Overview: timeline, components, implementation

District Test Coordinators’ MeetingFebruary 2015

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ELP Assessment Requirement

Students in grades Kindergarten through 12 who have been formally identified as English language learners (ELLs) or limited English proficient (LEP) students must be assessed annually to monitor their progress in acquiring academic English.

Once a student is identified as an LEP student, that student is required to be assessed on the ELP assessment each year until the student meets the exit criteria, even if the parents have refused Title III or other language support services for the student.

4 AAC 34.055

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Paper Documents for this Session:• ACCESS 2.0 Summary• Key Implementation Strategies for

ACCESS 2.0• ACCESS 2.0 Tech Requirements

Additional Resources on DTC Corner• WIDA ASSETS Test Item Design Plan • CBT Accessibility Features and

Accommodations ACCESS 2.03

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ACCESS 2.0 & ELP Resources

DTC CornerMaterials from this meeting

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WIDA Client Services Center866-276-7735 or help@wida.us

ASSETS project Web sitehttp://www.assetsproject.org/

ACCESS for ELLs 2.0 Implementation guidewww.wida.us/ACCESS_2.0/gettingstarted

Monthly updateshttp://www.assetsproject.org/resources/news.aspx

https://www.wida.us/assessment/ACCESS20

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Four year grant funded by a U.S. Department of Education Enhanced Assessment Grant to create a next generation, technology-based assessment system for English language learners anchored in WIDA's English Language Development.

Online English Language Proficiency assessment for grades 1-12

English Language Development StandardsAdopted by Alaska• Second language acquisition process• Social & Instructional language,

language of math, language arts, science, & social studies

Research Support for Member States9

WIDA ConsortiumAssessment System for English learners

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Previous Paper-based Assessments

Computer-based Assessments 2015-16

Summative “ACCESS for ELLs” “ACCESS 2.0”

Screener “W-APT”“MODEL”

“WIDA Screener”

Interim Short, targeted assessments to guide instruction

Formative English language learning progressions

ACCESS 2.0 – what remains the same• Four domains: Listening, Reading,

Writing, Speaking• Items presented within themes• Age appropriate design for each grade

cluster and varied support• Test Window is February 1 - March 31

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ACCESS 2.0 – what remains the same• Score reports include scale scores by

domain, interpretative proficiencies by domain, and composites

• Five proficiency levels: entering, emerging, developing, expanding, bridging

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In Alaska, to exit and move into monitoring a student must earn a composite score of 5.0 or higher and a score of 4.0 or higher in each of the tested domains of reading, writing, speaking, and listening.

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New Vendor - DRCTest Engine: INSIGHT• Secure browser• Local caching server “Testing Site Manager”

(TSM)www.wida.us/ACCESS_2.0/technologyeDirect• Enrollment files• Accommodations• View test sessions and status• Print tickets• Reports• Data warehouse

ACCESS 2.0 Improvem

ents

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ACCESS 2.0 Improvem

ents

Kindergarten remains an interactive, paper-based kit.

Grade Clusters

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ACCESS 2.0 Improvem

ents Test StructureFour Subtests (30-60 minutes each)Listening, 12-18 items Reading, 24-30 itemsWriting, 3 tasks Speaking, 6 tasks [3 tasks for “entering” level students]Three administrationsFIRST: Listening & Reading THEN: Writing, Speaking (order determined locally)

All items currently multiple choice.

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ACCESS 2.0 Improvem

ents Adaptivity

Listening, Reading“Entry folders” of 6 items and after each folder of items (block adaptive, like AMP)

Writing, SpeakingEntry level based on performance on the Listening and Reading subtests; student stays within same tier

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ACCESS 2.0 Improvem

ents Test Navigation

Next button Students must provide an answer before moving on. Student cannot navigate back to questions.

Progress bar Shows progress through that subtest.

Accessibility Features [similar to Universal Tools on AMP] volume control, highlighter, line reader, magnifier, color overlay, color contrast, replay test directions

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ACCESS 2.0 Improvem

ents Reading Items

Instructions Text and audio, with graphical support (illustrations and photos)

Stimulus Text with graphical supportQuestion TextResponse options

Text and/or graphics

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Stimulus: The teacher reads a book to the students.Question: Which picture shows a book?

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ACCESS 2.0 Improvem

ents Listening Items

Instructions Text and audio, with graphical support (illustrations and photos)

Stimulus Audio with graphical support; audio is pre-recorded studio dialogue with age/gender appropriate voices

Question AudioResponse options

Text and/or graphics

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Character of speaker

Graphical support

of context

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ACCESS 2.0 Improvem

ents Writing Items

Instructions Text and audio, with graphical support (illustrations and photos)

Stimulus Text and audio, with graphical support

Question Text and audioResponse Student generated

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Model response

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Text stimulus

Prompt

Support

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ACCESS 2.0 Improvem

ents

Writing AdministrationGrade Prompt

PresentationScripting Planning

SpaceStudent Response

1-3Local tier placement

Paper test booklet

Live TA Paper test booklet

Paper test booklet

4-5CBA tier placement

Onscreen Virtual & live TA

Scratch paper

DEFAULT: Paper test bookletOPTION: pre-id CBA

6-12CBA tier placement

Onscreen Virtual & live TA

Scratch paper

DEFAULT: CBAOPTION: Pre-id paper test booklet

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ACCESS 2.0 Improvem

ents Speaking Items

Instructions Text and audio, with graphical support (illustrations and photos)

Stimulus Text and audio with graphical support; pre-recorded studio dialogue

Model response

Audio only

Task prompt Text and audioResponse Student generated

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Theme graphic

Theme intro:

text & audio

Virtua

l TA

Mod

el

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Virtual TA: Sometimes I will ask you and Nina to talk about a picture. Nina, what are two things you see in this picture?

Model: I see students drawing and I see a table with chairs.

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Speech indicator shows

that mic is working

timer

Paper-based ACCESS 2.0

Available as an accommodation for students unable to use a computer.

Available to schools that lack the technological infrastructure to administer the online test.

Audio CDs provided for Listening; headphones needed for Listening; recorders needed for Speaking.

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Test AdministrationOnline ACCESS 2.0• Listening, Reading, Speaking: group

administration, all grades and tiers concurrently

• Writing: grouped by grade and tier

Paper-based accommodation 2.0• Listening, Reading: group administration, by

tier• Speaking: one-on-one administration• Writing: group administration, by tier 32

ACCESS 2.0 Improvem

ents

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Training• Online training for Test Administrators• Virtual Test Administrator decreases

burden.

ACCESS 2.0 Improvem

ents

Practice

Video Tutorial: introduces sample items and models the functionality of the test environment.Interactive Practice Tutorial: Gives students the opportunity to practice the types of items they will see on the test.

Students can use both tutorials more than once. 34

ACCESS 2.0 Improvem

ents

It’s about knowing what is best to do next…and then…and after that…

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“Preparation Resources”https://www.wida.us/assessment/access20-prep.aspx

AprilChecklists, roles & responsibilities

April 24, 11:00 am AKSTACCESS for ELLs 2.0 Webinar and Q&A Session (it will be recorded)

May 1, 11:00 am AKSTInitial Technology Coordinator Webinar and Q&A Session (it will be recorded)

Logistics:• Technology specifications•Headsets with microphones• Scheduling changes based on

devices, test structure requirements, grouping flexibility• Scheduling 2015/16 training

for staff• Scheduling 2015/16 practice

for students37

Decisions:•Online capability•Online or paper-based Writing

subtests for grades 4-5, 6-12• IEP revisions for ELLs with

disabilities

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Preparation:•Webinars•Reading resources• Training plans for yourself,

educators

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Communication• Superintendent• Technology Director• ELP Coordinator• Special Education Director•Classroom teachers• Students and families

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