accuracy of DL data

reporting.

• The data validation process through the Tableau Server portal in Education Data

System (EDS).

Purpose of Data Reporting and Data Accuracy:Assessment & Accountability for Success

Plan for who and what are needed.

• How many DL teachers are needed?

• What type of DL professional

learning is needed?

• How many students need to be

recruited to begin a 2-classroom

strand with a balance of

multilingual/English learners and

English speaking students?

• How can the DL program be scaled

to include all eligible

multilingual/English learners?

Evaluate how they did.

• DL teachers’ workload and quality of

instruction?

• Language of instruction and content?

• Student learning and performance?

Track who does what.

• DL teachers and their credentials?

• Courses they are teaching?

• Students receiving DL instruction?

4

Average Performance of English

Speaking Students

5

Importance of Data Reporting and Data Accuracy:

English Learners’ Academic Growth/AchievementFinal

Average

NCE

(1) Demographic Information

(Race/Ethnicity, Sub-Race/Ethnicity, Gender)

(2) Program Assignment

(3) Student Schedule

(4) Attendance

(5) Grades

(6) And more …

What do we report about students?

Overview of Data Elements for Dual Language

Education Programs

(1) Demographic Information

(Race/Ethnicity, Gender, Years of Teaching Experience)

(2) Teacher Credentials

(Education Level, Certification Type, Endorsement Area)

(3) Duty and Program Assignment by Funding Source

(4) Teaching Assignment (Staff Schedule)

(5) Documentation of State/Federal Compliance

(Educator qualifications matching with teaching assignment.)

(6) Title II, Part A Data-Driven Decision Making for Use of Funds

(7) Educator Support

What do we report about educators?

Where are we reporting about educators?

Educator

Communication Network for DL Course Reporting

Who may be involved with data reporting?

Human ResourcesSuperintendent

Principal Federal Programs

Coordinator

Student

Information

(CEDARS)

Other

AdministratorsTeaching

and Learning

Student and

Educator Data

Guidance

Counselors

Data Scale of a Course: Teacher and Student Data

Who is teaching what course?1. Content Area (e.g., Math)

2. Course (e.g., Algebra I)

When are they teaching the course?

3. Term (e.g., All year, Term 1, 2, 3, and 4)

How many sections are they teaching?4. Section

(e.g., Section ID Math01, Math02 )

Who are they teaching in the section?

➢ Track student-level data

10

The Early Learning and K-12 Dual Language law and Superintendent Reykdal's

vision focus on closing opportunity gaps and prioritize English learners and

Native American students for dual language programs (RCW 28A.630.095 and

2017c 236 § 2.)

Data Sources of the Dual Language Data Collection

➢ iGrants (District Title III and/or TBIP grant application).

➢ List of dual language schools that align with the DL law (2017c 236 § 2).

(Migrant and Bilingual Education Office / iGrants applications / CEDARS):

➔ School-level data

➢ Comprehensive Education Data and Research System (CEDARS):

➔ Course-level data and student-/educator-level data

11

Data Sources and Elements for Dual Language

Education Programs

Data Collection and Components for Data

Validation

Data Collection

Interface

NOTE

(1) Dual Language Instruction Type - Program

Design

Two-way, One-way,

World Language Enrichment/Immersion

(will be added in 2020-21 school year)

CEDARS, iGrants 2019-20 CEDARS Data Manual

(Page 68: Element D14)

(2) Languages of Instruction

(e.g., Chinese-Mandarin, Quinault,

Vietnamese)

CEDARS, iGrants 2019-20 CEDARS Data Manual

(Page 68: Element D15),

2019-20 CEDARS Data Manual Appendices

(Page 23: Appendix K)

(3) Number of Total Student CEDARS 2019-20 CEDARS Data Manual

[Student Schedule File (E)]

(4) Number of Current English Learners and

Ever-English Learners

CEDARS 2019-20 CEDARS Data Manual

[English Learners Student Limited English

Proficiency File (J)]

(5) Certification Number and Instructional

Model (Teacher Indicator)

CEDARS 2019-20 CEDARS Data Manual

[Staff File (F), Staff Schedule File (G)]

(6) Program Models – Allocation of the

Languages of Instruction

iGrants, Bilingual Education Office12

Data Sources and Elements for Dual Language Education Programs

❑ Program Design

❑ Language of

Instruction

Linkage of Data Elements and Data Validation

Processes

Course Catalog

▪ District Code

▪ Location ID

▪ Course ID

▪ Course Title

▪ State Course Code

Percentage of

EL Students

Total Dual Language

Student Count

Current EL Student Count

+

Ever-EL Student CountStudent Schedule▪ District Code

▪ Location ID

▪ Course ID

▪ Term

▪ Section ID

▪ SSID

13

Linkage of Data Elements and Data Validation

Processes (Cont’d)

• Course Catalog

• Dual Language

Course

Designation

• Student Schedule

Percentage of

Current ELs &

Ever-ELs

Closing Opportunity Gap

➢ One-way Dual Language

➢ Two-way Dual Language

World Language

Enrichment/Immersion

➢ K-12 World Language Programs

Enrichment/Immersion

(tentative course designation)14

!!! World Language Enrichment/Immersion indicator will be

added to Dual Language Instruction Type File (Element D14) !!!

Possible Future Data Analyses

Multilingual/English learners

Ever-English learners

Native English speaking students

➢Dual language students Non-dual language students

➢Student outcomes within dual language programs:

Dual language students

15

➢Student outcomes by English Language Development

Instructional Models

(Two-way, One-way, Co-Teaching, Pullout, Consultation, etc.)

Demo: Dual Language Course Reporting & Validation

How to validate and communicate?

➢ Course-level information with/without dual language course

designation.

➢ Data visualizations regarding dual language schools and programs for

publication on OSPI Report Card.

What to Validate:

Who to Communicate with:

➢ Student data (CEDARS) entering personnel.

➢ Principals, guidance counselors, registrars, etc.

16

Demo: Dual Language Course Reporting & Validation

(Cont’d)

Tableau DL Data

Validation Tool:

➢ Access Tableau Server via the

Education Data System (EDS).

➢ Contact your District Data

Security Manager if you don’t

have access to Tableau Server in

EDS.

17

Tableau Workbook Structure1) Start Here: Select your district and school.

2) List of DL School and DL Program Summary.

3) List of DL courses and Non-DL courses at each DL school.

4) List of DL courses at non DL schools.

5) Summary of DL course by content area.

6) Summary of DL educators; count and percent of educators by

demographic information, certificate type, endorsement types, and years of

teaching experience.

Around August

depending on data

reporting.

Questions from Chat Box

Contact Us

Patty Finnegan, PhD / patty.finnegan@k12.wa.us

OSPI Bilingual Education Special Projects Program Supervisor, Migrant and Bilingual Education

Kaori Strunk, PhD / kaori.strunk@k12.wa.us

OSPI Educator Data Program Manager, Title II, Part A Program Office, Educator Growth and Development

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