Committee Feedback by Andrea Degre

Hello

10119068 — 2023-12-20 00:44:03 UTC

2023-12-20 00:46:51 UTC

What percentage of students who had 4.7 in literacy were lower than 4.5 in Speaking & Listening?

2023-12-20 00:47:22 UTC

In an earlier session, we discussed separate exit scores for students with disabilities who could not exit because of the nature of their disability. What ever happened to that?

I appreciate that you got feedback from other EL Coordinators, teachers, admin, and other stake holders.

2023-12-20 00:50:28 UTC

It looks like the 4.7 overall alone will nearly double the number of exits. Those students seem likely to succeed in terms of SBA (at least on par with non-ELs in most grades). This is good! Additional criteria for 4.5-4.6 is a little messy (gaps/differences across grade levels, timing issues), but to me it is not the main feature - still worth doing, but less impactful.

2023-12-20 00:51:32 UTC

I like that we are including the SBA scores in the exiting criteria. In the past I have had issues with parents whose children exceeded on the SBA but could NOT exit the ACCESS. Parents are able to see that this is a consideration to exit students.

2023-12-20 01:01:50 UTC

When WIDA explained the equivalence (?) in testing validity between the WIDA ACCESS and the SBA, I would be in favor of the second exit table where it includes 2nd and 10th grade literacy scores of 4.7. Using both the SBA and WIDA ACCESS gives us two data points regarding literacy and why I feel so many participants like the banded model (at least that's why I do).

2023-12-20 01:02:06 UTC

Exit #2 similar to Higher Ed

2023-12-21 19:16:26 UTC

FWIW, in higher ed we often have different ways that ESL students can exit from our programs, beginning with program-level assessments (similar to ACCESS) of students with a clear cut-score, then providing an option for students to take a school-level assessment (similar to SBA) with a clear cut-score, and finally having a consideration for literacy, although we tend to focus on writing and not reading, with the understanding that students are writing from sources that they must be able to read and understand first. These different options provide ESL students with a range of ways to show that they are ready to handle the rigor of college-level courses without additional support.