© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ACCESS for ELLs ® Training Name of Presenter

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

ACCESS for ELLs® Training

Name of PresenterName of Presenter

DateDate

WIDA Consortium / CAL / Metritech ACCESS for ELLs Training 2

Workshop OutlineWorkshop Outline

Essential background on the WIDA assessments Essential background on the WIDA assessments Test Administration training Test Administration training Desire2Learn (D2L) online courseware and training CD for Test Desire2Learn (D2L) online courseware and training CD for Test AdministratorsAdministratorsGroup Test Administration Procedures (Listening, Reading, Group Test Administration Procedures (Listening, Reading, Writing Tests) Writing Tests) Speaking Test — format and scoringSpeaking Test — format and scoringKindergarten TestKindergarten TestMonitoring Test SecurityMonitoring Test SecurityInterpreting ScoresInterpreting Scores


WIDA Management

WCERSEA Steering

Committee

Test DevelopmentCenter for Applied

Linguistics& WIDA Test Item

Committee

PDSRMetriTech, Inc

StandardsDevelopment

Margo Gottlieb &WIDA Standards

Committee


WIDA Consortium Member States

Current WIDA Consortium Member State

Map: www.graphicmaps.com

Together, these states serve approximately 460,000 English language learners in K-12 public schools.


Testing Testing Responsibilities & Responsibilities & ProceduresProcedures


Facilitator/DAC ResponsibilitiesFacilitator/DAC Responsibilities

Coordinate test administration activities within the state or Coordinate test administration activities within the state or districtdistrictCoordinate with WIDA administrators, MetriTech, and the Coordinate with WIDA administrators, MetriTech, and the Center for Applied LinguisticsCenter for Applied LinguisticsSchedule the testing dates and ordering bookletsSchedule the testing dates and ordering bookletsEnroll test administrators in the online training course and/or Enroll test administrators in the online training course and/or providing alternative means of trainingproviding alternative means of trainingCertify test administratorsCertify test administratorsArrange for reporting and dissemination of testing results.Arrange for reporting and dissemination of testing results.


Coordinator ResponsibilitiesCoordinator Responsibilities

Direct assignment of students to tiersDirect assignment of students to tiersReceive, secure, distribute, and return test materialsReceive, secure, distribute, and return test materialsArrange and schedule test sessions and generally Arrange and schedule test sessions and generally oversee all aspects of test administrationoversee all aspects of test administrationAssure that test administration is performed by properly Assure that test administration is performed by properly trained test administrators trained test administrators


Test Administrator ResponsibilitiesTest Administrator Responsibilities

Assure accuracy of student demographic information Assure accuracy of student demographic information on test labelson test labels

Administer parts of the ACCESS for ELLsAdminister parts of the ACCESS for ELLs®® test for test for which he/she is certifiedwhich he/she is certified

Group test (Listening, Reading, Writing)Group test (Listening, Reading, Writing)

Speaking test Speaking test

Kindergarten testKindergarten test

Secure test materials Secure test materials


Training for ACCESS for ELLsTraining for ACCESS for ELLs®®


Why do the online course?Why do the online course?

Do training in own timeDo training in own time

Refer back many times if necessaryRefer back many times if necessary

Access to sample items Access to sample items

Access to sound files and scoring rationale to calibrate Access to sound files and scoring rationale to calibrate for rating speakingfor rating speaking

Download and print Test Administration ManualDownload and print Test Administration Manual

Participate in the Discussion BoardParticipate in the Discussion Board

Take quizzes for certificationTake quizzes for certification


CertificationCertification

Separate certifications in:Separate certifications in:Group administrationGroup administration

Speaking test administrationSpeaking test administration

Kindergarten administrationKindergarten administration

Certification is based on successful quiz completion (80%)Certification is based on successful quiz completion (80%)

Qualifications checked by facilitators through Grade menuQualifications checked by facilitators through Grade menu

Certification process handled by stateCertification process handled by state


www.wida.uswww.wida.us


D2L & Account CreatorD2L & Account Creator

Click to enter D2L site

Click to access Account Creator


Account Creator Security AlertAccount Creator Security Alert

Click on “Continue to this website” option if this appears


D2L Account CreatorD2L Account Creator


Logging On to D2L

Enter Username and Password given to you


Remember to click on the + if the course does not appear.

Opening the D2L ACCESS training course


Note menu of options

D2L ACCESS Homepage w/ Options


Content of D2L CourseContent of D2L Course


Make use of the Discussion Board to post questions, comments, ideas, and issues; feel free to respond to your colleagues’ postings as well.

D2L Discussion BoardD2L Discussion Board


The WIDA Standards and The WIDA Standards and the ACCESS for ELLsthe ACCESS for ELLs®® TestTest


Centrality of the ELP StandardsCentrality of the ELP Standards

Formative“Classroom”AssessmentFramework

Summative“Large-scale”AssessmentFramework

English LanguageProficiencyStandards

& PerformanceDefinitions

ModelPerformanceIndicators:Formative

ModelPerformanceIndicators:Summative


The WIDA ELP StandardsThe WIDA ELP Standards

Standard 1—SIEnglish language learners communicate in English for social and instructional purposes in the school setting.

Standard 2— LAEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3—MAEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Standard 4—SCEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5— SSEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.


Five Levels of English Language Five Levels of English Language ProficiencyProficiency

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5 6

BRIDGING REACHING


Criteria for Proficiency Level DefinitionsCriteria for Proficiency Level Definitions

Linguistic Complexity: Extent of functional language (text or Linguistic Complexity: Extent of functional language (text or discourse)discourse)

Vocabulary Usage: Comprehension and use of the technical Vocabulary Usage: Comprehension and use of the technical vocabulary of the content areasvocabulary of the content areas

Language Control: Comprehension and use of phonological, Language Control: Comprehension and use of phonological, syntactic, and semantic structure & rulessyntactic, and semantic structure & rules

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

REACHING

6

54321


Overall Organization of StandardsOverall Organization of Standards

Frameworks for Formative & Summative Assessment (2)

English Language Proficiency Standards (5)

Language Domains (4)

Grade Level Clusters (5)

Language Proficiency Levels (5)

Model PIs are the lowest level ofexpression of the standards

Model Performance Indicators


Organization of PI’s within StandardsOrganization of PI’s within Standards


Individual Model Performance Individual Model Performance Indicators (PIs) as Basis of Test ItemsIndicators (PIs) as Basis of Test Items

Grades 6-8

Standard 1: Social and Instructional Language

Listening

Example topic: Resources & Supplies

Level 2: Beginning

Match needed resources or supplies with type of activities from pictures and oral statements (e.g., calculators & math books)


Sequence of Model PI’s within a Sequence of Model PI’s within a Theme FolderTheme Folder

Model PI’s for a Tier B Theme Folder for 6-8Grades 6-8

Standard 1: Social and Instructional Language

Listening

Example topic: Resources & Supplies


Test Alignment with Proficiency LevelsTest Alignment with Proficiency Levels

Annual ACCESS for ELLs®

W-APT™

ENTERING BEGINNING DEVELOPINGEXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING


Tier PlacementTier Placement

Follow Follow Criteria for Tier PlacementCriteria for Tier Placement (available in (available in Informational Handbook and at Informational Handbook and at www.wida.us))Use previous test scoresUse previous test scoresUse teacher judgmentUse teacher judgmentKeep in mind 70-80% will be Tier B (Aligns with Keep in mind 70-80% will be Tier B (Aligns with Proficiency Levels 2-4)Proficiency Levels 2-4)When in doubt, place the student in the When in doubt, place the student in the higherhigher tiertier

http://www.wida.us/


ACCESS Administration Times ACCESS Administration Times and Weightsand Weights

Listening (15%): 20-25 Listening (15%): 20-25 minutes, machine scoredminutes, machine scored

Reading (35%): 35-40 Reading (35%): 35-40 minutes, machine scoredminutes, machine scored

Writing (35%): Up to 1 hour, Writing (35%): Up to 1 hour, rater scoredrater scored

Speaking (15%): Up to 15 Speaking (15%): Up to 15 minutes, administrator scoredminutes, administrator scored

Test Times(Minutes)Listening,

25

Reading, 40Writing, 60

Speaking, 15

Listening

Reading

Writing

Speaking

Test Weights(Percent)Listening,

15%

Reading, 35%

Writing, 35%

Speaking, 15%

Listening

Reading

Writing

Speaking


Grade Leveland Tier

K

1-2

3-5

6-8

9-12

A (adaptive – no tiers)

A B C

A B C

A B C

A B C

Listening — group admin, machine scored

Reading — group admin, machine scored

Speaking — individual admin, adaptive, TA scored

Writing — group admin, rater scored

Domains

Series

Structure of ACCESS for ELLs® Test

1 Kindergarten form + (4 grade level clustersx 3 tiers) = 13 test forms

Each letter represents one tiered test form

102 (roll-out Winter 2007)




Administering Group Administering Group ComponentsComponents


Test Administration OverviewTest Administration Overview

Listening and Reading are administered together in one Listening and Reading are administered together in one group session (approximately 75 minutes)group session (approximately 75 minutes)

Writing is administered in a separate group session Writing is administered in a separate group session (approximately 75 minutes)(approximately 75 minutes)

15-20 students per group session15-20 students per group session

Speaking is administered individuallySpeaking is administered individually

All test sessions must occur within state’s testing windowAll test sessions must occur within state’s testing window


Listening TestListening Test

Multiple choiceMultiple choice20-25 minutes20-25 minutesThematically organizedThematically organizedScriptedScriptedGroup administeredGroup administeredMachine scoredMachine scored


Example of what the student sees (Gr 1-2)


Example Script (Grades 1-2)Example Script (Grades 1-2)


What the student sees: Grade 1-2 Listening


Reading TestReading Test

Multiple choiceMultiple choice

35-40 minutes35-40 minutes

Thematically organizedThematically organized

Group administeredGroup administered

Machine scoredMachine scored


#11: #11: “To Jessica, he was the best dog in the world.” This sentence “To Jessica, he was the best dog in the world.” This sentence shows Jessica’s opinion. Which of the following also shows an shows Jessica’s opinion. Which of the following also shows an opinion?opinion?PI (Level 3): Identify language associated with stating opinions found in fiction or non-fiction text.

#12: #12: When Jessica saw the sign for the lost dog, why did she believe it When Jessica saw the sign for the lost dog, why did she believe it was Blue?was Blue?PI (Level 4): Differentiate between statements of fact and opinion found in various reading selections.

#13: #13: Why does the woman say at the end of the story, “He’s your dog, Why does the woman say at the end of the story, “He’s your dog, all right!”?all right!”?PI (Level 5): Identify author’s reasons or intent for selecting facts or opinions found in fiction or non-fiction from grade-level language arts text.

Items Tied to Performance Indicators: Items Tied to Performance Indicators: Tier C ItemsTier C Items


Reading Items Adapted for Tier A

Simpler text and more graphic supportItems at Proficiency Levels 1, 2, and 3

For example:1. Which is Blue?

PI (Level 1): Match labels or identify facts from pictures and phrases.

2. “I know he has white spots.” Which words in this sentence tell you it is a fact?PI (Level 2): Identify language associated with stating facts found in short fiction or non-fiction text supported by pictures or graphics

3. [Same item from Tier C] “To Jessica, he was the best dog in the world.” This sentence shows Jessica’s opinion. Which of the following also shows an opinion?PI (Level 3): Identify language associated with stating opinions found in fiction or non-fiction text.


Writing TestWriting Test

Up to 1 hour

4 tasks per tiered form: 1. SI2. MA3. SC4. Integrated Task on Tiers B and C

(combines LA/SS/SI)

Writing task is modeled for child

Rater scored (by MetriTech): Two raters score – if they do not agree, a third rater scores


LA Writing PI — 6-8: Level 5

Defend positions or stances using original ideas with supporting details

Sample Item: Writing Grades 6-8Sample Item: Writing Grades 6-8



Speaking TestSpeaking Test

Up to 15 minutes per studentUp to 15 minutes per student

No tiers – adaptive formatNo tiers – adaptive format

Individually administeredIndividually administered

3 parts per form: 3 parts per form:

SI : Part A (Tasks 1-3 cover Proficiency Levels 1-3)SI : Part A (Tasks 1-3 cover Proficiency Levels 1-3)

LA/SS : Part B (Tasks 1-5 cover Proficiency Levels 1-5)LA/SS : Part B (Tasks 1-5 cover Proficiency Levels 1-5)

MA/SC : Part C (Tasks 1-5 cover Proficiency Levels 1-5)MA/SC : Part C (Tasks 1-5 cover Proficiency Levels 1-5)

Scored by test administratorScored by test administrator

Qualitative ratings assigned according to Speaking RubricQualitative ratings assigned according to Speaking Rubric

Numeric score calculated by MetriTechNumeric score calculated by MetriTech


Speaking Test Scoring Sheet

–Part A : Social Instructional

(Tasks 1-3 cover Proficiency Levels 1-3)–Part B : LA/SS

(Tasks 1-5 cover Proficiency Levels 1-5)–Part C : MA/SC

(Tasks 1-5 cover Proficiency Levels 1-5)


Navigating the Speaking Test Navigating the Speaking Test (Grades 1-12)(Grades 1-12)

T1

T2

T3

If score on level is ?, Meets, or Exceeds, go to next level task.

Part A

T1

T2

T3

T4

T5

T1

T2

T3

T4

T5

If score on level is Approaches or No Response, go to Task 1 of Part B.

If score on level is Approaches or No Response, stop the Speaking Test.

If score on level is Approaches or No Response, go to Task 1 of Part C.


END

Part B Part C



Sample Item: Speaking


Speaking Task: SI, 3-5, Level 1Speaking Task: SI, 3-5, Level 1

PI: Respond to WH- questions

First let’s talk about things people do outside. This is a picture of people in a park. I’m going to ask you some questions about this picture.

Q1: (Point to TREE) What is this?

Q2: (Point to BALL) What is this?

Q3: (Point to DOG) What is this?

Q4: (If necessary) What else do you see in this picture (OR) What other things do you see in this picture?



PI: Ask and respond to questions

Now listen carefully. I’ve just asked you some questions about this picture. Now I want you to ask me some questions about it. (OR) Pretend you are the teacher and want to ask me some questions about this picture. For example, you could ask me, “Where are the people?” OK?

Q1: (Point to BOY ON BIKE) What do you want to know about him? (OR) Ask me a question about him.

Q2: (Point to PICNIC TABLE) What do you want to know about this? (OR) Ask me a question about this.

Q3: What other things do you want to know about his picture? (OR) What’s another question you can ask me about (anything in) this picture?(Answer student’s question.)



PI:Exchange personal information

Now let me tell you something about these children. (Point to CHILDREN PLAYING CATCH) Their names are Alex and Leticia. They like to play catch.

Q1: Do you like to play catch?

Q2: (If “Yes”) What else do you like to do?

Q3: (If “No”) What do you like to do?

Q4: What do you like about __________? (OR) Tell me something about ___________.

Q5: (If necessary) Tell me more.


Speaking Test MaterialsSpeaking Test Materials

RubricsRubrics

Scoring sheetScoring sheet

Samples—sound filesSamples—sound files

Scored sheets with rationale and transcriptScored sheets with rationale and transcript


KindergartenKindergarten


Kindergarten TestKindergarten Test

All components individually administeredAll components individually administered

All components adaptive—stop a test component when All components adaptive—stop a test component when child reaches his/her ceilingchild reaches his/her ceiling

All responses, except for Writing section, recorded by TAAll responses, except for Writing section, recorded by TA

TA scores all components, including Writing, during TA scores all components, including Writing, during administrationadministration

Averages 30 minutes per student for all componentsAverages 30 minutes per student for all components






Accommodations for SwDAccommodations for SwD

In general, accommodations for In general, accommodations for students with students with disabilitiesdisabilities are allowable, as outlined in IEP. are allowable, as outlined in IEP.

Accommodations must not invalidate the test Accommodations must not invalidate the test construct.construct.

See Accommodations section of the See Accommodations section of the Test Test Administration ManualAdministration Manual for a list of allowable for a list of allowable accommodations for the ACCESS test. accommodations for the ACCESS test.


LogisticsLogistics

Test administratorsTest administratorsTeachersTeachers

Other professional staffOther professional staff

Aides?Aides?

Students must be grouped by grade level cluster and Students must be grouped by grade level cluster and tier. Tiers cannot be combined.tier. Tiers cannot be combined.

Keep the test secureKeep the test secure


Managing Test Security & Managing Test Security & Test OperationsTest Operations

for the ACCESS for for the ACCESS for ELLs® Testing Window ELLs® Testing Window

2007-20082007-2008


ObjectiveObjective

To learn about test security proceduresTo learn about test security procedures

To explain and clarify the roles and responsibilities of To explain and clarify the roles and responsibilities of those involved in testing those involved in testing

To explain and clarify how to handle various possible To explain and clarify how to handle various possible security situationssecurity situations

To know what to expect when your test shipment To know what to expect when your test shipment arrivesarrives

Which materials arrive at the district? The school?Which materials arrive at the district? The school?

How do I keep track of my shipment or order more How do I keep track of my shipment or order more materials?materials?

How do I draft a security checklist?How do I draft a security checklist?


Security Plan: General OverviewSecurity Plan: General Overview

Roles and ResponsibilitiesRoles and Responsibilities

Our state/district/school security plan and testing datesOur state/district/school security plan and testing dates

District-level securityDistrict-level securityMaterialsMaterials

Follow-upFollow-upProceduresProcedures

ChecklistsChecklists

School-level securitySchool-level securityMaterialsMaterials

Follow-upFollow-upProceduresProcedures

ChecklistsChecklists

Contact information for MetriTechContact information for MetriTech


General Security GuidelinesGeneral Security Guidelines

Only test administrators or other authorized staff Only test administrators or other authorized staff may handle secure test materials.may handle secure test materials.

Place all secure materials in locked storage.Place all secure materials in locked storage.

Do not leave materials unattended before or after Do not leave materials unattended before or after testing.testing.

Do not share any specific test information with Do not share any specific test information with students prior to or after testing.students prior to or after testing.

Do not copy any test booklets or other secure Do not copy any test booklets or other secure materials.materials.


District Assessment Coordinator Serve as main contact with MetriTech, Inc.

prepares list of grades to be tested in each school, list of testing materials required by each school, and testing schedule of each school

Coordinates ordering and distribution of test materials to the schools and returning of test materials to MetriTech

Takes inventory of materials distributed and returned Responsible for training School Assessment

Coordinators & Test Administrators on test administration and security

Anticipate and answer questions from school assessment coordinators at your schools

Roles and Responsibilities (1)


Roles and Responsibilities (2)Roles and Responsibilities (2)

Test Coordinator (at school-level)Test Coordinator (at school-level) Take inventory of boxes immediately upon their arrival Take inventory of boxes immediately upon their arrival

from the District Assessment Coordinator from the District Assessment Coordinator Verify that there are enough testing materialsVerify that there are enough testing materials Request additional needed testing materials from Request additional needed testing materials from

MetriTech if necessaryMetriTech if necessary Coordinate and distribute test materials in your school;Coordinate and distribute test materials in your school; Take inventory of materials that are returned to District Take inventory of materials that are returned to District

Test CoordinatorsTest Coordinators Remind Test Administrators that all test materials are Remind Test Administrators that all test materials are

to be kept secure and confidentialto be kept secure and confidential


Roles and Responsibilities (3)Roles and Responsibilities (3)

Test AdministratorsTest Administrators

Complete online training course and certification through Complete online training course and certification through Desire2Learn system (Desire2Learn system (www.uwosh.edu/d2l))

Become familiar with procedures in Test Administration Become familiar with procedures in Test Administration Manual for test accommodations for ELLs with disabilitiesManual for test accommodations for ELLs with disabilities

Fill out the demographic student information on each test Fill out the demographic student information on each test booklet (if pre-ID labels were not ordered)booklet (if pre-ID labels were not ordered)

Administer the components of ACCESS for ELLs® for which Administer the components of ACCESS for ELLs® for which you are certified (Kindergarten/Group you are certified (Kindergarten/Group Components/Speaking)Components/Speaking)

http://www.uwosh.edu/d2l


Materials Received by the DistrictMaterials Received by the District

District Packing List District Packing List

Each school’s Packing ListEach school’s Packing List

Your state’s scheduleYour state’s schedule

Test Administration Manuals (1 per set of 20 test Test Administration Manuals (1 per set of 20 test booklets)booklets)

Test Administration Scripts Speaking Test Picture Test Administration Scripts Speaking Test Picture Cue Booklet/Script (1 per set of 8 booklets ordered Cue Booklet/Script (1 per set of 8 booklets ordered per grade-level cluster)per grade-level cluster)

10 % overage of Listening, Reading and Writing 10 % overage of Listening, Reading and Writing test booklets test booklets

Return instructions and labelsReturn instructions and labels


Materials for Each SchoolMaterials for Each School

School Packing List School Packing List

Grade/Tier Header SheetsGrade/Tier Header Sheets

Documentation of Materials Not ReturnedDocumentation of Materials Not Returned form form

District and School Test Administration Manuals District and School Test Administration Manuals

(1 per set of 20 test booklets)(1 per set of 20 test booklets)

Speaking Tests for each grade-level cluster; Speaking Tests for each grade-level cluster; Listening, Reading and Writing test booklets and Listening, Reading and Writing test booklets and scripts for each grade/tier testedscripts for each grade/tier tested


School Procedures Upon Receipt School Procedures Upon Receipt of Test Materialsof Test Materials

Divide test booklets into groups for each scheduled testing session

Test booklets may not be distributed prior to testing session

Students must use Number 2 pencils; the scanning equipment used to score answer documents will not read anything but Number 2 pencil marks

Place pre-ID labels containing the student demographic information in the box on the front cover of the test booklet

If pre-ID labels were not ordered or if any label contains incorrect information, the student demographic information must be filled in by hand; school test coordinator will give District Code number and School Code number to test administrators


Sample School Security Checklist (Part 1)Sample School Security Checklist (Part 1)

School Security ChecklistSchool Security ChecklistACCESS for ELLs® Check ListACCESS for ELLs® Check List

Spring 2007Spring 2007District:________________ School:___________________District:________________ School:___________________DIRECTIONS: The School Test Coordinator must make sure that the test DIRECTIONS: The School Test Coordinator must make sure that the test

administrator has signed the Agreement to Maintain Confidentiality administrator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The test administrator must date before issuing secure test materials. The test administrator must date and sign this form when secure test materials are issued. The School and sign this form when secure test materials are issued. The School Test Coordinator must sign this form when secure test materials are Test Coordinator must sign this form when secure test materials are returned. returned.

NOTE: The School Test Coordinator should keep one copy of all completed NOTE: The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the forms and return the original to the District Test Coordinator with the secure test materials.secure test materials.


School Security Checklist (Part 2)School Security Checklist (Part 2)

Grade Grade MaterialsMaterials # of # of copiescopies

Receiving Test Receiving Test Administrator’s Administrator’s SignatureSignature

Date & Time Date & Time ReceivedReceived

School Test School Test Coordinator’s Coordinator’s SignatureSignature

Date and Date and Time Time ReturnedReturned

KindergartenKindergarten Test BookletsTest Booklets

Administrator Administrator scriptsscripts

1-2 Tier A1-2 Tier A Test BookletsTest Booklets


1-2 Tier B1-2 Tier B Test BookletsTest Booklets



MetriTechMetriTech Contact Information Contact Information

Telephone: Telephone: (217) 398-4868 (217) 398-4868

Toll-Free: Toll-Free: (800) 747-4868 (800) 747-4868

Fax: (Fax: (217) 398-5798217) 398-5798

E-mail: [email protected]: [email protected]


Interpreting ACCESS for ELLs® Results

Be familiar with the ELP Performance DefinitionsBe familiar with the ELP Performance Definitions

Target certain reports to specific stakeholdersTarget certain reports to specific stakeholders

Consider summarizing or consolidating the suggestions for using Consider summarizing or consolidating the suggestions for using the information from each score report according to target the information from each score report according to target audience.audience.

Look at different configurations of data in the reports for Look at different configurations of data in the reports for individual and group placement or to develop a plan for individual and group placement or to develop a plan for organizing services for English Language Learners for the organizing services for English Language Learners for the coming school year.coming school year.


Types of ScoresTypes of Scores

Raw Scores---by ELP StandardRaw Scores---by ELP Standard

Scale ScoresScale Scores

Vertically scaled K-12 (100-600)Vertically scaled K-12 (100-600)

Scale scores for each language domain are Scale scores for each language domain are separateseparate

English Language Proficiency Level (1.0-6.0)English Language Proficiency Level (1.0-6.0)


ScoresScores

Language Domains—Listening, Speaking, Reading, and Language Domains—Listening, Speaking, Reading, and WritingWriting

Composite ScoresComposite ScoresOral Language (50% L + 50% S)Oral Language (50% L + 50% S)Literacy (50% R + 50% W)Literacy (50% R + 50% W)Comprehension (30% L + 70% R)Comprehension (30% L + 70% R)Overall (15% L + 15% S + 35% R + 35% W)Overall (15% L + 15% S + 35% R + 35% W)

NA (Not Attempted)=AbsentNA (Not Attempted)=Absent


Types of ReportsTypes of Reports

Individual Student Parent/Guardian Individual Student Parent/Guardian

Individual Student TeacherIndividual Student Teacher

Student RosterStudent Roster

School Frequency Report by GradeSchool Frequency Report by Grade

District Frequency Report by GradeDistrict Frequency Report by Grade

Electronic data from MetriTechElectronic data from MetriTech


Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Parent Report

Comprehension Score

Overall Score


What does the parent report tell us?What does the parent report tell us?

Information about the student’s English language Information about the student’s English language proficiency in relation to the WIDA ELP Standards—NOT proficiency in relation to the WIDA ELP Standards—NOT information on the student’s academic achievementinformation on the student’s academic achievement

Indicates the extent to which a student has acquired Indicates the extent to which a student has acquired listening, speaking, reading and writing—reflective of a listening, speaking, reading and writing—reflective of a test given annually.test given annually.


Parent/Guardian Translations

Provided in English and 19 additional languages - visit www.wida.us

A letter to accompany the report in parents primary language is suggested

http://www.wida.us/


Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Student’s Composite

Scores

Student’s Scale Score by Domain

Student’s Scale

Composite Scores

Student’s Comprehension

by Standard

Student’s Speaking Performance by

Standard

Student’s Writing Performance by

Standard

TeacherReport


How do we use this information?How do we use this information?

Standards-based results help inform curriculum, Standards-based results help inform curriculum, instruction and assessment of ELLs.instruction and assessment of ELLs.

The Overall Score summarizes student’s global language The Overall Score summarizes student’s global language proficiency.proficiency.

Domain subscale scores allow for examination of Domain subscale scores allow for examination of strengths and weakness by domain.strengths and weakness by domain.


Raw scores by standards allow for examination of Raw scores by standards allow for examination of strengths and weakness by standardsstrengths and weakness by standards

Individual report components offer a starting point for Individual report components offer a starting point for differentiating instruction and assessment.differentiating instruction and assessment.

Rubrics in Interpretative Guide—Writing and SpeakingRubrics in Interpretative Guide—Writing and Speaking—criteria with rubrics scaffold across the levels of —criteria with rubrics scaffold across the levels of language proficiency and may be used in assessing language proficiency and may be used in assessing classroom tasks and projects throughout the year.classroom tasks and projects throughout the year.


Student Roster Report

Scale Score and ELP Level by

Domain

Scale Score and ELP Level by Composite:

Oral Language, Literacy,

Comprehension and Overall

Cluster

Tier


Using this information?Using this information?

Examine scores from each language domain within a Examine scores from each language domain within a grade level cluster to detect patterns. (To what extent are grade level cluster to detect patterns. (To what extent are there differences in student performance between the there differences in student performance between the language domains, and are these differences attributed to language domains, and are these differences attributed to second language development or delivery of instructional second language development or delivery of instructional services?)services?)


Continued:Continued:

Inform school and district improvement plans for ELLs.Inform school and district improvement plans for ELLs.

A starting point for grouping students for support services A starting point for grouping students for support services according to their Overall Score or by their profiles according to their Overall Score or by their profiles according to language domains.according to language domains.


Highest & Lowest Scores

Total Tested

Number of Students Tested who scored at each ELP level

by Domain and Composite

% of Total Students Tested who scored at

each ELP level by Domain and Composite


How to use this informationHow to use this information

Frequency reports for two consecutive years provide cross-Frequency reports for two consecutive years provide cross-sectional data (unless the set of students from one year to the sectional data (unless the set of students from one year to the next is identical, which is highly unlikely.)next is identical, which is highly unlikely.)

If data in this report are used to make cross-sectional If data in this report are used to make cross-sectional comparisons, this is applicable across grade level clusters, as comparisons, this is applicable across grade level clusters, as ACCESS for ELL’s is a vertically scored test, k-12.ACCESS for ELL’s is a vertically scored test, k-12.

In communicating results of this report, use both the numbers In communicating results of this report, use both the numbers and their corresponding percents. If numbers are low, the and their corresponding percents. If numbers are low, the percent may appear distorted if shown in isolation.percent may appear distorted if shown in isolation.


Highest & Lowest Scores

Total Tested

Number of Students Tested who scored at each ELP level by Domain and Composite

% of Total Students Tested who scored at each ELP level by Domain and Composite


How do we use this information?How do we use this information?

This report may serve as a district’s estimate of the number This report may serve as a district’s estimate of the number and/or percent of students who have met criterion for Annual and/or percent of students who have met criterion for Annual Measurable Achievement Objectives (AMAO’s).Measurable Achievement Objectives (AMAO’s).

Data can be shared with local boards of education or Data can be shared with local boards of education or community groups.community groups.

Information will be useful in planning, designing, or Information will be useful in planning, designing, or restructuring program services.restructuring program services.

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

For more information, please contact the WIDA Hotline:

1-866-276-7735 or [email protected]

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

Metritech, Inc., www.metritech.com

Questions or Comments?

mailto:[email protected]

Documents

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ACCESS for ELLs ® Training Name of Presenter