Using Data to Support English Learners

There are various types of data we use in schools. The primary forms of data available are:

• Formative - an ongoing set of daily and weekly observations. Generally gathered in the classroom.
• Summative - tests such as ELPAC, CAASPP, placement tests, i-Ready, course grades
• Demographic - home language, classification (IFEP, RFEP, EL), socioeconomic data
• Educational History - prior schooling, primary language instruction

How do we use data to support our English Learners?

Classroom Teacher - Individualized support, in-class intervention
School - Student supports made available, scheduling, and programming
District - Allocation of resources, teachers to provide support where needed

Milpitas Unified School District has multiple ways of offering data to sites and teachers:

• Illuminate
• Aeries
• WIN Report
• California Dashboard
• i-Ready

Classroom-level assessments for English Learners that can be used to help with placement, modifications, and interventions:

• Gap Finder
• Express Placement

We need to look at multiple data points to figure out what's best for students. One test on one day is not enough to get a picture of the whole students' abilities, understanding, and learning. Decisions about students' placement and supports can not be made based on a single point of data.

Some questions to educators to consider:

• How are you utilizing data to support your students? 
• Are you looking at the whole student when planning instruction that will provide the greatest benefit to your English Learners? 
• Are your planned interventions and scaffolding helping your student move closer to a deeper understanding of how English works, rather than simply providing them a crutch to get a grade?
• What does each of your English Learners need help on? Are you using this information to design supports with purpose and intention? 
• Do you notice any trends in the data? What is your EL subset's greatest need(s)?

Data utilization is a critical component of curriculum planning which helps ensure that we are maximizing class time to provide our ELs with instruction that not only allows them to understand the content we are delivering, but to move them closer to proficiency and self-sufficiency in the American educational system.