Center for Applied Linguistics ACCESS for ELLs Facilitator Training Developed by: Center for Applied...

Center for Applied Linguistics

ACCESS for ELLs™Facilitator Training

Developed by:


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


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


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)


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


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


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


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


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)


Certification

Who can administer the test?

Two-Part Certification Process

• ACCESS Trainers Train District Staff • District Staff take online Quizzes


WIDA Website: www.wida.us


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

E-mail

Quizzes/Evaluation


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


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


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.


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)


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


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 Test Administration Manual

Hard copy handout

Electronic version online

Format


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


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


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


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.


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.


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.


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 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


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


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


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)


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


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


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


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…”


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”


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


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


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.


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.


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.


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


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.”


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


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


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.


Listening Test & Sample Items

Administration Time & Format: Up to 25 minutes

Sample test items and script


Reading Test

Administration Time & Format: Up to 35 minutes

It is group administered

Sample items


Writing Test

Administration Time & Format: Up to 60 minutes + 15 minutes set-up and convening

Become familiar with the writing rubric


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.)


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


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.


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)


CERTIFICATION

•Questions for Review•Take Certification Quizzes

•Test Background and Group Administered Components

•Speaking Test Component

•Kindergarten Component


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 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


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

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