1. Changes for PY 2006 and Beyond Changes to NRS Reporting PY 2006 and Beyond American Institutes for Research February 2005

2. Changes for PY 2006 and Beyond 2 Changes for PY 2006 (July 2006–June 2007) ESL Levels Revised Beginning level to be divided into low and high Low advanced and high advanced ESL to be combined into one level Descriptors to be revised for new levels

3. Changes for PY 2006 and Beyond 3 New ESL Levels for PY 2006 New ESL LevelEntry Benchmark CASAS Score Entry Benchmark SPL Beginning ESL Literacy180 and below0–1 Low Beginning ESL181–1902 High Beginning ESL191–2003 Low Intermediate ESL201–2104 High Intermediate ESL211–2205 Advanced ESL221–2356

4. Changes for PY 2006 and Beyond 4 Other Changes for PY 2006 Current Table 4, Required and unchanged Table 4A, Eliminated Table 4A reports number of students who advanced two or more levels Table 4B to be Required Table 4B reports only on students who were both pre- and post-tested

5. Changes for PY 2006 and Beyond 5 Other Changes Under Consideration for Future years Other Data to Report Scaled test scores Demographic measures Native language, country of origin Number of school-aged children Revise EFL Descriptors Optional Tables

6. Changes for PY 2006 and Beyond 6 Use of Optional Tables Optional tables developed at request of several states Are not useful unless all or most states use Two tables will soon be required Continued use of other optional tables dependent on number of states that want them

7. Changes for PY 2006 and Beyond 7 State Use of Remaining Optional Tables TableStates Using 9 – Workplace Literacy15 11 – Secondary Out.24 12 – Work-Based PL15 13 – Unintended Out.9

8. Changes for PY 2006 and Beyond 8 Discussion Are these tables useful? Why are they not reported? Should we continue using them and/or make them required? What other possible changes to NRS should we consider?

9. Changes for PY 2006 and Beyond 9 Increasing Number of Learners with Pre- and Post-Test Scores “Boggle” Exercise: Teams brainstorm a list of strategies to increase the number of learners with both a pre- and post- test score. Generate as many strategies as possible. Staff will elicit and list all viable strategies on flipchart. If teams have the same idea, cross it off your team list (no duplicates allowed). Team with the most remaining “unique” strategies wins.