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Understanding the ACCESS Understanding the ACCESS for ELLsfor ELLs®®

Dr. Tim BoalsExecutive Director of WIDA

Dr. Margo GottliebWIDA Lead Developer  Dr. Dorry KenyonDirector of Language Testing: Center for Applied Linguistics 

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The WIDA ConsortiumThe WIDA Consortium

WIDA states represent 450,000 English Language Learners.WIDA states represent 450,000 English Language Learners.

WiWisconsinsconsinDDelaware (2002)elaware (2002)

District of ColumbiaDistrict of ColumbiaRhode Island, Maine, New Rhode Island, Maine, New Hampshire, Vermont, Hampshire, Vermont, Illinois (2003)Illinois (2003)

Alabama (2004); New Jersey, Georgia (2005); Alabama (2004); New Jersey, Georgia (2005); Oklahoma, Kentucky (2006), North Dakota, Oklahoma, Kentucky (2006), North Dakota, Pennsylvania (2007)Pennsylvania (2007)

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Title III Requirements of the Title III Requirements of the “No Child Left Behind Act”“No Child Left Behind Act”

Title III:Title III: English Language Proficiency English Language Proficiency standards linked to state academic standards linked to state academic content standards.content standards.

Titles I & III:Titles I & III: All K-12 English language All K-12 English language learners must be assessed annually in learners must be assessed annually in the domains of listening, speaking, the domains of listening, speaking, reading, and writing (with a derived reading, and writing (with a derived comprehension score).comprehension score).

Each state must set ‘Annual Measurable Each state must set ‘Annual Measurable Achievement Objectives’ Achievement Objectives’

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Language vs. ContentLanguage vs. Content

Language proficiencyLanguage proficiency revolves around the revolves around the languagelanguage associated with the content areas associated with the content areas

Academic achievementAcademic achievement reflects the reflects the knowledge and skills associated with the knowledge and skills associated with the contentcontent..

WIDA ELP standards and the ACCESS for WIDA ELP standards and the ACCESS for ELLsELLs®® focus on academic focus on academic languagelanguage..

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WIDA Approach: ELP testing must…WIDA Approach: ELP testing must…

Be aligned to ELP StandardsBe aligned to ELP Standards Address academic languageAddress academic language Be linked to classroom instructionBe linked to classroom instruction Encourage content-based instruction Encourage content-based instruction

and professional developmentand professional development Provide informative resultsProvide informative results Meet legal requirementsMeet legal requirements

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Presentations TodayPresentations Today

Margo: Alignment of Standards Margo: Alignment of Standards as a Source of Validity for as a Source of Validity for ACCESS for ELLs®ACCESS for ELLs®

Dorry: ACCESS for ELLs®Dorry: ACCESS for ELLs®Scores, Reliability and ValidityScores, Reliability and Validity

Tim: Understanding for the Tim: Understanding for the District/School LevelsDistrict/School Levels

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Things to consider when examining Things to consider when examining and interpreting ACCESS for ELLsand interpreting ACCESS for ELLs®®

resultsresults Be familiar with the ELP Performance Definitions Be familiar with the ELP Performance Definitions Target certain reports to specific stakeholdersTarget certain reports to specific stakeholders Consider summarizing or consolidating the Consider summarizing or consolidating the

suggestions for using the information from each suggestions for using the information from each score report according to target audience.score report according to target audience.

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

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Types of ReportsTypes of Reports

Individual student Parent/Guardian Individual student Parent/Guardian ReportReport

Individual student Teacher ReportIndividual student Teacher Report Student RosterStudent Roster School Frequency Report by gradeSchool Frequency Report by grade District Frequency Report by gradeDistrict Frequency Report by grade

Electronic data (available from Electronic data (available from MetriTech)MetriTech)

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Parent/Guardian Report

1111

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Programmatic Implications Programmatic Implications Beginners (levels 1 – 2) EntryBeginners (levels 1 – 2) Entry5 or 6 more years of support5 or 6 more years of support

Survival English brieflySurvival English briefly Content-based strategies and L1Content-based strategies and L1 Scaffolding in programs and Scaffolding in programs and

schoolwideschoolwide• Graphic supportGraphic support• Peer supportPeer support• Supplemental and modified materials Supplemental and modified materials

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Mid-Level Scores (levels 2 - 3) Mid-Level Scores (levels 2 - 3) 2 or 3 More Years Support2 or 3 More Years Support

Teaching language through content Teaching language through content (grade level standards)(grade level standards)

Long term commitmentLong term commitment Oral language vs. literacy Oral language vs. literacy

developmentdevelopment• Typical student vs. Japanese student Typical student vs. Japanese student

exampleexample L1 where feasibleL1 where feasible

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Programmatic Implications – High Programmatic Implications – High Scores (above level 4) Monitoring Scores (above level 4) Monitoring

or Targeted Supportor Targeted Support

Exit? Additional evidence?Exit? Additional evidence? Weak domain (e.g., writing)Weak domain (e.g., writing) Weak standard areaWeak standard area

• Content language support Content language support

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Comprehensive School Reform Comprehensive School Reform for ELLsfor ELLs (Education Alliance, Brown University, 2003)(Education Alliance, Brown University, 2003)

Schools must understand basic Schools must understand basic characteristics of ELLs (replace myths)characteristics of ELLs (replace myths)

Long term support for content and Long term support for content and language developmentlanguage development

Grade level standards but varied and Grade level standards but varied and comprehensible materials and comprehensible materials and approaches (scaffolding)approaches (scaffolding)

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Comprehensive School Reform Comprehensive School Reform for ELLsfor ELLs (Education Alliance, Brown University, 2003)(Education Alliance, Brown University, 2003)

Everyone has a role:Everyone has a role:• State: More tools, benchmarks, PD, State: More tools, benchmarks, PD,

(leadership) (leadership) • District/School: Admin support and District/School: Admin support and

schoolwide staff development (access at schoolwide staff development (access at grade level)grade level)

• Teachers across programs: working Teachers across programs: working together (comprehensibility)together (comprehensibility)

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Pitfalls of traditional, ineffective Pitfalls of traditional, ineffective programsprograms

Program focuses most of the staff Program focuses most of the staff time on students at English time on students at English proficiency levels 1 - 2. Very little proficiency levels 1 - 2. Very little time left to help students at levels 3 time left to help students at levels 3 – 4 and beyond. – 4 and beyond.

Program is designed as an early-exit, Program is designed as an early-exit, “intensive English” program. “intensive English” program.

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Pitfalls of traditional, ineffective Pitfalls of traditional, ineffective programs (2)programs (2)

School does not recognize in a consistent, School does not recognize in a consistent, meaningful way the native language or meaningful way the native language or culture that the student brings to the culture that the student brings to the classroom.classroom.

Few teachers understand the issues and Few teachers understand the issues and needs of ELLs. Most teachers are under needs of ELLs. Most teachers are under the mistaken impression that the program the mistaken impression that the program will “fix” the student in two years and that will “fix” the student in two years and that they do not need to address the issue.they do not need to address the issue.

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Pitfalls of traditional, ineffective Pitfalls of traditional, ineffective programs (3)programs (3)

Program does teach some academic Program does teach some academic content, but mostly remedial, or basic content, but mostly remedial, or basic skills.skills.

Program attempts to align curriculum Program attempts to align curriculum with grade level standards, but with grade level standards, but largely fails to do so because common largely fails to do so because common planning time doesn’t exist (or any planning time doesn’t exist (or any structure to promote collaboration).structure to promote collaboration).Tim BoalsTim Boals

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The solution to English Language The solution to English Language Learner underachievement will Learner underachievement will come, in great part, from better come, in great part, from better mainstream classroom instruction. mainstream classroom instruction. ELL support teachers must begin to ELL support teachers must begin to see their role as supporting see their role as supporting mainstream teachers as much as mainstream teachers as much as supporting English language supporting English language learners.learners.(Adapted by Tim Boals, based on National Research Council (Adapted by Tim Boals, based on National Research Council conclusions, 1997)conclusions, 1997)