developed by the center for applied linguistics access for ells® tier placement, test ordering...
TRANSCRIPT
Developed by the Center for Applied Linguistics
ACCESS for ELLs® Tier Placement, Test Ordering & Security, and Score Reports
Jessica Nelson, Center for Applied Linguistics
Harrisburg, Pennsylvania – December 2006
Developed by the Center for Applied Linguistics
For more information, please contact the WIDA Hotline:1-866-276-7735 or www.wida.us/helpform
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
ACCESS for ELLs® Tiers, Ordering, Security, and Score Reports 3
Workshop GoalsWorkshop Goals
To appropriately place students into tiers for the ACCESS for ELLs® test
To be equipped to handle test operations, such as test ordering and test security
To understand and begin to interpret ACCESS score reports
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Workshop Objectives (1)Workshop Objectives (1)
To review roles of staff in administering the ACCESS for ELLs® test
To learn the guidance for placing students in tiers (A, B, C) of the ACCESS for ELLs® test
To understand how to order test booklets
To understand what to do when a test shipment arrives How to track test materials at the district and school How to order additional materials
To understand test security procedures How to draft district and school security checklists
ACCESS for ELLs® Tiers, Ordering, Security, and Score Reports 5
Workshop Objectives (2)Workshop Objectives (2)
To understand and interpret ACCESS for ELLs® score reports Domain, Raw, Scaled, Oral Language, Literacy,
Comprehension, and Overall (Composite) Scores Parent/Guardian Report Teacher Report Student Roster Report School Frequency Report District Frequency Report
To explore the WIDA Can Do Descriptors
To discuss programmatic implications of ACCESS results
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Roles & Responsibilities
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Roles and Responsibilities (1)Roles and Responsibilities (1)
District Assessment Coordinator Serves as main contact with MetriTech, Inc. Takes Inventory of materials immediately upon arrival and
places them in locked storage. 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 Anticipates and answers questions from school assessment
coordinators at your schools
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Roles and Responsibilities (2)Roles and Responsibilities (2)
Test Coordinator (at school-level) Takes inventory of boxes immediately upon their arrival from the
District Assessment Coordinator Verifies that there are enough testing materials Requests additional needed testing materials from MetriTech if
necessary Coordinates and distributes test materials in your school; Takes inventory of materials that are returned to District Test
Coordinators Reminds Test Administrators that all test materials are to be
kept secure and confidential
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Roles and Responsibilities (3)Roles and Responsibilities (3)
Test Administrators Complete online training course and certification through
Desire2Learn system (www.uwosh.edu/d2l) Become familiar with procedures in Test Administration Manual
for test accommodations for ELLs with disabilities Fill out the demographic student information on each test
booklet (if pre-ID labels were not ordered) Administer the components of ACCESS for ELLs® for which you
are certified (Kindergarten/Group Components/Speaking)
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Tier Placement
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Importance of Tier PlacementImportance of Tier Placement
Appropriate tier placement maximizes the accuracy and validity of the ACCESS for ELLS® test results.
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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
100 (roll-out Spring 2005)
101 (roll-out Spring 2006)
102 (roll-out Spring 2007)
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 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
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Tier Alignment with Proficiency LevelsTier Alignment with Proficiency Levels
ENTERING BEGINNING DEVELOPINGEXPANDING BRIDGING
1 2 3 4 5
Annual ACCESS for ELLs®ACCESS for ELLs®
Tier A
Tier B
Tier C
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Tier Placement GuidelinesTier Placement Guidelines
Use previous test scores, if available
Use teacher judgment, if available
Keep in mind that 70-80% of students will take Tier B
Use reading/writing levels over oral skills
When in doubt, place the student in the higher tier
At intake use W-APT™ or equivalent English language proficiency test
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Tier Placement “Rule of Thumb”Tier Placement “Rule of Thumb”
Assign an ELL the Tier B test unless you have compelling evidence that items in this tier, given their intended proficiency level, would be way too hard or way too easy for the student.
TIER B is appropriate for most ELLs - those who:have social language proficiency and some, but not
extensive, academic language proficiency in English OR
have acquired some literacy in English, though have not yet reached grade level literacy.
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Profile 1: FatimaProfile 1: Fatima
Fatima shows developing language skills in most classroom subjects. Despite her academic interests, she is not yet approaching grade-level literacy in the core content areas.
Which tier is most appropriate for Fatima? Tier B
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Profile 2: MohammedProfile 2: Mohammed
Mohammed is in his first year of instruction in English. He is comfortable with basic conversations outside the classroom, but struggles with even low-level reading tasks.
Which tier is most appropriate for Mohammed? Tier A
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Profile 3: EstherProfile 3: Esther
Esther is approaching grade level literacy in the core academic content areas. Her teacher feels she will likely meet the state’s exit criteria for ELL support services by the end of the academic year.
Which tier is most appropriate for Esther? Tier C
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Profile 4: LilyProfile 4: Lily
Lily shows developing proficiency in academic English, but does not yet reach grade level. She seems comfortable interacting with her monolingual English-speaking peers. Lily’s teacher characterizes her as a beginner.
Which tier is most appropriate for Lily?
A/B line Tier B
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Profile 5: ByungProfile 5: Byung
Byung’s intake tests reveal expanding oral skills in English, as well as grade-level literacy in his native language. His English reading and writing skills are lower. A portfolio of his work provides evidence that his literacy skills are not yet on grade level.
Which tier is most appropriate for Byung?
B/C line Tier B
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Ordering Test Materials
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Pennsylvania’s Testing WindowPennsylvania’s Testing Window
TaskStart Date End Date
Duration (Days)
Test Ordering 01/08/07 02/05/07 29
Pre-ID Label Ordering 01/08/07 02/05/07 29
State Receives Test Materials 03/19/07 03/19/07 1
Test Window 04/02/07 04/27/07 26
Additional Materials Deadline 04/16/07
Districts Ship Completed Material to MT 05/03/07 05/03/07 1
Reports Shipped to State 07/02/07 07/02/07 1
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Ordering Test BookletsOrdering Test Booklets
Test booklets are ordered from MetriTech online at www.metritech.com/wida.
You will be asked to log on. Use the ID wida and the password access.
Carry out the following step-wise procedure: Select your state Select your district Verify the contact information for the district facilitator who will
receive the booklets Enter the number of test booklets by grade level and tier for
each of the schools within the district Submit the order
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Booklet Ordering Screens (1)Booklet Ordering Screens (1)
Select your state
Select your district
Verify your contact information and shipping address
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Booklet Ordering Screens (2)Booklet Ordering Screens (2)
For each school, indicate the number of booklets for each grade level cluster and tier.
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Booklet Ordering Screens (3)Booklet Ordering Screens (3)
When your order is completely specified, click on the ORDER button, verify your order, and then submit it.
When you verify your order, click on the SUBMIT ORDER button to send your order to MetriTech.
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Pre-ID Labels for Test BookletsPre-ID Labels for Test Booklets
Pre-printed ID labels for test booklets are available from Metritech. Call 1-800-747-4868 or email [email protected] to get ordering procedures.
Only designated district facilitators can order labels.
ID labels are not automatically included with a booklet order. Prepare a text or Excel file with pertinent demographic
information for each student. Format the file appropriately so it can be computer read.
(MetriTech will supply instructions.)
If you do not order pre-id labels, the test administrator must bubble-in the front and back covers of each test booklet with relevant student data.
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Maintaining Test Security
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Materials Received by the DistrictMaterials Received by the District
District Packing List
Each school’s Packing List
Your state’s schedule
Test Administration Manuals (1 per set of 20 test booklets)
Test Administration Scripts and Speaking Test Picture Cue Booklet/Script (1 per set of 8 booklets ordered per grade-level cluster)
10% overage of Listening, Reading and Writing test booklets
Pre-ID labels and return instructions
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District Procedures Upon Receipt of Test MaterialsDistrict Procedures Upon Receipt of Test Materials
Locate and verify district and school packing lists (in Box 1).
Divide materials by school.
Note discrepancies between the Packing List and material received; record on the Documentation of Materials Not Returned form; fax this form to MetriTech (217-398-5798).
Deliver the test assessment materials to the School Assessment Coordinator.
Create sign-in and sign-out forms for test materials (see sample on next slide).
Order additional materials if necessary using the Additional Materials form; fax this form to MetriTech (217-398-5798).
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Sample District Security Checklist (Part 1)Sample District Security Checklist (Part 1)
DIRECTIONS: The District Test Coordinator must be sure that the School Test Coordinator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The School Test Coordinator must sign the District Security Checklist form when secure test materials are issued. The School Test Coordinator’s signature confirms that he/she has received the materials listed below and that he/she will require test administrators to sign the school security checklist and the Agreement to Maintain Confidentiality before issuing secure test materials.
School Test Coordinator Signature: ___________________
Date: ___________________________________________
NOTE: The District Test Coordinator should keep a copy of all signed forms, including the agreements to maintain security, the District Security checklist, and the School Security checklist. The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the secure test materials.
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General Security GuidelinesGeneral Security Guidelines
Only test facilitators, coordinators, and test administrators (or other authorized staff) may handle secure test materials.
Place all secure materials in locked storage.
Do not leave materials unattended before or after testing.
Do not share any specific test information with students prior to or after testing.
Do not copy any test booklets or other secure materials.
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Pennsylvania System of School Assessment Test Security Procedure (1/5)Pennsylvania System of School Assessment Test Security Procedure (1/5)
Test Booklet Security
District assessment coordinators, administrators, and teachers are responsible for the security of the assessment materials from the time the district receives them to the time they are packed and shipped back to the contractor for scoring. When not being used, the assessment materials must be stored in a secure location with access given to authorized personnel only. The following is a list of cautions to remember:
[Continued on next slide]
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1. Assessment materials must not be in any way reproduced, in whole or in part (including paraphrasing).
2. No one may have test booklets without authorization from the district assessment coordinator.
3. Teachers or other staff members may not show any items in the test booklets to anyone not administering the assessment.
4. Teachers may not use any specific items in the secure booklets to help prepare the students for the assessment.
5. Test administrators may not return any test booklet to any student after it has been turned in except in the following cases: Make up sessions for absences Students going to another testing site for extended time
(Note: If, after the student returns the test booklet, it is noticed that not all of the test items were answered, the booklet can not be returned to the student to complete.)
Pennsylvania System of School Assessment Test Security Procedure (2/5)Pennsylvania System of School Assessment Test Security Procedure (2/5)
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Test Administration Security
Building administrators and/or district assessment coordinators are to review the testing procedures with the teachers and other staff members who will be administering the assessment. During the administration of the assessment, the following are allowable:
1. Teachers and other staff members who are administering the test may give words of encouragement and general instructions to the students.
2. Teachers and other staff may answer questions concerning ONLY the directions for each test session.
[Continued on next slide]
Pennsylvania System of School Assessment Test Security Procedure (3/5)Pennsylvania System of School Assessment Test Security Procedure (3/5)
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3. Teachers and other staff members may give accommodations or modifications that are consistent with the student’s IEP, 504, or LEP Plan and that are used in the normal delivery of instruction with the exception of those indicated as not allowable in the state Accommodations Guidelines.
4. Breaks may be given at the discretion of the district as long as the length of the break does not affect the integrity of the assessment.
5. Teachers and other staff members may point out to a student items that were left blank (i.e., accidental skipping of an item response grid or response space).
Pennsylvania System of School Assessment Test Security Procedure (4/5)Pennsylvania System of School Assessment Test Security Procedure (4/5)
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During the administering of the assessment, the rules listed below must be adhered to:1. During the testing period, teachers and other staff
may not assist any student with any item in any way that would aid the student in answering the question.
2. Teachers and other staff may not encourage any student to edit their responses in any way.
3. Do not leave any student alone while taking the assessment.
4. Do not allow any student to take a test booklet and/or answer document out of the testing area without proper supervision.
Source: http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&q=95357&a_and_tNav
Pennsylvania System of School Assessment Test Security Procedure (5/5)Pennsylvania System of School Assessment Test Security Procedure (5/5)
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Sample District Security Checklist (Part 2)Sample District Security Checklist (Part 2)
Grade Materials # of copies
Kindergarten Test Booklets
Administrator’s scripts
1-2 Tier A Test Booklets
Administrator’s scripts
1-2 Tier B Test Booklets
Administrator’s scripts
1-2 Tier C Test Booklets
Administrator’s scripts
1 -2 Speaking Tests
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Materials for Each SchoolMaterials for Each School
School Packing List
Grade/Tier Header Sheets
Documentation of Materials Not Returned form
District and School Test Administration Manuals (1 per set of 20 test booklets)
Speaking Tests for each grade-level cluster; Listening, Reading and Writing test booklets and scripts for each grade cluster & tier tested
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School Procedures Upon Receipt of Test MaterialsSchool Procedures Upon Receipt of 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 Checklist
ACCESS for ELLs® Check List
Spring 2007
District:________________ School:___________________
DIRECTIONS: The School Test Coordinator must make sure that the test administrator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The test administrator must date and sign this form when secure test materials are issued. The School Test Coordinator must sign this form when secure test materials are returned.
NOTE: The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the secure test materials.
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School Security Checklist (Part 2)School Security Checklist (Part 2)
Grade Materials # of copies
Receiving Test Administrator’s Signature
Date & Time Received
School Test Coordinator’s Signature
Date and Time Returned
Kindergarten Test Booklets
Administrator scripts
1-2 Tier A Test Booklets
Administrator scripts
1-2 Tier B Test Booklets
Administrator scripts
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Score Reports
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ACCESS for ELLs® Interpretive GuideACCESS for ELLs® Interpretive Guide
The ACCESS for ELLs® Interpretive Guide for Score Reports (M. Gottlieb, April 2006) contains detailed information on the use of scores from this assessment.
Recommendation: Download the full document (34 pages) from www.wida.us.
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ACCESS Component Test Weights as Percentage of Overall Composite ScoreACCESS Component Test Weights as Percentage of Overall Composite Score
Test Weights(Percent)Listening,
15%
Reading, 35%
Writing, 35%
Speaking, 15%
Listening
Reading
Writing
Speaking
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Scores Received: Student LevelScores Received: Student Level
Each student receives a scale score and a proficiency level for: Listening Speaking Reading Writing
Scale scores are out of a possible 100 – 600 Scale scores are converted to proficiency scores
using the cuts established during standard setting Proficiency levels range from 1.0 – 6.0
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Scores Received: Student Level (cont’d.)Scores Received: Student Level (cont’d.)
Each student also receives a scale score and a proficiency level for Oral Language, Literacy, Comprehension, and Overall Composite.
Contribution of Language Domains to Composite Scores
Contribution of Language Domains (By Percent) Type of Composite Score
Listening Speaking Reading Writing
Oral Language 50% 50% -- -- Literacy -- -- 50% 50% Comprehension 30% -- 70% -- Overall 15% 15% 35% 35%
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ACCESS for ELLs® Score ReportsACCESS for ELLs® Score Reports
There are 5 ACCESS Score Reports:
Teacher Report Parent/Guardian Report Student Roster Report School Frequency Report District Frequency Report
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What does the Teacher Report tell us?What does the Teacher Report tell us?
Score Report
Audience or Stakeholder
Types of Information
Teacher
Teachers Administrators
Individual student’s scale scores and proficiency levels for each language domain, Oral Language, Literacy, Comprehension, and Overall Score; raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard
The Teacher Report contains individual data for one student.
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TeacherReportTeacherReport
Report for one individual student
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Teacher Report (cont’d.)
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Teacher Report (cont’d.)
Raw Scores by Standard
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What does the Parent Report tell us?What does the Parent Report tell us?
Score Report
Audience or Stakeholder
Types of Information
Parent/Guardian Students Parents/ Guardians Teachers School Teams
Individual student’s Overall Score and levels of English language proficiency for language domains (Listening, Speaking, Reading, and Writing) and Comprehension
The Parent Report, like the Teacher Report, contains individual student data.
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Interpretive Guide and Parent/Guardian Report Translations available on the WIDA website (www.wida.us)
Special thanks to Milwaukee and Wausau Public Schools for several of the translations!
Parent Report
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Parent Report (cont’d.)
The Parent Report is currently available in:
Amharic
Bosnian-Croatian
Creole
French
Gujarati
Hmong
Korean
Lao
Polish
Portuguese
Russian
Serbian (Cyrillic)
Somali
Spanish
Swahili
Traditional Chinese
Urdu
More translations coming soon!
ACCESS for ELLs® Tiers, Ordering, Security, and Score Reports 56
Parent Report (cont’d.)
May 2006
Dear Parent or Guardian,
This past winter, ELL students in grades kindergarten through twelfth grade participated in the administration of the ACCESS for ELLs® language proficiency test. ACCESS now provides a standardized measurement of academic language proficiency for English Language learners (ELL) students throughout the state of Wisconsin. With this information, we will also be able to monitor individual ELL student progress on an annual basis.
Enclosed you will find your child’s results on ACCESS. The Parent/Guardian Reports provides information about your child’s English Language Proficiency Level. This information is for you to review and keep.
If you have any questions regarding these tests or the information that is being sent to you about how your child did on these tests, please contact your child’s ELL teacher, building principal, or me.
Sincerely,
__________________________________(School ELL coordinator, principal, or teacher)
Parent letter template in English, Spanish, and Hmong that the school can customize - available at www.wida.us
ACCESS for ELLs® Tiers, Ordering, Security, and Score Reports 57
What does the Student Roster Report tell us?
The Student Roster Report lists the scale scores and proficiency levels for a group (or class) of students.
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Student Roster Report
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What does the School Frequency Report tell us?
The School Frequency Report lists the numbers of students tested in each domain of ACCESS by grade level within a school.
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School Frequency Report
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What does the District Frequency Report tell us?
The District Frequency Report lists the numbers of students tested in each domain of ACCESS by grade level within a district.
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District Frequency Report
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Kindergarten Scores
The maximum Overall (Composite) English language proficiency level that a student taking the Kindergarten form of ACCESS for ELLs® can receive is 3.4.
Language Domain Scale Score
(Possible 100 - 600)*
English Language Proficiency Level
(Possible 1.0 - 6.0)* Listening 308 4.0 Speaking 400 6.0 Reading 284 3.0 Writing 255 2.4 Oral Language (Listening & Speaking) 354 5.4 Literacy (Reading & Writing) 270 2.7 Comprehension (Listening and Reading)
291 3.5
Overall Score (Composite—all language domains) 295 3.4
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6-
Reaching
specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written
discourse as required at the specified grade level oral and written communication of English comparable to that of English proficient peers
5-
Bridging
the technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in extended oral or written
discourse, including stories, essays, or reports; oral or written language approaching comparability to that of English proficient peers
when presented with grade level material
4-
Expanding
specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple,
related paragraphs; oral or written language with minimal phonological, syntactic, or semantic errors that do
not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support
3-
Developing
general and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that may impede
the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support
2-
Beginning
general language related to the content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede
the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support
1-
Entering
pictorial or graphic representation of the language of the content areas; words, phrases, or chunks of language when presented with one-step commands/directions,
WH-questions, or statements with visual and graphic support
Performance Definitions
At this level, English language learners process, understand, produce or use:
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Can Do Descriptors
Language Domain
Level 1- Entering
Level 2- Beginning
Level 3- Developing
Level 4- Expanding
Level 5- Bridging
Listening
Point to stated pictures, words, phrases
Follow one-step oral directions
Match oral statements to objects, figures, or illustrations
Sort pictures, objects according to oral instructions
Follow two-step oral directions
Match information from oral descriptions to objects, illustrations
Locate, select, order information from oral descriptions
Follow multi-step oral directions
Categorize or sequence oral information using pictures, objects
Compare and contrast functions, relationships from oral information
Analyze and apply oral information
Identify cause and effect from oral discourse
Draw conclusions from oral information
Construct models based on oral discourse
Make connections from oral discourse
Level 6
- Reaching
Listening
For the given level of English language proficiency level, English language learners can:
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Can Do Descriptors
Speaking
For the given level of English language proficiency level, English language learners can:
Language Domain
Level 1- Entering
Level 2- Beginning
Level 3- Developing
Level 4- Expanding
Level 5- Bridging
Speaking
Name objects, people, pictures
Answer wh- questions
Ask wh- questions
Describe pictures, events, objects, people
Restate facts
Formulate hypotheses, make predictions
Describe processes, procedures
Re/ tell stories or events
Discuss stories, issues, concepts
Give speeches, oral reports
Offer creative solutions to issues, problems
Engage in debates
Explain phenomena, give examples, and justify responses
Express and defend points of view
Level 6
- Reaching
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Can Do Descriptors
Reading
For the given level of English language proficiency level, English language learners can:
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Can Do Descriptors
Writing
For the given level of English language proficiency level, English language learners can:
Language Domain
Level 1- Entering
Level 2- Beginning
Level 3- Developing
Level 4- Expanding
Level 5- Bridging
Writing
Label objects, pictures, diagrams
Draw in response to oral directions
Produce icons, symbols, words, phrases to convey messages
Make lists Produce
drawings, phrases, short sentences, notes
Give information requested from oral or written directions
Produce bare-bones expository or narrative texts
Compare/ contrast information
Describe events, people, processes, procedures
Summarize information from graphics or notes
Edit and revise writing
Create original ideas or detailed responses
Apply information to new contexts
React to multiple genres and discourses
Author multiple forms of writing
Level 6
- Reaching
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How do we use this information?How do we use this information?
Standards-based results help inform curriculum, instruction and assessment of ELLs
The Overall Composite Score summarizes student’s global language proficiency
Domain subscale scores allow for examination of strengths and weakness by domain
Raw scores by standards allow for examination of strengths and weakness by content area language
Individual report components offer a starting point for differentiating instruction and assessment
Writing and Speaking Rubrics in Interpretative Guide - criteria within rubrics scaffold across the levels of language proficiency and may be used in assessing classroom tasks and projects throughout the year
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Programmatic Implications (1)Programmatic Implications (1)
If it’s appropriate to exit the student from ELL services? Does this student have the language skills necessary to access the content in the mainstream classroom without additional language support services? What additional evidence is needed to make a determination?
If the student’s English proficiency is weak in a particular language domain (e.g., Writing)?
If the student’s English proficiency is weak in a particular standard area (e.g., the language of Social Studies)? If so, consider additional content language support.
High scores (Levels 5-6) may indicate a need for Monitoring or Targeted Support. School teams should consider:
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A balanced, long-term approach that focuses on grade-level academic standards and English proficiency standards, and utilizes strategies that increase comprehension and communication in English (e.g., sheltered instruction)
Enhancement of both oral language and literacy development
Providing L1 instruction (bilingual education) and/or support where feasible
Programmatic Implications (2) Programmatic Implications (2)
Mid-level scores (Levels 3-4) may indicate a need for 1-3 more years of ELL support services. School teams should consider:
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Providing targeted communicative / social & instructional English briefly
Enrolling student in “newcomer” program if available and appropriate
Using content-based strategies (e.g., sheltered instruction) and L1 instruction, if possible
Scaffolding within programs and schoolGraphic supportPeer supportSupplemental and modified materials
Programmatic Implications (3) Programmatic Implications (3)
Beginner level scores (Levels 1-2) may need 5 or 6 more years of ELL support services. School teams should consider:
Developed by the Center for Applied Linguistics
For more information, please contact the WIDA Hotline:1-866-276-7735 or www.wida.us/helpform
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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