I would like to thank everyone for attending todays webinar - - PDF document

• I would like to thank everyone for attending today’s webinar

presentation covering the LEP Program Survey, which is a data set collected during PIMS Collection 4 and also covering the ELL End of Year Counts PIMS Internal Snapshot.

• Before we get started today, I want to let participants know that

today’s session covers the same information as we provided to you last year and is targeted for new PIMS Coordinators or for participants who want a review of these PIMS Collections prior to these collection windows opening.

• For those of you who have just joined the webinar session, today’s

power point presentation was emailed to participants prior to today’s webinar session and we have also provided the powerpoint presentation under the handouts section of this webinar session. This session will also be archived on the ESL Portal (www.eslportalpa.info) within seven to ten days after today’s live webinar session due to ADA requirements.

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Our goal for today is to share information and resources so that participants can prepare for the LEP Program Survey data set collected during the June 15 PIMS Collection 4 and for the ELL End of Year Counts PIMS Internal Snapshot; and To explain how PIMS Administrators complete the LEP Program Survey, what entities are required to complete the LEP Program Survey, and what data elements are contained in the LEP Program Survey; and To ensure PIMS Administrators understand the timeframe to have their student template and enrollment templates updated prior to the ELL End of Year Counts PIMS Internal snapshot using PIMS Collection 6. 2

As we get started, I also want to share with you the English Learner Data Collection calendar for the second half of SY 2016‐2017. Today we will be focusing on the last two data sets indicated on this calendar, the LEP Program Survey and the ELL End of Year

• Counts. Again, these are collections specific to English Learner data. On this calendar you

will find the Collection and/or data set name; important dates in connection with these collections; the purpose for these collections, and the impact for not completing these data sets. 3

As you can see on this slide, today we are finishing up the year with our last English Learner data collection training for this school year. Also, as an FYI, all of these webinars that we provided this school year are recorded and archived on the ESL Portal web

• page. So within a day or two, today’s live webinar session will

be archived and available on the ESL portal (www.eslportalpa.info) webpage for you to reference at your convenience.

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The first portion of this webinar will focus on the LEP Program

• Survey. Again, this data set is part of PIMS Collection 4 and

reports data for the 2016-2017 school year.

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• The collection window for the LEP Program Survey is from June 15 –

July 21 and the Snapshot date for this collection is June 15, 2017.

• The correction window for the LEP Program Survey runs from August 1

– August 15.

• And a reminder to LEAs that this collection falls within the timeframe

that PIMS will be down for the annual upgrade which is scheduled during the first 2 weeks of July. So, it is important that you do not delay in submitting your LEP Program Survey.

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The LEP Program Survey data is reported to PIMS using the District Fact Template. So you need to reference PIMS User Manual Volume 1, District Fact Template for LEP, for the template specifications and PIMS Manual Volume 2, Appendix AF, for the survey questions.

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• The next two slides provide the mandates for the LEP Program

Survey.

• Chapter 4.26 requires that language instruction education

programs at all LEAs contain some very specific required

• components. So to ensure that LEAs are compliant with Chapter

4.26 in providing a Language instruction education program, and are compliant according to the components of that program, as described in the BEC (Educating Students with Limited English Proficiency and English Language Learners), this LEP Program Survey collects data in relation to your program.

• So to meet this requirement, every LEA must have a written

Board approved ESL or Bilingual program, and that policy must describe in sufficient detail how the LEA will ensure that English Learners increase English proficiency, attain English proficiency and meet academic standards while they are progressing toward attainment of English proficiency.

• So the questions posed in the LEP Program Survey are a way for

LEAs to ensure that they have addressed these components and maintained documentation of their implementation of those components.

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• We also have federal mandates that require us to collect

information in the LEP Program Survey. Title III, Language Instruction for Limited English Proficient and Immigrant Students requires us to report the types of programs and other language of instruction, other than English, used in a bilingual program.

• Another mandate required under Title III is to report the

number of teachers who are working in the Title III language instruction educational programs and to estimate the number

• f additional certified/licensed teachers that will be needed for

Title III language instruction educational programs in the next 5 years.

• So the questions posed in the LEP Program Survey is how PDE

collects these mandates and reports these data components to the federal government.

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• The LEP Program Survey is required to be completed by all

School Districts, Charter Schools, and Comprehensive CTCs.

• School districts, charter schools and comprehensive CTCs are

responsible to implement a language instruction education program for English learners upon enrollment. Therefore, these entities must have a written, board approved ESL Policy so that the LEA is prepared to provide appropriate educational services upon enrollment of an English learner. SD, CS, and comprehensive CTCs w ho have English learners enrolled during SY 2016-17 are reporting data related to the implementation of their Language Instruction Education Program during the 2016-17 SY .

• SD, CS, and comprehensive CTCs who do not have any English

learners enrolled during SY 2016-17 are also required to complete the LEP Program Survey referencing their written, board approved ESL Policy to do so.

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Here are the categories of the sections contained in the LEP Program Survey: The first category you need to complete in the LEP Program Survey is the Chapter 4.26 Assurances:

• This section references the required components of your language instruction education

program.

• The valid values you will use to respond to the questions are Yes = The LEA maintains

documentation of the requirement or No = The LEA does not include this requirement in its board approved ESL Policy.

• And again a reminder for school districts, charter schools and comprehensive CTCs who did

not have English learners enrolled during this school year, to complete these questions you will need to reference your Board approved ESL policy. The next category within the Program Survey is the Assessments section:

• This section asks what assessments your LEA uses for students upon entry, ongoing

throughout the school year, and for exit?

• In order to report the two-digit valid value required to be reported under this section, you

will need to Refer to Appendix AF, which is contained in PIMS Manual Volume 2. Entities can report more than one assessment for entry, ongoing, and/or at exit if you use multiple assessments for students.

• And we are always trying to keep our list updated, so if your LEA uses an assessment that

does not appear within Category 3, please email the name of the assessment the LEA is using to ra-lep@pa.gov . We will research the assessment you provide to us and if it should be listed, we will add it to the list for the next school year. The next category within the Program Survey is the Languages for Bilingual Program Models

• So if your LEA offers a Bilingual Program Model (dual, two-way, transitional, developmental,
• r Heritage), you need to report the name of the language of instruction, other than English,

taught in your Bilingual Program.

• The valid values to report the Languages for your Bilingual program are found in Appendix J,

PIMS Manual Volume 2, which provides the NCES languages and codes. The next category within the Program Survey is the Teacher Counts section

• Within this category, LEAs must provide a count of all certified/licensed teachers currently

working in a language instruction education program and a count of teachers not fully certified currently working in a language instruction education program.

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• Now that you know what data you are reporting and

why you are reporting it, let’s look at how to report the LEP Program Survey.

• So LEAs have two options for submitting the LEP

Program Survey… the first option is to use the reporting tool PDE designed for this data set or you can opt to submit using the second option by following the instructions in the district fact template for LEP and submit it to us following the template specifications.

• So the next slides will discuss Option 1 and Option 2 in

more detail.

• First we will talk about Option 1, using the Reporting tool

created for this data set, and how to access the reporting tool, how to complete it, and how to submit your LEP Program Survey using the reporting tool.

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The reporting tool created for the LEP Program Survey is housed

• n the PIMS home page at the link provided here. Once you are
• n the PIMS home page, scroll down about half way on the screen

until you come to the Section header: Excel Reporting Tools . Under this section header you will find the link to the LEP Survey Documents. 2016-2017 Program Survey v16.3 (Excel)

The next few slides provide a PROTOTYPE OF THE LEP SURVEY REPORTING TOOL TEMPLATE

• So here we provide a sample screen shot of the top portion
• f the LEP Program Survey reporting tool.
• PLEASE NOTE that the reporting date is for the current

school year (2016-2017)

• To get started, you will click on the down arrow key and

locate the name of your LEA. Once your LEA is selected, the AUN number will automatically populate the AUN cell.

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PROTOTYPE OF THE CHAPTER 4.26 ASSURANCES SECTION

• This slide provides a prototype of what the Chapter 4.26

Assurances section looks like in the LEP Program Survey reporting tool.

• In this section of the LEP Survey, LEAs are required to

respond to each listed question within this section using the dropdown selection. LEAs will either select “yes” (LEA maintains documentation of the requirement) or “no” (LEA does not include this requirement in its Board approved ESL Program.

• FYI…

all of the Chapter 4.26 questions contained in the LEP Program Survey tool, are provided in Appendix AF of PIMS User Manual Volume 2.

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PROTOTYPE OF THE ASSESSMENTS SECTION

• Moving on to the next section of the LEP Program Survey reporting tool, the

Assessments section, requires LEAs to select from the dropdown box the two- digit valid value representing the assessments administered to English learners upon entry, ongoing throughout the school year, and at the time of exit.

• More than one assessment may be chosen for each of the categories listed

(entry, ongoing, and exit). The LEP Program Survey reporting tool has been developed to allow for 5 different assessments per category (entry, ongoing, and exit). So for example, an LEA can report 5 different assessments LEAs use for entry or up to 5 different assessments LEAs use throughout the school year as an ongoing measure… and the same applies for exit.

• All the valid values provided in Appendix AF where category 2 is entry,
• ngoing, and exit, are included in the drop down box for LEAs to select from

and report in the LEP Program Survey reporting tool.

• If the LEA uses an assessment that does not appear within the drop down box,

please email the name of the assessment the LEA is using to ra-lep@pa.gov. PDE will review the assessments emailed to us and, if applicable, will include them as a selection in next year’s LEP Program Survey reporting tool. 17

PROTOTYPE OF THE LANGUAGES FOR BILINGUAL PROGRAM MODEL SECTION

• This slide provides a prototype of what the Languages for Bilingual Program

Models section looks like in the LEP Program Survey. This section requires LEAs to select from the dropdown box the four-digit valid value representing the language code of instruction for your Bilingual Program, reporting a language other than English.

• PDE has provided the top language codes reported by LEAs in PA in the

dropdown selection box for LEAs to use to report the language code of instruction for your bilingual program. So PDE included the languages of (Arabic, Chinese, Creoles and Pidgins, French, Khmer, Nepali, Russian, Spanish, and Vietnamese).

• If your LEA implements a bilingual program that uses a language not

included in the dropdown box, please email the language code of instruction for your bilingual program from Appendix J of the PIMS User Manual Volume 2 to the ra-lep@pa.gov email account. If the language of your bilingual program is not in the dropdown selection, you will need to enter NA in the reporting tool for this year’s reporting. PDE will add any additional language codes requested by LEAs in next year’s LEP Program Survey reporting tool.

• If your LEA does not implement a Bilingual Program Model, you must select

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NA (0000) from the dropdown box for each of the categories listed within this section (dual, two-way, transitional, developmental, and heritage). 18

PROTOTYPE OF THE TEACHER COUNTS AND BUDGET SECTIONS

• And finally, here is a prototype of the last two sections of the LEP Program

Survey Reporting tool… the Teacher Counts Section and the Budget section.

• The Teacher Counts section requires LEAs to enter a whole number for each
• f the 3 questions listed under this section. If the LEA does not have a

count, zero values need to be reported.

• To determine what teachers to count as working within your language

instruction educational program you need to refer to the type(s) of instruction you indicated in the Programs Fact Template (Program Codes 039-054). For example, if you are an LEA who is only doing Core Program – pull out (ESL), your teacher counts are based on the teachers working within this program model. If you are an LEA who is doing Core Program- sheltered instruction and Title III Supplemental LEP – Pull-out (ESL) your teacher counts are based on that. If you are doing more than one instructional type, your teacher counts are based on the total number of teachers for all types of instruction.

• The budget section requires you to enter a dollar amount. So, your LEA

needs to provide the amount allocated to the LEA’s general budget for your ESL Program. This should include teacher salaries, benefits, text books, supplies, hardware, software, etc. that is set aside solely for your ESL Program. 19

After you have completed all sections within the LEP Program Survey reporting tool, you need to save it in Excel. After saving the form in Excel, click on the PIMS Input tab of your excel

• spreadsheet. This is what you will be submitting into the PIMS System as a

District Fact Template. 20

From the PIMS Input tab of the excel spreadsheet, you want to name the file correctly so it can then be saved as a csv file and then uploaded into the PIMS system as a District Fact Template. This slide provides you with the instructions to prepare the file for upload into PIMS.

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Moving on to Option 2… for those LEAs who prefer to create and submit their own template rather than using the PDE reporting tool, Option 2 is another way of submitting your LEP Program Survey into PIMS. Remember, it is your choice on which Option you use to submit your LEP Program Survey.

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• So, to create your own district fact template to submit

the LEP Program Survey, you will need to use the PIMS Manual.

• In PIMS Manual Volume 1, reference pages 103 through

110 to create your district fact template.

• In the PIMS Manual Volume 2, Appendix AF provides the

categories, valid values, and explanations about what to report and how to report it.

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• The next two slides are taken directly from the PIMS

Manual Volume 1, under the district fact template for LEP , which provides the District Fact Template Specifications to create your spreadsheet for the Program Fact Survey.

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This slide is the remaining part of the template specifications.

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• The next few slides are screen shots of Appendix AF

. As I mentioned earlier in this presentation, Appendix AF provides the questions, categories, measure type, and valid values you need in order to create your the District Fact Template.

• Please note that when creating your District Fact

Template, Category 1 and Category 2 must be reported in all upper case letters to pass validation.

• This section of Appendix AF provides the Chapter 4.26

questions you need to respond to in order to complete this section of the LEP Program Survey. This portion of Appendix AF provides you with the valid values you need to use for the categories provided in the template specifications, as well as the measure type. As you can see on this slide, the measure type is indicator and from the previous slide the template specifications tell you if measure type = indicator, the valid value example should be Yes or No. So you will respond to each of the questions within the Chapter 4.26 section with either a “Yes” (LEA maintains documentation of the requirement) or “No” (LEA does not include requirement in its Board approved ESL program).

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• FYI, the next 5 slides are a continuation of the Chapter

4.26 Section of Appendix AF which provides you with the remaining questions you need to respond to to complete this section. (Go to Slide 33)

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• The next section of Appendix AF provides guidance to

complete the assessment section of the LEP Program Survey.

• Again, here Appendix AF provides you with the valid

values you need to report for each of the categories listed and what valid values to report under measure type to complete the assessment section of the LEP Program Survey when creating your spreadsheet.

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And again, the next two slides are a continuation of the assessment section of Appendix AF for your information and ready reference. (Go to Slide 36)

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• Okay, as we move on, this screenshot of Appendix AF

provides the categories, valid values, and instructions to report the languages for your bilingual program needed to create your District Fact Template.

• If your LEA implements a Bilingual program model or

models as indicated under category 2 (dual, two-way, transitional, developmental, heritage), you must provide the Language Code from Appendix J, from PIMS User Manual Volume 2, for the language or languages of instruction, other than English.

• If your LEA does not implement a Bilingual Program as

indicated under category 2 (dual, two-way, transitional, developmental, or heritage), you must provide the valid value of 0000 for each of the program models listed within this section.

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• Finally, here is the Teacher Counts and Budget sections
• f Appendix AF which provides the categories, the

measure type, and the description of what to include in the count and amount fields for these categories in

• rder to create your District Fact Template.

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• This slide is an example of what your created

spreadsheet should look like.

• PDE did provide a sample excel spreadsheet in PIMS

User Manual Volume 1, under the District Fact Template for LEP section, for your information and use to ensure that the spreadsheet you are creating includes all of the categories, valid values, and the measure type needed to be included in order for your file to upload to PIMS.

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• And as an FYI, the next two slides are a continuation of

the sample excel spreadsheet that is included in PIMS Manual Volume 1 within the District Fact Template for LEP Section.

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• PDE does have PIMS Cognos Validation Reports available for

LEAs to use to verify the data uploaded concerning the LEP Program Survey.

• Bot of these reports are also available in the sandbox for LEAs

to access and use.

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Okay, that is all that I have at this time in relation to the LEP Program Survey portion of this webinar. Now, we will discuss the ELL End of Year Counts PIMS Internal Snapshot. 42

The ELL End of Year Counts PIMS collection is an internal snapshot PDE will pull using the student template and school enrollment template. For this PIMS Internal Student Snapshot, we will be including English learner and immigrant students who were enrolled at any LEA between the date range of October 3, 2016 to June 30, 2017. PDE will pull this internal snapshot on August 16, 2017, with a snapshot date of June 28, 2017. Since PDE will not be pulling this internal snapshot until August 16, this should allow all LEAs plenty of time to ensure that all of their students data for SY 16‐17 is updated, accurate, and submitted to PIMS using PIMS collection 6.

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The PIMS required templates for this PIMS collection are the Student Template and School Enrollment Template. Student Template:

• The Fields in the student template that we use for federal reporting purposes in

connection with the June 28 PIMS Internal Snapshot are Field 41 (LEP/ELL Status); Field 125 (Years in US Schools), and Field 123 (Home Language Code).

• So looking at field 125, This field identifies immigrant children and youth students

as supported by Title III; looking at both fields 41 and 125, these fields provide which students are both English Learner and Immigrant children and youth; and looking at Field 123, 41, and 125 identifies the native language of the students who are both English learners and immigrant children and youth. School Enrollment Template:

• Used to track entry and withdrawal data.
• Allows PDE to determine the status of immigrant children and youth students

enrolled in an LEA during the school year (date range October 3, 2016-June 30, 2017). 44

PDE is required to submit yearly data related to programs and activities of immigrant children and youth as supported by Title III. This requirement is met by PDE through this PIMS Collection and after this collection closes we pull the data submitted by LEAs and provide the data to the United States Department of Education electronically. Once submitted to the United States Department of Education, the data is used for education planning, policymaking, and budget decision‐making to improve outcomes for English learner students and immigrant children and youth.

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• For the PIMS June 28 ELL End of Year Counts PIMS Internal Snapshot, the

following entities are included in this Internal Snapshot: (Read screen).

• These are the same entities that provide enrollment counts during the October

PIMS Collection.

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As we move on, we mentioned in an earlier slide some key fields that PDE uses from the student template that are important and relevant for this collection. The next few slides go into a little more detail concerning these key fields and the importance of these fields in connection with this PIMS collection.

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So here are the key PIMS demographic data elements for the PIMS June 28 ELL End of Year Counts PIMS Internal snapshot. It is important that these key fields are updated for your students using PIMS Collection 6 prior to the date PDE pulls the June 28 2017 snapshot, which internal snapshot is being pulled on August 16, 2017. As I mentioned earlier, PDE is mandated to provide data to the federal government in connection with programs and activities of immigrant children and youth as supported by Title 3 and these PIMS fields are the key fields PDE uses to report counts to USDE.

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So our first key field we look at when preparing our file to USDE is Years in US Schools. Years in U.S. Schools is collected in Field 125. This is a PIMS conditionally required field. Here we are looking for an integer value (1, 2 or 3) that indicates the years that a student meets the Title III immigrant definition for federal funding purposes. According to Title III, an immigrant child…

• Is age 3‐21
• Was not born in any state; and
• Has not been attending one or more schools in any one or more States

for more than 3 full academic years. Years in US Schools should be calculated in September and reported in the October PIMS Student Snapshot. Years in US schools should not change between October and June 30. For this collection, whatever value was reported for the student’s years in US schools in October is the same value that should be reported in the June 28 ELL End of Year Counts PIMS Collection. Newly enrolled students arriving after October should be reported with a valid value of 1.

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To report eligible immigrant students according to Title III, a student must meet all three criteria of the Title III immigrant definition…so again, if a student is age 3‐21, was not born in any state; and has not been attending

• ne or more schools in any one or more States for more than 3 full

academic years, the student should be reported in Field 125 with an integer value of (1, 2, or 3) which indicates the years that a student has met the Title III immigrant definition for federal reporting purposes. So if a student met all three criteria of the Title III immigrant definition and has been in US schools: 0‐12 (calendar) months, you would report that student in Field 125 as 1 year; if a student met all three criteria of the Title III immigrant definition and has been in US schools 13‐24 (calendar) months, you would report that student in Field 125 as 2 years; and if a student met all three criteria of the Title III immigrant definition and has been in US schools 25‐36 (calendar) months, you would report that student in Field 125 as 3 years. If the student would leave the country and re‐enter back into a U.S. School, the calculation for years in US schools is cumulative…it does not start over. And if a student does re‐enter back into a US school, use the best information you have available for that student when determining the number of years to report in field 125.

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Another important PIMS data element for this collection is Field 41 – LEP/ELL Status. USDE requires PDE to collect student counts for immigrant students by LEP/ELL status. Therefore, we are required to report whether immigrant students (students reported in Field 125, Years in US Schools) are also English learners (students reported in Field 41, with a valid value of 01) . So, PDE collects the English Learner status of a student in Field 41 of the student

• template. The valid value PDE uses from Field #41 to determine whether immigrant

students are English learners is valid value 01 – a current English learner.

• Another important PIMS data element for this collection is

Field #123 (Home Language Code).

• USDE also requires PDE to report immigrant students by

Native Language. Therefore, it is important for LEAs to ensure that Field #123 (Home Language Code) is accurate (USING PIMS COLLECTION 6) prior to the June 28 PIMS Internal Snapshot, which is being pulled on August 16.

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• For this collection we do provide a PIMS Cognos Validation Report

available to LEAs to verify the data uploaded to the PIMS June 28 ELL End of Year Counts PIMS Internal Snapshot. However, this report is being updated and hopefully will be available by end of June.

• I am also working with our PIMS staff to have this report placed in the

sandbox at this time. Unfortunately, I do not have a date at this time as to when it will be available in the sandbox.

• Once this report is updated, the path for this cognos report is

provided on this slide for your ready reference.

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The next few slides discuss how LEAs submit and prepare the Accuracy Certification Statement for the June 28 ELL End of Year Counts PIMS Internal Snapshot. 53

• This slide provides the path to the Accuracy Certification Statement for

this collection. The Accuracy Certification Statement is also being

• updated. Since the snapshot for this collection is not being pulled until

August 16, we should have it available in plenty of time prior to the due date of the ACS.

• PIMS Administrators should verify the accuracy of the data in your

student template and school enrollment template for your students prior to submitting your ACS.

• The Accuracy Certification Statement for this particular PIMS collection

is due on August 25, 2017.

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This ACS is required to be submitted electronically. This slide provides you with the electronic submission process. All of this information can be found on the first page of your ACS. Please note that if this procedure is not followed, the ACS will be returned back to you to correct and return back to PDE. Questions concerning submission of the ACS should be directed to the DDQ Data Collection Team at ra‐ddqdatacollection@pa.gov. 55

Here is a prototype of what the first page of the updated ACS will look like and the red boxed area on this slide is where you would look for the subject line and file name you need to include in your email transmitting your ACS to PDE. 56

This slide provides a link to the PIMS web page on the PDE web site. This is where you can find the PIMS User Manual 1 and 2, the PIMS calendar, and other great resources and tools you need in order to complete the LEP Program Survey and the ELL End of Year Counts Internal Snapshot. 57

And here we provide you with contact information for both technical issues and content questions. 58

Okay…I covered all of the information, resources, and tools that I wanted to share with you today so at this time we will open up the webinar session for questions. If you have any questions at this time, please type them in the question box. I’m going to turn the microphone back over to Anne at this time so we can begin to answer your questions. Thanks you. 59

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