Transcript Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org SLOs in ESOL Courses and the Data Collection Process Title III Conference June16, 2015 11/6/2015

Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
SLOs in ESOL Courses
and the
Data Collection Process
Title III Conference
June16, 2015
11/6/2015
1
Teacher Keys
Effectiveness System
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Teacher Keys
Effectiveness System
(Generates a Teacher Effectiveness Measure)
Teacher Assessment on
Performance Standards
Support and Documentation
(Observations and Documentation)
Surveys of Instructional
Practice
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth
Teachers of Tested Subjects
- Student Growth Percentiles
Teachers of Non-Tested Subjects
- LEA-Developed, DOE-Approved
Student Learning Objectives
2
What is a Student Learning
Objective (SLO)?
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
District-wide measurable, long-term academic
SMART goals set to determine student growth
Generated by
student
performance
between two
points in time
11/6/2015
Aligned to the
course’s
required
curriculum
Demonstration of
the teacher’s impact
on student learning
3
Growth Measure
Requirements 2015-2016
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Cohort 1 (RT3) will maintain two growth
measures.
• All other cohorts must have two growth
measure by 2016-2017 school year.
11/6/2015
4
65% Rule
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Student must be enrolled 65% of the course’s
instructional days in order for the student data to be
included in the Teacher Effectiveness Measure
(TEM).
• Teacher must be employed at least 65% of the
course’s instructional days in order for student
growth data to be applicable.
• The student data will apply to the Leader
Effectiveness Measure (LEM) if the student is
enrolled at the school for 65% of the academic year.
4/16/2014
5
Number of Students Required
to Generate Student Growth
For Use in TEM
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• The teacher must have at least fifteen data sources
(student scores) across all courses in order for
student growth to be used to generate a Teacher
Effectiveness Measure (TEM).
• Students will be combined across multiple grade
levels and multiple courses to generate the teacher’s
combined roster.
4/16/2014
6
Number of Students Required
to Generate Student Growth
For Use in TEM
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• This process utilizes the same combining principle as
SGPs (Georgia Milestones).
• A teacher has content specific Georgia Milestones
data for 4th grade math, ELA/Reading, social studies
and science. The single SGP score is the result of the
combined content data sources.
• The combining principle also applies to teachers with
less than 15 data sources (student scores) in a course.
4/16/2014
7
SLOs and ESOL Courses
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• District developed SLOs should utilize ESOL (WIDA)
Standards.
• Exception: If a teacher of EL students serves as the
teacher of record for the academic content of a
course, the content measure should serve as the
student growth measure.
• Districts may choose to use ACCESS to measure
student growth.
• Post assessment score from previous year may serve
as the next year’s pre assessment score if ACCESS is
utilized.
4/16/2014
8
SLO Exemplars
• ESOL Exemplars are support tools and not
intended to be the only available options.
Establishing an effective growth measure
remains a LEA decision.
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Exemplars and additional guidance may be found
on Share Point.
4/16/2014
9
SLOs and Growth
Target Setting
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Utilizing performance bands (I-IX) as established by
the State of Georgia’s Title III program offer one
option for SLO growth targets.
• Performance bands are easily interpreted and
understood by teachers and administrators as well as
other stakeholders.
• Composite scores from ACCESS for ELLs should be
utilized for Student Learning Objectives.
4/16/2014
10
SLOs and Growth
Target Setting
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Growth can be measured by the nine (9) established
performance bands by utilizing the Title III chart to
calculate Annual Measurable Academic Objectives
(AMAO 1) for ESOL program effectiveness.
• Progress refers to the percentage of students that
demonstrate Annual Progress in English Language
Acquisition (APLA).
• APLA is defined as EL students with two comparable data
points who move in a positive direction from one cohort
performance band to another.
4/16/2014
11
SLOs and Growth
Target Setting
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Performance Band
ACCESS – Composite Score
Performance Point Range
I
1.0-2.2
1.3
II
2.3-3.3
1.1
III
3.4-3.9
0.6
IV
4.0-4.3
0.4
V
4.4-4.6
0.3
VI
4.7-4.9
0.3
VII
5.0-5.2
0.3
VIII
5.3-5.5
0.3
IX
5.6+
N/A
4/16/2014
12
Sample SLO Statement
Using Performance Bands
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
From August 2015 – March 2016, 100% of the third grade
students served through the ESOL program in ABC School
System will improve English language skills as measured by
ACCESS for ELLs. Students will increase from their pre
assessment scores to their post assessment scores based on
the following:
The previous year’s ACCESS for ELLs composite score expressed
in performance bands will serve as the pre-test measure. If a
prior year’s score is unavailable, W-APT or MODEL results (or
other appropriate measure as determined by the district)
results can be utilized for the pre-test score. A Kindergarten
Listening & Speaking W-APT pre-test score of <29 will be
considered 1.0 or Performance Band I.
4/16/2014
13
Sample SLO Statement
Using Performance Bands
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
English learners will demonstrate expected growth by
positive movement of one performance band as
measured by performance band scores from ACCESS
for ELLs utilizing the State of Georgia’s Title III AMAO 1
chart.
High growth will be demonstrated when students
demonstrate an increase of two performance bands
as measured by scores from ACCESS for ELLs utilizing
the State of Georgia’s Title III AMAO 1 chart.
Students with a previous score (pre-test) of 5.6 will
demonstrate expected growth by maintaining a score
of 5.6 or greater.
4/16/2014
14
SLOs and Growth
Target Setting
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• Utilizing scale scores from ACCESS for ELLs is considered best
practice. Through careful examination of historical data, LEAs
can determine the mean or median growth of students served
in ESOL programs. Based on the data, the LEA can establish
the expected and high growth targets. If utilizing scale scores,
data should be examined by grade levels before establishing
the growth target.
• For the purpose of Student Learning Objectives, the
composite score is recommended for use despite the
weighted score. Third grade students served through the
ESOL program in ABC School System demonstrated a median
growth in scale scores of 25 points based on a multi-year
examination of historical data.
4/16/2014
15
Sample SLO Statement
Using Scale Score
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
From August 2015 – March 2016, 100% of the third grade
students served through the ESOL program in ABC School
System will improve English acquisition skills as measured
by ACCESS for ELLs. Students will increase from their preassessment scores to their post assessment scores based
on the following:
The previous year’s ACCESS for ELLs composite scale score
will serve as the pre-test measure. If a prior year’s score is
unavailable, W-APT or MODEL results (or other
appropriate measure as determined by the district) results
can be utilized for the pre-test score. A Kindergarten
Listening & Speaking W-APT pre-test score of <29 will be
considered a scale score of 100.
4/16/2014
16
Sample SLO Statement
Using Scale Score
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
English learners will demonstrate expected growth
by scoring a 25 point increase as measured by
scale scores (100-600) from ACCESS for ELLs.
High growth will be demonstrated when students
demonstrate a 35 point or greater increase as
measured by scale scores from ACCESS for ELLs.
Students with a previous score of 500 or greater
will demonstrate expected growth by maintaining
a score of 500 or greater.
4/16/2014
17
Data Reporting
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
• LEAs will define student growth in the SLO
Statement and will convert student growth
information for data reporting purposes by utilizing
a three point rubric.
• All students will receive a 1 for the pre assessment.
• For the post-assessment
• 1 = low growth
• 2 = expected growth
• 3 = high growth
4/16/2014
18
Contact Information
Michele Purvis, Program Manager,
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
TLE-Student Learning Objectives
Wina Low, Evaluation System Specialist
[email protected]
[email protected]
Becky Bryant, Evaluation System
Specialist
Tawni Taylor, Evaluation System
Specialist
[email protected]
[email protected]
Chris Leonard, Evaluation System
Specialist
Shauntice Wheeler, Evaluation System
Specialist
[email protected]
[email protected]
19
Student Class 2016
Delivery Models
Reporting ESOL Courses and Delivery Models
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
ESOL Push In and Pull Out courses will utilize ESOL course numbers (i.e.
55.xxxxxxx). SLOs for ESOL teachers will be tied to the ESOL course number
rather than the content course number. ESOL teachers are measured on
WIDA standards rather than content standards.
 The Push In teacher will be reported as the additional teacher on the
content course, but will also have a separate roster with an ESOL course
number. See example in spreadsheet.
 The Pull Out teacher will be teacher of record on the ESOL course. He or
she will not be an additional teacher on the content course. However,
the ESOL students should remain on the content course (XX.0) and also
appear on the ESOL (55.X) course. See example in spreadsheet.
Student Class 2016
Delivery Models
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Reporting ESOL Courses and Delivery Models – Push In Example
Fiscal Year Report Sys ID
Period
School
ID
Student ID
Course #
Course Name
Course Period ESOL Delivery Model
Section
Teacher
Additional Co-Teacher
Teacher
2016
A
999
2052
101010101
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
111111111
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
111112222
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
111223333
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
121333333
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
101010101
27.0130000
Math/Grade 2
001
03
2 - Push-in
Smith
Cameroon
N
2016
A
999
2052
111111111
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
111112222
27.0130000
Math/Grade 2
001
03
2 - Push-in
Smith
Cameroon
N
2016
A
999
2052
111223333
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
2016
A
999
2052
121333333
27.0130000
Math/Grade 2
001
03
n/a
Smith
n/a
N
AND
Fiscal Year Report Sys ID
Period
School
ID
Student ID
Course #
Course Name
Course
Section
ESOL Delivery Model Teacher
Additional
Teacher
Co-Teacher
2016
A
999
2052
101010101
55.0030000
ESOL/Grade 2
001
03
2 - Push-in
Cameroon
n/a
N
2016
A
999
2052
111112222
55.0030000
ESOL/Grade 2
001
03
2 - Push-in
Cameroon
n/a
N
Note: Notice the additional teacher and the ESOL delivery model is reported on both sections. This is to ensure the ESOL push in model reflects an
additional teacher in the classroom while maintaining a separate language instruction roster for SLOs.
Student Class 2016
Delivery Models
Reporting ESOL Courses and Delivery Models – Pull Out Example
Fiscal Year Report Sys ID
Period
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
2016
A
999
School
ID
0114
0114
0114
0114
0114
0114
0114
0114
0114
0114
Student ID
Course #
Course Name
123432566
129876500
100000333
230000224
654321000
333779999
900004444
667700000
444444444
555555555
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
23.0013000
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Reading/Grade 2
Course Period ESOL Delivery Model
Section
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
002
01
n/a
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Teacher
Langford
Langford
Langford
Langford
Langford
Langford
Langford
Langford
Langford
Langford
Additional Co-Teacher
Teacher
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
AND
Fiscal Year Report
Period
2016
A
2016
A
2016
A
Sys ID
999
999
999
School
ID
0114
0114
0114
Student ID
Course #
Course Name
333779999
444444444
555555555
55.0030000
55.0030000
55.0030000
ESOL/Grade 2
ESOL/Grade 2
ESOL/Grade 2
Course
Section
001
001
001
01
01
01
ESOL Delivery Model
Teacher
1 - Pullout
1 - Pullout
1 - Pullout
Aspy
Aspy
Aspy
Note: All students receiving ESOL pull out services from Mrs. Aspy during period 01 will be on the same ESOL class section, regardless of the
primary teacher. There is no longer a need to create multiple ESOL sections if the students are pulled from different classes.
Additional Co-Teacher
Teacher
n/a
N
n/a
N
n/a
N
Reporting ESOL Delivery Models
Program Area
Delivery
Model
Teacher of Record
Additional
Teacher
ESOL
Pull Out
ESOL Teacher
No
ESOL
Push In
ESOL Teacher on the None on the
ESOL course;
ESOL course;
Content Teacher on
however, the
the content area
ESOL teacher is
course
an additional
teacher on the
content area
course
Comments
Richard Woods,
Georgia’s School Superintendent
CourseFuture”
“Educating Georgia’s
gadoe.org
Students are taken out of a general education class for ESOL Course
the purpose of receiving small group language
Number
instruction from the ESOL teacher. Note: When pulling
EL students out of content area courses, the students
will remain on the content area course roster with the
general ed teacher. The EL students receiving language
instruction will also appear on a ESOL course roster for
the ESOL teacher. The delivery model is assigned to the
ESOL course.
Students remain in their core academic class (reading, ESOL Course
language arts, math, science, or social studies) where
Number;
they receive content instruction from their content area Content Area
teacher along with targeted language instruction from Course Number
the ESOL teacher. The ESOL teacher is the additional
teacher in this scenario. In addition, report an ESOL
course record where the teacher is the ESOL teacher,
and show the ESOL students being served on that course
record.
Reporting ESOL Delivery Models
Program
Area
Delivery Model
Teacher of
Record
Additional
Teacher
Comments
Richard Woods,
Course
Georgia’s
School Superintendent
“Educating Georgia’s Future”
gadoe.org
ESOL
Cluster Center
ESOL
Teacher
No
Students are transported for instruction – students
from two or more schools are grouped in a center
designed to provide intensive language assistance.
ESOL
Resource
Center/Lab
ESOL
Teacher
No
Students receive language assistance in a group
setting supplemented by multimedia materials.
ESOL
Scheduled Class ESOL
Period
Teacher
No
Students at the middle and high school levels receive ESOL Course
language assistance and/or content instruction in a Number
class composed only of ELs. Students at the
elementary school level that are pulled out of Art,
Music, PE, and other elective classes may be served
in a scheduled class period.
ESOL
Sheltered
Content
ESOL
Teacher who
is also the
content
teacher
No
Students at the middle and high school levels receive Content Area
language assistance and/or content instruction in a Course Number
class composed only of Els. The teacher must have
the appropriate content area certification and the
ESOL endorsement or ESOL certification.
ESOL
Innovative
Delivery Model
TBD Design
TBD Design To be determined based on design of approved
model
ESOL Course
Number
ESOL Course
Number
TBD Design
Student Class 2016
Sample Student CLASS Roster
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Class Roster – Jane Par (Primary Teacher)
 E5024- An ADDITIONAL TEACHER ID is required when ESOL Delivery Model '2'
(Push-In) is reported.
Student Class 2016
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Sample SLO Course Report
TOTAL SLO COURSES
School ID
0203
0114
0195
School Name
Sample County High
School
Sample County
Elementary School
Sample County
Middle School
Total # of SLO
Course
# of Courses with
Percentage
Measure Type
# Courses with
Rubric Measure
Type
3056
3007
49
651
426
225
1385
1385
0
Student Class 2016
Sample SLO Course Report
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student Class 2016
Sample SLO Course Report
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Collecting Title III Data in
Student Record, FTE, and CPI
FTE
CPI
Student Record
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
FTE – Full-Time Equivalent
Reporting Title III Data
ESOL – ITINERANT
ESOL – NONITINERANT
Indicates the number of
segments of English for
Speakers of Other
Languages (ESOL) taught
by an itinerant teacher.
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
ESOL-ITINERANT must be number from '0' - '5'.
GRADE LEVEL = 'PK', ESOL-ITINERANT and ESOL-NON-ITINERANT
must equal '0' or BLANK.
Sum of both ESOL fields must be:
- Equal to or less than '1' if GRADE LEVEL = 'KK', 'UK', '01', 'U1', '02',
Indicates the number of
or '03'
segments of ESOL taught
- Equal or less than '2' if GRADE LEVEL = '04', '05', '06', '07', or '08';
by a non-itinerant teacher. - Equal or less than '5' if GRADE LEVEL = '09', '10', '11', or '12'.
Student reporting ESOL segments but student not EL.
ENGLISH
LANGUAGE
LEARNER (EL)
Indicates whether the
student has limited
proficiency in English.
Must equal one of the following codes:
Y - Yes, student has limited English proficiency.
N - No, student does not have limited English proficiency.
M - Student Monitored
FTE – Full-Time Equivalent
Reporting Title III Data
FT003 – Enrollment in Special Programs
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
FTE – Full-Time Equivalent
Reporting Title III Data
FT026 – ESOL Segments
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
CPI – Certified and Classified
Personnel
What Data is Reported?
Georgia Department of Education
CPI Employee Record Detail
October 2013(CPI 2014-1)
234-SAMPLE County
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
‘A01’ Record –
Basic
Demographics
Up To
6
Assignments
‘B01’ Record –
Contract and
Certification
Information
‘C01’ Record(s) –
Job Assignments
CPI – Certified and Classified
ClassifiedPersonnel
Personnel
Job Codes Summary by System
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student Record
Reporting Title III Data
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student Record has 10 record levels. Three of them have data elements
important to Title III programs.
System
System Course
School
Student
Enrollment
Course
Student Safety
Program
Special
Education
Address
Student Record
Reporting Title III Data
Private EL and Immigrant Students – System Level
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student Record
ESOL and Non-ESOL – Student
Level
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student ID
999888777
GTID
2222222222
Student Name
Doe, John
Student Status
Active
Gender
Male
Race
Ethinc Hispanic
Address
ABC Sample Lane
City, State,Zip
Savannah, GA 31405
Birth Date
12/13/1997
Age
15
Birth Place
Guatemala
Date of Entry to US School
08/13/2003
Grade Level
10
ESOL
N
Free/Reduced Price Meal Eligibility
Student is eligible for FREE meal program Gifted Referral Status
Gifted Eligibility Status
Never eligible
Gifted Service Status
English Learner
No
Migrant
Primary Language
Spanish
Graduation Program of Study
Remedial Ed. Subject Code
Both ELA/Reading and Mathematics
Primary Area of Exceptionality
Part Time Student?
Date Entered 9th Grade
Not referred
No
Environment Code
08/01/2012
Homeless Primary Night Shelter
EL Monitor Year
EL Monitor Basis
SWD Monitor Year
EIP Subject
Diploma Type
CCAE
N
Career Technical Instruction
Non-ESOL
N
SST
N
U.S. School Less Than 3 Years
PRE-K Program Code
-
Career Interest Inventories
Career Awareness Lessons
21ST Century Skills Assessment
Career Portfolio
Individual Graduation Plan
Alternate Math Sequence
Active Military
CAPSTONE Project
N
N
Student Record
English Learner
ESOL and Non-ESOL – Student
EL = Y
Level
EL=M
EL=M
Year 1
Year 2
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
EL = F
Edits check status for reasonable progression
 E2008: EL='Y' last FISCAL YEAR. EL must be 'Y' or 'M' this FISCAL YEAR.
 E209: EL = "Y' in prior FISCAL YEAR and EL = 'M' this FISCAL YEAR,
then EL MONITOR YEAR must = '1'.
 E218 : If EL = ‘M’ and last school year’s EL MONITOR YEAR = 1, then EL
MONITOR YEAR must = ‘2’.
 E2089: EL MONITOR YEAR="2' in prior FISCAL YEAR,
then EL must = 'F' this FISCAL YEAR.
Student Record
Reporting Title III Data
ESOL Delivery Model – Course
STUDENT RECORD
EL = Y
ESOL = Y
Level
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
COURSE RECORD
ESOL Delivery
Model
For students in grades 1-12, if ESOL=Y, then the ESOL
Delivery Model is required in at least one course record.
11/6/2015
39
Student Record
Reporting Title III Data
COURSE LEVEL
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
ESOL Delivery Models:
STUDENT LEVEL
‘1’ - Pull-Out (PO)
‘2’ - Push-In (PI)
ESOL = Y
‘3’ - Cluster Center (CC)
‘4’ - Resource Center (RC)
‘5’ - Scheduled Language Acquisition
EL = Y
‘6’ - Approved Innovative Model
‘8’ - Sheltered Content
ESOL = N
Non-ESOL
01 Parent refusal ‐ indirectly served
02 Language support provided in special education
03 Language support by non‐ESOL endorsed/certified
teacher
04 Language support via a non‐state approved model
05 No language support
11/6/2015
40
Student Record
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
SR025a – Report of Special Language Programs
Special Language Programs
School
EL = Y
#
Name
Grade Range
Total
ESOL=Y (Total ESOL=N(Total Not Served via
Served via ESOL)
ESOL)
0100
Mary Poppins Elementary School
PK-05
27
26
1
0107
New World Elementary School
PK-05
14
13
1
0198
Shakespeare Middle School
06-08
7
4
3
0199
Langston Hughes Elementary School
PK-05
91
91
0
0200
Angelou Elementary School
PK-05
16
16
0
0203
Good Example High School
PK-12
2
2
0
0299
Jerry Lewis Middle School
06-08
33
27
6
0300
Achievement Middle School
06-08
6
5
1
0399
Fun Time Elementary School
PK-05
14
12
2
2050
Donald Duck Elementary School
PK-05
18
15
3
2054
The Avengers High School
09-12
20
14
6
3054
Tony Stark Elementary School
PK-05
0
0
0
4052
Star Wars High School
PK-12
2
0
2
5050
Denzel Elementary School
PK-05
17
17
0
5054
Reddington Elementary School
PK-05
16
15
1
283
257
26
System Total
Student Record
SR025d – EL Monitored Report
View from top layer of report
View of report by clicking on the School Code
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Click on the numbers in the total column
to see the student level details.
Student Record
ESOL Delivery Model – Course Level
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Student ID
999888777
GTID
Student Name
Doe, John
Student Status
Course
Number
Course
Description
Credit Gifted
Course
Hours Delivery
Section
Earned Model
222222222
Gifted
Content Marking Numeric Alpha
Period
Grade Grade
Area of
Curriculum
Active
EL
Credit In
Content
Delivery
Lieu Of
Completer
Model
Course
Online
Course
World
23.1630000 Literature/Compo
sition
002
1000
1st
Semester
79
-
P
N
N
CCGPS
27.1981000 Coordinate
Algebra Support
001
1000
1st
Semester
72
-
P
N
N
35.0610001 Study Skills I
009
250
90
-
P
N
N
36.0540040 Weight Training
002
1000
92
-
P
N
N
001
0
48
-
F
N
N
40.0110040
Physical Science
(Grades 9-12)
1st
Semester
1st
Semester
1st
Semester
Student Record
Title III Data Elements Used in CCRPI
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
English Learner (EL)
EL Monitor Year
Primary Language
Date of Entry Into US School
11/6/2015
44
Contact Information
Levette Williams, Chief Privacy Officer
[email protected]
Wanda Jones, Data Collections
Manager,
[email protected]
Betty Rickicki, Data Collections
Specialist
[email protected]
Richard Woods,
Georgia’s School Superintendent
“Educating Georgia’s Future”
gadoe.org
Kathy Aspy, GUIDE Administrator
[email protected]
Sharon Armour, Data Collections
Specialist
[email protected]
Carl Garber, Data Collections Specialist
[email protected]
45