© 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
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WIDA Management
WCERSEA Steering
Committee
Test DevelopmentCenter for Applied
Linguistics& WIDA Test Item
Committee
PDSRMetriTech, Inc
StandardsDevelopment
Margo Gottlieb &WIDA Standards
Committee
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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.
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Testing Testing Responsibilities & Responsibilities & ProceduresProcedures
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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.
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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
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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
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Training for ACCESS for ELLsTraining for ACCESS for ELLs®®
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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
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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
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www.wida.uswww.wida.us
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D2L & Account CreatorD2L & Account Creator
Click to enter D2L site
Click to access Account Creator
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Account Creator Security AlertAccount Creator Security Alert
Click on “Continue to this website” option if this appears
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D2L Account CreatorD2L Account Creator
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Logging On to D2L
Enter Username and Password given to you
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Remember to click on the + if the course does not appear.
Opening the D2L ACCESS training course
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Note menu of options
D2L ACCESS Homepage w/ Options
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Content of D2L CourseContent of D2L Course
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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
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The WIDA Standards and The WIDA Standards and the ACCESS for ELLsthe ACCESS for ELLs®® TestTest
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Centrality of the ELP StandardsCentrality of the ELP Standards
Formative“Classroom”AssessmentFramework
Summative“Large-scale”AssessmentFramework
English LanguageProficiencyStandards
& PerformanceDefinitions
ModelPerformanceIndicators:Formative
ModelPerformanceIndicators:Summative
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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.
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Five Levels of English Language Five Levels of English Language ProficiencyProficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5 6
BRIDGING REACHING
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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
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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
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Organization of PI’s within StandardsOrganization of PI’s within Standards
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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)
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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
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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
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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
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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
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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)
103 (roll-out Winter 2008)
201 (roll-out Winter 2009)
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Administering Group Administering Group ComponentsComponents
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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
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Listening TestListening Test
Multiple choiceMultiple choice20-25 minutes20-25 minutesThematically organizedThematically organizedScriptedScriptedGroup administeredGroup administeredMachine scoredMachine scored
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Example of what the student sees (Gr 1-2)
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Example Script (Grades 1-2)Example Script (Grades 1-2)
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What the student sees: Grade 1-2 Listening
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Reading TestReading Test
Multiple choiceMultiple choice
35-40 minutes35-40 minutes
Thematically organizedThematically organized
Group administeredGroup administered
Machine scoredMachine scored
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#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
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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.
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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
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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
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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
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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)
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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.
If score on level is ?, Meets, or Exceeds, go to next level task.
END
Part B Part C
If score on level is ?, Meets, or Exceeds, go to next level task.
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Sample Item: Speaking
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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?
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Speaking Task: SI, 3-5, Level 2Speaking Task: SI, 3-5, Level 2
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.)
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Speaking Task: SI, 3-5, Level 3Speaking Task: SI, 3-5, Level 3
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.
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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
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KindergartenKindergarten
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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
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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.
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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
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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
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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?
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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
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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.
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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)
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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
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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)
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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
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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
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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
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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.
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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
Administrator Administrator scriptsscripts
1-2 Tier B1-2 Tier B Test BookletsTest Booklets
Administrator Administrator scriptsscripts
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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]
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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.
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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)
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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
WIDA Consortium / CAL / Metritech ACCESS for ELLs Training 78
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
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Demographic Information About
the Student
Description of the ELP Levels
Student’s ELP Level by Domain
Parent Report
Comprehension Score
Overall Score
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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.
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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
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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
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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.
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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.
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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
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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?)
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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.
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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
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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.
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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
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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
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