PowerSchool Info

The ‘English Language Proficiency (ELP) Initial Assessment’ box on the SC Student Information page in PowerSchool must be completed for students screened for possible MLP services, whether they qualify for services or not, beginning with the 2021-22 school year. Entering this data provides a place to notate that screening did occur whether the student qualifies for services or not. If a student transfers to your district that did not qualify for services or has already met the proficiency criteria, it is suggested to enter that information in the ELP initial assessment box to keep a record of it, when and if the information is available/applicable (e.g., non-WIDA state transfers are not an available option in the drop-down menu and would not be entered). 

The ‘District Enrollment Date’ field should be completed to notate the student’s enrollment date in the district. If a student were to withdraw and reenroll to the district, this date can be updated to reflect the most current enrollment date if there was at least a forty-five (45) day break in enrollment. 

The ‘Immigrant Funding-In U.S. School(s) 3 Full Academic Years or Less’ field applies to immigrant children and youth who leave the country before three full years and return to the U.S. All immigrant children and youth are coded by using the ‘Birth Country’ and ‘U.S. Entry Date’ fields. When the Title III program office calculates the number of immigrant children and youth for Title III, Part A immigrant funding, students who have a ‘U.S. Entry Date’ of more than three years are not included in this calculation. However, sometimes immigrant children and youth leave the U.S. before the full three years and return later. This ‘Immigrant Funding-In U.S. School(s) 3 Full Academic Years or Less’ field may be selected for students who have left the U.S. and returned but have been in U.S. schools for three years or less total. These years do not have to be consecutive. 

This field clears out when the district runs the year-end roll-over initialization process. The initialization process may exclude certain students (e.g., inactive or new students), and the district is responsible for checking these lists for accuracy. Districts will need to have this field updated by the 45th day of each school year as applicable to be included in the immigrant calculations for funding. 

FIRST RECORD OF MLP SERVICES

ESEA Section 3121(a)(6) requires that an LEA annually report the number and percentage of MLs who have not attained ELP within five years. In this field, the date of the first MLP services on record should be recorded. This includes evidence of MLP services from other districts in South Carolina or other states for transfer students. This data is often difficult to retrieve, but the data should be as accurate as possible. This field is critical for ensuring that LEAs monitor the amount of time it takes an ML to obtain proficiency in English and adjust programmatic components to support the needs of MLs. 

The ‘First Record of MLP Services’ field is in PowerSchool on the MLP page and in the ‘MLP Program Service Delivery Models (PSDMs)’ table. This date should be completed for all MLs by the 45-day count deadline of the 2022-23 school year. Continue to enter this information for all newly enrolled students. This field must be completed for all MLs except for students who have previously met the proficiency criteria (M1-M4, 8) unless brought back into the MLP. If a student has this information entered and is reclassified as an M1, there is no need to delete data from PowerSchool. 

This field replaces the MLP Service Years (formally known as ESOL/ELLI Codes) needed for federal reporting and does not get initialized each year, meaning it remains in PowerSchool and does not need to be entered each year. If at any point evidence surfaces which indicates a date of MLP services earlier than the one entered, the field may be edited to reflect the new information. 

PROGRAM SERVICE DELIVERY MODELS

The PSDM table on the MLP page in PowerSchool replaces the previous ESOL/ELLI Codes for services. Each ML should have at least one but potentially more than one PSDM selected to accurately reflect the MLP services they are receiving within the school year. It is possible that these PSDMs change throughout the year and any changes should be reflected in PowerSchool accordingly. These fields are part of the PowerSchool initialization process and will be cleared annually once a district runs initialization. 

SCDE REPORT PORTAL: BUSINESS INTELLIGENCE REPORTS

ELP assessments, longitudinal ELP, and Multilingual Learner Goals reports can be found by accessing the SCDE Report Portal. Once in the SCDE Report Portal, the screen will default to the 'Data Quality & Reporting' application page if a district-level user. As a district-level user, under the Report Portal tab, district report cards, business intelligence (BI) reports, and documents from the reports dropdown menu can be accessed as the user’s role allows. To access the ELP BI reports, select the ‘ELP Assessment,’ ‘Longitudinal ELP,’ or ‘Multilingual Learner Goals’ link from the data deporting dropdown menu. The SCDE Report Portal can be used to determine if a student met the accountability measure for the state report card. 

For additional accountability inquiries, please contact the Office of Research and Data Analysis (ORDA) at reportcard@ed.sc.gov. 

POWERSCHOOL DATA

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