Post on 27-Mar-2015
Center for Applied Linguistics
ACCESS for ELLs™Facilitator Training
Developed by:
Center for Applied Linguistics
Washington, DC
Presented by:
Division of English Language Learning
Illinois State Board of Education
July 11-22, 2005
ACCESS for ELLs™ Test Administration Training
Agenda Background on the WIDA Project/Standards
Important Websites• ISBE www.isbe.net/bilingual
• WIDA www.wida.us
• UWO www.uwosh.edu/drl
Certification • Who can administer test?
• Process for Certification
Overall Structure of the ACCESS for ELLs™ Test
Speaking Test
ACCESS for ELLs™ Test Administration Training
Agenda Listening, Reading, & Writing tests
Kindergarten
Review & Questions
Take Quizzes for Certification
ACCESS Screener Information
ACCESS FY06 Calendar
Resource Websites
Workshop Evaluation
Collection of Certification Forms & Distribution of CPDU forms
ACCESS for ELLs™ Test Administration Training
Requirements of the “No Child Left Behind Act”
All K-12 English language learners must be assessed annually for English proficiency growth (Title III) and academic progress (Title I)
Accountability for Title III-funded districts: Annual Measurable Achievement Objectives (AMAO)
ACCESS for ELLs™ Test Administration Training
Title III Accountability: AMAOs
AMAO Measure Assessment Used% ELL students proficient in English
ACCESS in 2005-06
English Language Proficiency Test (ELPT)
% ELL students making progress toward proficiency in English
ACCESS in 2005-06
English Language Proficiency Test (ELPT)
ELL subgroup meets Adequate Yearly Progress (AYP)
IMAGE, ISAT, or PSAE
Content area assessment
ACCESS for ELLs™ Test Administration Training
Title III Accountability: AMAOs
New AMAO progress and proficiency targets for FY06 will be established once the Bridge Study Data has been analyzed
The Center of Applied Linguistics will provide to WIDA an English langue proficiency test conversion chart
Districts in Illinois will use the conversion chart to determine which tier to use when ordering the annual ACCESS tests for their students
Once the ACCESS Screener is available online districts will use it for identification, program placement & tier assignment to order their annual ACCESS tests
ACCESS for ELLs™ Test Administration Training
Origins of the WIDA Consortium
Ten states, representing some 275,000 ELLs
2002: USED Enhancement Grant Competition
3 Original States:
Wisconsin
Delaware
Arkansas
Early Additions:
District of Columbia
Rhode Island, Maine, New Hampshire, Vermont
Later Additions:
Illinois, Alabama
ACCESS for ELLs™ Test Administration Training
WIDA Partners
State & Consortium LeadershipTim Boals, Elizabeth Cranley, Wisc. DPI
Standards Development, Project PIMargo Gottlieb, Illinois Resource Center
Test DevelopmentCenter for Applied Linguistics
Test Publication (PDSR)Susan Feldman, MetriTech, Inc.
The State of Illinois (ISBE) and the other 9 partner states
ACCESS for ELLs™ Test Administration Training
Role of District Trainer
Train Test Administrators
Serve as District ACCESS Facilitator
Answer Test Administrators’ questions as they relate to online training & Quiz taking
Coordinate the administration of ACCESS testing (District based decision)
ACCESS for ELLs™ Test Administration Training
Certification
Who can administer the test?
Two-Part Certification Process
• ACCESS Trainers Train District Staff • District Staff take online Quizzes
ACCESS for ELLs™ Test Administration Training
WIDA Website: www.wida.us
ACCESS for ELLs™ Test Administration Training
Accessing the University of Wisconsin & Desire2Learn through the WIDA Website
www.wida.us
Under “Highlights” click on ACCESS for ELLs
Under “Test Training” click on www.uwosh.edu/d2l
You will then Log on to the Desire2Learn site
Content area of the course
Sounding Board
Enrollment
Quizzes/Evaluation
ACCESS for ELLs™ Test Administration Training
ACCESS for ELLs
ACCESS for ELLs is a secure assessment
Administered during a specific test window
4 domains (Listening, Speaking, Reading & Writing)
5 grade level clusters; K, 1-2, 3-5, 6-8, and 9-12
3 tiers (A,B, & C) for all grade level clusters, excluding K
Directly linked to the English Language Proficiency Standards (large scale)
Total administration time 2.5 hours
ACCESS for ELLs™ Test Administration Training
Overall Organization of Standards
Frameworks for Classroom & Large-Scale Assessment
English Language Proficiency Standards
Language Domains
Grade Level Clusters
Language Proficiency Levels
Model PIs are the lowest level ofexpression of the standards
Model Performance Indicators
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The WIDA ELP StandardsStandard 1—SI
• English language learners communicate in English for social and instructional purposes in the school setting.
Standard 2— LA• English language learners communicate information, ideas
and concepts necessary for academic success in the content area of Language Arts.
Standard 3—MA• English language learners communicate information, ideas
and concepts necessary for academic success in the content area of Math.
Standard 4—SC• English language learners communicate information, ideas
and concepts necessary for academic success in the content area of Science.
Standard 5— SS• English language learners communicate information, ideas
and concepts necessary for academic success in the content area of Social Studies.
ACCESS for ELLs™ Test Administration Training
Grade Cluster: 6-8FRAMEWORK FOR LARGE-SCALE ASSESSMENT
Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
Copyright © 2004 State of Wisconsin. All rights reserved.
Domain Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Listening match proportionalrepresentation ofobjects with oraldirections andillustrations (such aspercent, fractions, ordecimals; e.g., “Which___ shows ___?”)
follow multi-stepdirections to identifyproportionalrepresentation in graphs
match examples of usesof proportion with oraldescriptions (such asinterest or taxes; e.g.,“If…then...”)
analyze and apply the use of proportion from oral word problems
evaluate ways of using proportion to solve grade level oral word problems
Speaking identify line segments from pictures of everyday objects (such as types of angles or parallel lines) restate math problems with visual support (involving algebra)
define or describe typesof line segments from pictures of everyday objects (e.g., “Oppositesides are parallel.”)paraphrase mathproblems with visual support (involving algebra)
compare/contrast typesof line segments frompictures presentedorally from math text(such as parallel v.perpendicular lines)summarize relevantinformation from mathproblems (involvingalgebra)
explain how to usedifferent types of linesegments presentedorally from math text (such as in geometricfigures) interpret information from math problems(involving algebra)
create math problemsusing different types of line segments presentedorally infer steps to solving grade level math problems (involving algebra)
ACCESS for ELLs™ Test Administration Training
Grade Cluster: 6-8FRAMEWORK FOR LARGE-SCALE ASSESSMENT
Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
Copyright © 2004 State of Wisconsin. All rights reserved.
Reading match vocabularyneeded for problemsolving with graphics, symbols, or figures
classify writtenexamples supportedvisually of mathprocedures used in realworld problems (such asperimeter or area)
classify writtenexamples of mathprocedures used in text-based problems
order steps ofprocedures involved inproblem solving usingsequential language
select reasons for theuses of procedures ingrade level mathproblems
Writing show pictorialrepresentation and label math terms (such as parts of whole numbers,algebraic equations orgeometrical relations)
express the meaningand give examples ofmath terms (such asarea, perimeter, angles,or patterns) showngraphically
state step-by-stepprocess of math operations, procedures, patterns, or functions
write everyday mathword problems andexplain problem-solving strategies
summarize, reason,predict, and compare/contrast mathinformation or problem-solving strategies
Domain Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
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Grade Cluster: 6-8FRAMEWORK FOR CLASSROOM INSTRUCTION & ASSESSMENT
Domain: READING — process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Standards Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Social andInstructional
search topics of intereston the Internet or inlibraries
classify topics identified through hypermedia or multiple sources
sort relevant fromirrelevant information ontopics gathered from the Internet or libraries
arrange information ontopics gathered from the Internet or libraries in logical order
reread information on topics gathered from the Internet or libraries to confirm or summarize sequence
Language Arts
identify words or phrasessupported by illustrationsassociated with variousgenres
match vocabulary in context, supported by illustrations, associated with excerpts of genres read orally (e.g., the flying horse)
predict types of genresbased on languagestructures integrated into text or oral description (e.g., a long time ago, inancient Greece)
match summaries with excerpts from genres readorally or in writing (such as mythology, science fiction, or ballads)
infer types of genresassociated with writtendescriptions or summaries from grade level language arts text
Math compare values noted oneveryday products (such as nutritional facts, serving sizes, or % dailyuse)
follow listed instructionsthat involve hands-on math (such as games or recipes from cookbooks or the Internet)
follow instructions that involve hands-on math (such as from sewing kits or alarm clocks)
follow instructions to determine when and how to apply percent in real life situations (such as sales tax, interest rates, or tips)
follow instructions that require interpretation of various representations of numbers (such as percent, decimals, or scientific notation)
ACCESS for ELLs™ Test Administration Training
ACCESS Test Administration Manual
Hard copy handout
Electronic version online
Format
ACCESS for ELLs™ Test Administration Training
Criteria for Proficiency Level Definitions
Comprehension and use of the technical language of the content areas
Extent of discourse control
Development of phonological, syntactic, and semantic understanding or usage
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
1 2 3 4 5
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Criteria for Proficiency Level Definitions
Using the performance definitions for the WIDA K-12 English Language Proficiency Standards at a given level, ELLs will process, understand, produce or use
See Figure 1 in Test Administration Manual
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
1 2 3 4 5
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Tier Alignment with Proficiency Levels
ENTERING BEGINNING DEVELOPINGEXPANDING BRIDGING
1 2 3 4 5
Annual ACCESS for ELLs
(Low proficiency) Tier A
Tier B
(close to exiting) Tier C
ACCESS for ELLs™ Test Administration Training
Tier A is most appropriate for English language learners who:
Have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, OR
Currently receive literacy instruction ONLY in their native language, OR
Have recently tested at the lowest level of English language proficiency.
ACCESS for ELLs™ Test Administration Training
Tier B is most appropriate for English language learners who:
Have social language proficiency and some, but not extensive academic language proficiency in English, OR
Have acquired some literacy in English, though they have not yet reached grade level literacy.
ACCESS for ELLs™ Test Administration Training
Tier C is most appropriate for English language learners who:
Are approaching grade level in literacy and academic language proficiency in the core content areas, OR
Will likely meet the state’s exit criteria for support services by the end of the academic year.
ACCESS for ELLs™ Test Administration Training
Where Tiers Overlap on the Assessment Forms
• Tier A: Proficiency levels 1-3 (L, R, W tests)
• Tier B: Proficiency levels 2-4 (L, R, W tests)
• Tier C: Proficiency levels 3-5 (L, R, W tests)
(Low proficiency) Tier A Tier B
(close to exiting) Tier C
ACCESS for ELLs™ Test Administration Training
ACCESS Test Administration Time
Listening: 20-25 minutes, machine scored
Reading: 35-40 minutes, machine scored
Writing: Up to 1 hour, rater scored
Speaking: Up to 15 minutes, individually administered, administrator scored
Administered in two 75-minute sessions
Center for Applied Linguistics
Overview of the ACCESS for ELLs Speaking Test
Individually administered
Adaptive – student presented with tasks
Administrator Scored using a rubric (“Task Level Expectations”) and scale
Takes up to 15 minutes to administer
One Speaking Test per grade-level cluster (K-2, 3-5, 6-8 and 9-12)
There are no tiers
ACCESS for ELLs™ Test Administration Training
Format of the Speaking Test
The Speaking Test consists of three scripted sections:
• A warm-up: the test administrator puts the student at ease
• The test itself: the test is “adaptive” meaning that the student is asked only those questions the test administrator has some expectation the student can respond to
• A wind-down: the test administrator leaves the student with a positive impression of his or her performance on the test
ACCESS for ELLs™ Test Administration Training
Format of the Speaking Test cont’d.
The test includes 3 Parts (2 for Kindergarten):
• Part A: Tests the Social and Instructional (SI) standard at Proficiency Levels 1, 2, and 3
• Part B: Tests the Language Arts & Social Studies standards at Proficiency Levels 1, 2, 3, 4, and 5
• Part C: Tests the Math & Science standards at Proficiency Levels 1, 2, 3, 4, and 5
The test has up to 13 tasks (8 for K)
ACCESS for ELLs™ Test Administration Training
SPEAKING TEST 13 Tasks – 8 for Kindergarten
Part Standards Tested
Language Level Assessed by Each Task
Task1
Task2
Task3
Task4
Task5
A Social & Instructional
Level 1Entering
Level 2Beginning
Level 3Developing
(no) (no)
B Language Arts & Social Studies
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
C Math & Science
(exceptkindergarten)
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
ACCESS for ELLs™ Test Administration Training
Performance Definitions
Based on the student’s increasing:• Comprehension and use of the technical language
of the content areas
• Linguistic complexity or oral interaction or writing
• Developing of phonological, syntactic, and semantic understanding or usage as they move through the second language acquisition continuum
ACCESS for ELLs™ Test Administration Training
Task Level Expectations
Summarize the characteristics of student performances that meet the proficiency level of the task
Three areas:• Discourse Type
• Vocabulary Usage
• Language Control
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Discourse Type
Oral language produced by student
Refers to two aspects of verbal expression:• Quantity (how much?)
• Organization (how it is organized)
Ranges• “words, phrases, or chunks of language” to “a
variety of sentence lengths or varying linguistic complexity…”
ACCESS for ELLs™ Test Administration Training
Vocabulary Usage
How well the student used the appropriate vocabulary to express his/her meaning
Ranges• “general language related to the content areas” to
“the technical language of the content areas”
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Language Control
Demonstrates control of those aspects of oral language that help to convey meaning:
• Oral grammar (syntax)
• Word choice (semantics)
• Fluency
• Sounds
• Phrasing
• Stress
• Pitch
• Rhythm
Misunderstandings occur when language control is absent
ACCESS for ELLs™ Test Administration Training
Task Level Expectations – Level 1(Entering) Areas of speech around which scoring
expectations for tasks at proficiency levels 1-5 are based:
• Discourse Type: Single Words, set phases, or chunks of memorized oral language
• Vocabulary Usage: Highest frequency vocabulary from school setting and content areas
• Language Control: Generally comprehensible when using memorized language; impeded when going beyond the highly familiar
ACCESS for ELLs™ Test Administration Training
Task Level Expectations – Level 2(Beginning)
• Discourse Type: Phrases short oral sentences
• Vocabulary Usage: General language related to the content area; grouping for vocabulary when going beyond the highly familiar
• Language Control: Generally comprehensible when using simple discourse; communication may be impeded by phonological, syntactic or semantic errors when going beyond phrases and short simple sentences.
ACCESS for ELLs™ Test Administration Training
Task Level Expectations – Level 3(Developing)
• Discourse Type: Simple and expanded short sentences; responses show emerging complexity used to add detail
• Vocabulary Usage: General and some specific language related to the content area; may grope for needed vocabulary at times
• Language Control: Generally comprehensible when communicating in sentences; communication may be from time to time impeded by phonological, syntactic or semantic errors especially when attempting more complex oral discourse.
ACCESS for ELLs™ Test Administration Training
Task Level Expectations – Level 4(Expanding)
• Discourse Type: A variety of oral sentence lengths of varying linguistic complexity; responses show emerging cohesion used to provide detail and clarity
• Vocabulary Usage: Specific and some technical language related to the content area; groping for needed vocabulary may be occasionally evident
• Language Control: Generally comprehensible at all times through phonological, syntactic or semantic errors that do not impede the overall meaning of the communication may appear at times; such errors may reflect first language interference.
ACCESS for ELLs™ Test Administration Training
Task Level Expectations – Level 5(Bridging)
• Discourse Type: A variety of sentence lengths of varying linguistic complexity in extended oral discourse; responses show strong cohesion and organization used to support main ideas
• Vocabulary Usage: Technical language related to the content area; facility with needed vocabulary is evident
• Language Control: Approaching comparability to that of English proficient peers; errors don’t impede communication and may be typical of those an English proficient peer may make
ACCESS for ELLs™ Test Administration Training
Example of a Speaking Test Part
What the student sees What the test administrator sees
Text in bold face represents a prompt that the test administrator addresses to the student. Unbolded text are “stage directions.”
ACCESS for ELLs™ Test Administration Training
Navigating the Speaking Test (Grades 1-12)
T1
T2
T3If 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 ?, Meets, or Exceeds, go to next level task.
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
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The Scoring Scale
• Quantity – the type of discourse produced
• Quality – the vocabulary usage and/or control of the language
• Note the ‘?’ scoring option when a Testing Administrator is uncertain whether to assign a score of Meets or Approaches
ACCESS for ELLs™ Test Administration Training
Speaking Test & Sample items
• Sample Speaking Test Scenarios
• Sample Question Scoring
• To view actual test items on the operational ACCESS Speaking Tests for each grade level cluster go to the website.
ACCESS for ELLs™ Test Administration Training
Listening Test & Sample Items
Administration Time & Format: Up to 25 minutes
Sample test items and script
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Reading Test
Administration Time & Format: Up to 35 minutes
It is group administered
Sample items
ACCESS for ELLs™ Test Administration Training
Writing Test
Administration Time & Format: Up to 60 minutes + 15 minutes set-up and convening
Become familiar with the writing rubric
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Writing Test Sample test items
Scoring rubric
Tier A Tasks1. Social and Instructional (15 min.)
2. Math (15 min.)
3. Science (15 min.)
Tier B/C Tasks1. Social and Instructional (10 min.)
2. Math (10 min.)
3. Science (10 min.)
4. Language Arts/Social Studies (30 min.)
ACCESS for ELLs™ Test Administration Training
Allowable Accommodations
Change to testing environment to make the test as accessible as possible to a student with special needs, without invalidating the results of the assessment
Guidelines for allowable accommodations for each of the four domains (listening, speaking, reading and writing)
Allowable accommodations can be found in the Test Administration Manual on page 22
ACCESS for ELLs™ Test Administration Training
Kindergarten Test
Administration Time & Format: Up to 30 minutes per student, adaptive and individually administered
All Kindergarten Test administrators must go through the Speaking Component of the online training, though they need to complete only the Kindergarten quiz.
ACCESS for ELLs™ Test Administration Training
Additional Activities for District Implementation of ACCESS
Plan District Training
Plan test administration coordination (Scheduling tools can be found on the pages 16-21 in the Test Administration Manual)
ACCESS for ELLs™ Test Administration Training
CERTIFICATION
•Questions for Review•Take Certification Quizzes
•Test Background and Group Administered Components
•Speaking Test Component
•Kindergarten Component
ACCESS for ELLs™ Test Administration Training
ACCESS Screener
Key Information
Similarities between ACCESS for ELLs™ and the screener
Differences between ACCESS for ELLs™ and the screener
Screener Description
Scoring
Training
Accessing the screener
ACCESS for ELLs™ Test Administration Training
ACCESS FY06 Calendar July 11-22, 2005 ACCESS Trainer Training
August 2005 July Workshop Participants’ Passwords Sent Out
August 30, 2005 ACCESS Screener available online
September 1, 2005 ISBE/D2L Account Registration Online Process Begins
Sep.-Dec. 2005 District Staff Training
January 2006 Recommend that Districts Review the Speaking Test
January 30,2006 ACCESS for ELLs™ Test –March 10, 2006 Administration
ACCESS for ELLs™ Test Administration Training
Resources
Illinois State Board of Education• Division of Assessment
• (217) 782-4823• www.isbe.net/assessment
• Division of English Language Learning• (312) 814-3850• www.isbe.net/bilingual
WIDA • www.wida.us
Facilitator Training website• www.uwosh.edu/d2l