chris williams

ALTERNATE ACCESS FOR ELLS® GRADES 1-12 TRAINING

NOVEMBER 14, 2013

OFFICE OF ASSESSMENT AND ACCOUNTABILITY (OAA)

Chris Williams

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Today’s Objectives To become aware of the relationship between the ELP

standards and the Alternate ACCESS for ELLs® test To develop awareness of the structure and administration

procedures of Alternate ACCESS for ELLs® To understand the organization and format of each

component of the assessment (Listening, Reading, Speaking and Writing)

To learn the procedures for administering and reliably scoring the tests

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Relationship between the WIDA ELP Standards and

Alternate ACCESS for ELLs®

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ELP Standards

Academic Language

Social Instructi

onal Languag

e

Language of

Language Arts

Language of

Mathematics

Language of

Science

Language of

Social Studies

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ELP Standards

Grade Level ClusterLanguage Domain

English Language Proficiency Level

Model Performance Indicator

Organization of the ELP Standards5

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ELP StandardsGrade Level

ClustersLanguage DomainsAlternate English

Language Proficiency

LevelsAlternate Model

Performance

Indicators

Organization for Alternate ACCESS for ELLs®6

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Five Grade-Level Clusters

1-2 3-5 6-8 9-12PreK-K

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Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Language Domains8

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Alternate ACCESS Proficiency Levels9

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Organization of AMPIs

AMPI

STRAND

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Overview of Alternate ACCESS for ELLs®

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Alternate ACCESS for ELLs®12

2013-14 Alternate ACCESS for ELLs® Testing ScheduleTask Start Date End Date

Test Ordering 10/10/13 11/07/13

Pre-ID Ordering- State Provides 11/07/13Districts Receive Test Materials   12/04/13Test Window 01/01/14 02/14/14Additional Materials Deadline   01/31/14

Districts Pack Completed Material 02/14/14 02/20/14

Districts Ship Completed Material to MetritTech (MT)   02/20/14All Materials Received at MT   02/24/14Data Validation Window 03/25/14 04/04/14

Reports Shipped to Districts 04/21/14 04/24/14KDE:OAA:CW:11/14/13

Alternate ACCESS Ordering13

• Ordering window for Alternate ACCESS is October 10- November 7

• MetriTech sent every DAC an e-mail on instructions for ordering their ACCESS materials and passwords

• DACs have to go to the MetriTech site to order ACCESS materials

• Do not over order; only order what the district needs

• Order large prints materials when materials arrive in districtKDE:OAA:CW:11/14/13

Alternate ACCESS for ELLs® Roster Alternate ACCESS for ELLs® roster will

open in SDRR on December 9

OAA will pre-populate the roster

All Alternate ACCESS students should be on the roster and tested

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What is Alternate ACCESS for ELLs®?

A test developed specifically for students identified as English language learners with significant cognitive disabilities

Based on the WIDA Alternate English language proficiency levels

A paper and pencil assessment All components of the test are individually

administered

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Alternate ACCESS16

• Test will be Form 102• Administered individually• Test Administrator scores all section• No tier levels• English Language Proficiency Levels

• A1- Initiating• A2- Exploring• A3- Engaging• ACCESS Levels 1-3

• Grade level clusters: 1-2, 3-5, 6-8, and 9-12KDE:OAA:CW:11/14/13

Alternate ACCESS 17

Districts will need to contact Chris Williams for ACCESS passwords.

Do not share your ACCESS passwords. It is a secure test. Use a # 2 pencil, pens aren’t permitted. Grade/Tier Header sheets may be duplicated. Manuals, test materials and other forms can’t be duplicated. Test booklets may not be distributed to teachers and

administrators prior to the testing dates. Seating charts are required.

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Test Security18

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Seating Chart19

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Purpose of Alternate ACCESS for ELLs®

Provides ELLs with significant cognitive disabilities an opportunity to demonstrate their English language proficiency: in Listening, Speaking, Reading and Writing in four English Language Proficiency (ELP) standards

social and instructional language the language of language arts the language of mathematics the language of science

Meets the No Child Left Behind Act (NCLB; 2001) and Individuals with Disabilities Education Improvement Act (IDEA; 2004) accountability requirements

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Who Should Take the AlternateACCESS for ELLs®?

Only ELLs with significant cognitive disabilities. Typically this includes students that have one or more of the existing

categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)

Students whose cognitive impairments may prevent them from attaining grade level achievement standards.

(adapted from U. S. Department of Education: Alternate Achievement Standards of Students with the Most Significant Cognitive Disabilities Non Regulatory Guidance,

August 2005)

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Criteria for Selecting Students

Student has been identified as an EL

Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)

Student is participating in alternate curriculum and in state-wide alternate accountability assessments

IEP team determines whether the student takes the Alternate ACCESS or ACCESS for ELLs assessment after considering all three criteria above

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DAC Responsibilities24

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BAC Responsibilities25

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Roles and Responsibilities of TAsTest Administrators (TA)

Complete the Administration Code and Inclusion of Special Populations Training

Read the Test Administration Manual (TAM) Complete online Alternate ACCESS for ELLs® quiz on

the WIDA Website (www.wida.us) with at least a score of 80% or higher

Be familiar with accommodations that may be used during administration

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Test Materials Test Administration Manual Test Administrator Script Test booklet (legal size paper) Student Response booklet Alternate ACCESS for ELLs®

Speaking and Writing Rubrics

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Student Response Booklet-Front28

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Student Response Booklet-Back29

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Accommodations Only students who have an IEP or 504

Plan can have accommodations on the Alternate ACCESS

List of accommodations can be found in the Test Administrator’s Manual and on the ACCESS online course

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Test Components and Sequence31

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Unique Features of the Test Scripted cues and repetition in the listening

and reading sections

Modeled tasks in the writing section

Repetition and multiple opportunities for students to demonstrate their proficiency

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Test Administration Overview:

ListeningReading SpeakingWriting

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Listening Test Overview Format: 9 tasks that correspond to the AMPI levels A1-A3

and MPI levels 1 and 2

Every task contains 3 cues- CUE A, CUE B, and CUE C

Time: 20 minutes*

Scoring: Correct or Incorrect

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Listening Test Guidelines Keep the test going at a steady pace Follow pause times given in the script Follow the Test Administrator Script

exactly Practice reading the tasks aloud

ahead of time Give student non-evaluative, positive

feedback

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Administration of Listening Tasks

TaskCue ACue BCue C

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Administration Follow Moving ON box at the end of each

task

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Ending the Listening Section After administering last task (9)

OR The student responded incorrectly

or did not provide a response for 3 consecutive tasks

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Scoring Test administrator scores each task after the

completion of the entire task.

Follow the scoring key in the Student Response Booklet.

The Test Administration Manual gives specific guidelines for scoring the listening section.

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Listening Scoring Sheet41

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Test Administration Overview:

Listening

Reading SpeakingWriting

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Reading Test Overview Format: 9 tasks that correspond to the AMPI levels A1-A3 and

MPI levels 1-2

Every task contains 3 cues- CUE A, CUE B, and CUE C

Time: 20 minutes*

Scoring: Correct or Incorrect

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Reading Test Guidelines Keep the test going at a steady pace Follow the Test Administrator Script

exactly Practice reading the tasks aloud

ahead of time Give student non-evaluative, positive

feedback

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Administration of Reading Tasks

TaskCue ACue BCue C

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Administration Follow Moving ON box at the end of each

task

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Ending the Reading Section After administering last task (9)

OR The student responded incorrectly

or did not provide a response for 3 consecutive tasks

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Scoring Test administrator scores each task after the

completion of the entire task.

Follow the scoring key in the Student Response Booklet.

The Test Administration Manual gives specific guidelines for scoring the reading section.

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Reading Scoring Sheet50

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Test Administration Overview

ListeningReading

SpeakingWriting

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Speaking Test Overview Format: Contains 2 Parts: Part A and Part B that

correspond to the AMPI levels A1-A3 and MPI levels 1 and 2 Within each Part there are a set of Tasks

Each Task contains 3 questions: Question 1, Question 2, and Question 3

Time: 20 minutes*

Scoring: Meets or Approaches

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Speaking Test Guidelines Keep the test going at a steady pace Follow the Test Administrator Script

exactly Practice reading the tasks aloud ahead of

time Give student non-evaluative, positive

feedback Can repeat a question if a student asks

you to repeat it

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Administration of Speaking Tasks

TaskQuestion 1Question 2Question 3

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Administration Follow Moving ON box at the end of each

task

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Ending the Speaking Section

End the Speaking test after administering the last task in Part B (Task 8)

OR

If student received a score of Approaches or No Response on 3 consecutive tasks

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Scoring Test administrator scores each response

and records the score in the SRB. The Test Administration Manual gives

specific guidelines for scoring the speaking section.

Use the Alternate ACCESS for ELLs® Speaking Rubric and Expect Boxes to score student responses.

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Scoring • Satisfies the requirements of the

level in quantity and quality• Student’s response needs to be

related to the taskMeets

• Clear evidence that the requirements of the task were not met

Approaches• There was no response to the task• The performance was not ratable

No Response

• Task was not administered to the student

Not Administere

d

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Speaking Scoring Sheet61

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Test Administration Overview:

ListeningReading

Speaking

Writing

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Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1-A3 and MPI levels 1, 2 and 3 Within each Part there are a set of Tasks Tasks are modeled for students

Time: 20 minutes*

Scoring: Meets or Approaches

Writing Test Overview64

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Writing Test Guidelines Keep the test going at a steady pace Follow the Test Administrator Script

exactly Put the SRB in front of the student Have pre-sharpened pencils Assistive devices need to be available and

ready to use

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Task 5

Task 6

Task 7

Task 8

Task 1

Task 2

Task 3

Task 4

Administration of Writing Tasksfor Parts A and B

Part A

Part B

The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.

Part C

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Administration Follow Moving ON box at the end of each

task

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Scoring Test administrator scores each response and

records the score in the SRB.

The Test Administration Manual gives specific guidelines for scoring the writing section.

No partial credit can be given on any writing tasks.

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Scoring Parts A and B• Student provides the answer that

meets the expectations of the task provided in the Expect BoxMeets

• Response does not meet the expectations of the task provided in the Expect Box

Approaches

• Student does not produce any intentional marks (i.e., circle, trace, copy, etc.)

No Response

• Task was not administered to the student

Not Administer

ed

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Scoring Sheet for Parts A and B70

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Administration of Writing Tasksfor Part C

Task 9

Task 10

Part C

The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.

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Writing Rubric for Part C72

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Scoring Sheet for Part C73

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Ending the Writing Section End the Writing test after administering the last task in

Part COR

If student received a score of Approaches or No Response on 3 consecutive tasks

OR After Part B if the student scored

less than seven out of eight taskswith Meets

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Questions75

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Alternate ACCESS for ELLs® Forms

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Order Form77

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Test Security Policy78

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Master Materials List79

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Documentation of Materials Not Returned80

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Packing Materials81

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Unused and Non Scorable Test Materials

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Confidentiality Agreement83

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Shipping Form84

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School Materials List85

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Additional Materials Order Form86

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School Header Sheet87

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Alternate ACCESS for ELLs Resources®

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Certification Test administrators will need to complete

the Alternate ACCESS for ELLs® certification quiz prior to administering the test and keep on file in the district office.

The quiz is located within your personal training course account on the WIDA website.

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Chris WilliamsOffice of Assessment and AccountabilityDivision of Support and ResearchChris.williams@education.ky.gov(502) 564-4394 ext. 4750

WIDA Help Desk1-866-276-7735 or help@wida.us

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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