English Language Learners (ELL) Students with Disabilities (SWD) Bilingual/ESOL ESE Program (January...

ACCESS for ELLs 2.0and

Alternate ACCESS for ELLs

English Language Learners (ELL) Students with Disabilities (SWD)

Bilingual/ESOL ESE Program (January 2016)

Review of Accommodations for ELL students with disabilities participating in the administration of ACCESS for ELLs 2.0

Overview of Alternate ACCESS for ELLs (only for ELL students with disabilities who are administered the Florida Standards Alternate Assessment)

Review of Accommodations for ELL students with disabilities participating in the administration of Alternate ACCESS for ELLs

Training Objectives

How is it determined that the ELL SWD will participate in the administration of the ACCESS

for ELLs 2.0?

The IEP team responds “No” to any ONE of the: Questions to Guide the Decision-Making Process

to Determine Whether a Student Takes Florida Standards Assessment (FSA) or Florida Standards Alternate Assessment on the Individual Educational Plan (IEP)

Then the student MUST be tested with the ACCESS for ELLs 2.0

For Kindergarten and First/Second Grade students with disabilities:

ACCESS for ELLs 2.0 will be administered to those SWD that participate in district/state assessments [e.g., Stanford Achievement Test (SAT)]

Questions to Guide the Decision-Making Process to Determine Whether a Student Takes FSA or Florida Standards Alternate Assessment for Third – Twelfth Grade Students

How is it determined that the ELL SWD will participate in the administration of the

Alternate ACCESS for ELLs?

The IEP team responds “Yes” to ALL of the:

Questions to Guide the Decision-Making Process to Determine Whether a Student Takes Florida Standards Assessment (FSA) or Florida Standards Alternate Assessment (FSAA) on the Individual

Educational Plan (IEP) Then the student MUST be tested with the Alternate ACCESS for ELLs

For Kindergarten and First/Second Grade students with disabilities the use of a test from the Continuum of ESOL Placement Tests for Exceptional Students (e.g., Relative Language Dominance Assessment A) will result in the SWD being administered the


How is it determined that ELL SWD will participate in the administration of the

Alternate ACCESS for ELLs Third – Twelfth Grade Students?

ACCESS for ELLs 2.0 ELL SWD ACCOMMODATIONS

Test Administration Manual (TAM) provides:

•List of permissible and non-permissible test administration accommodations •ALL allowable accommodations for students with disabilities who have current IEP or 504 Plans

Accommodations are intended:1. To provide testing conditions

that do not result in changes to what the test measures

2. To provide comparable test results to those students who do not receive accommodations

Sources: ACCESS for ELLs 2.0 Paper Test Administrator Training ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines

ELL SWD ACCOMMODATIONS

Do not affect the validity or reliability of the interpretation of the scores for their intended purposes

Accommodations must be based on the student’s needs and documented in the IEP or 504 Plan and used on a daily basis Test administrator must grid the

accommodation(s) implemented in Box 20 of the student response booklet.

(Source ACCESS for ELLs 2.0 Florida Department of Education Test Administration Manual Addendum 2015-2016)

ACCOMMODATIONS

The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0:

Presentation: (ESE ELLs only) Interpreter signs test directions in ASL (SD) Manual control of item audio (MC) Repeat item audio (RA) Read aloud listening test response options by human reader (LH) Repeat listening test items response options by human reader (RL) Read aloud test items by human reader (IH) NOTE: Read aloud of test items on

the Reading test are not allowed on ACCESS for ELLs 2.0. ACCESS for ELLs 2.0 is an English proficiency assessment not a reading test.

Repeat test items by human reader (RI) Large print version of test (LP) Braille version of test (BR)For Read Alouds - the IEP must be documented with Flexible Presentation – Oral delivery of test items and answer choices ELA


Read test directions by Test Administrator Test directions refer to the text in the Test Administrator’s Script that provides instructions to the student before testing and describes the logistics of taking the test, but does not include any information specific to test items or passages

Repeat test directions by Test Administrator

Explain/clarify test directions in English by Test Administrator

Clarify test directions in student’s native language by Test Administrator (per availability and local policy)

Provide verbal praise or tangible reinforcement to a student

Verbally redirect student’s attention to test, in English or in student’s native language

Presentation Accommodations (for all ELLs)


Response: (ESE ELLs only) Scribed response (SR) Word processor or similar keyboarding device to test items

(WD) Student responds orally using external augmentative and/or

alternative communication device or software (AC) Student responds using a recording device, which is played

back and transcribed by student (RD) Student responds using a braille writer or braille notetaker (BW) Student uses assistive technology to respond to test items (AT)


Student reads test aloud to self (but must not disturb or interfere with other test takers)

Test administrator monitors placement of responses in test booklet

Response Accommodations (for all ELLs)

The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0

Test Environment/Setting:(ESE ELLs only)

Test may be administered by school personnel in non-school setting (NS)


Test administered: By school personnel familiar to student (if trained and certified

to administer ACCESS for ELLs 2.0) By school personnel other than student’s teacher, including special educator (if trained and certified to administer ACCESS for ELLs 2.0) In a small group In a separate room With preferential seating of adaptive seating In study carrel In a space with special lighting In a space with special acoustics With adaptive or specialized furniture or equipment Using tools to minimize distractions or maintain focus (e.g.,

stress ball); noise-reducing (headphones or instrumental music played through an individual student’s headphones or ear buds)

Test Environment/Setting (for all ELLs)


Timing/Scheduling (ESE ELLs only) Extended Speaking test response time (ES) Extended testing time within the school day

(ET) Extended testing of a test domain over

multiple days (EM) [approval is required]


Frequent or additional supervised breaks

Test administered in short segments (i.e., administer brief section of each test at a time)

Timing/Scheduling (for all ELLs)

Audio aidsTools include amplification devices, noise buffers, or white noise machines (provided by the school or student) Highlighters, colored pencils, or crayonsA tool which the student can use to mark specific text in the test booklet Place marker or tracking deviceA tool which the student can use to guide his or her eyes while reading textPlace marker or device must be blank/emptySource: ACCESS for ELLs 2.0: Paper Test Administrator Training (October 26, 2015)

ACCESSIBILITY TOOLS FOR ALL ELLs

Low-vision aids or magnification devicesA tool which the student can use to increase the size of graphics and text in the test booklet Color overlayA tool (such as a color acetate transparency) which the student can place over the test booklet page Equipment of technology that the student uses

for other tests and school workTools include adapted pencil (altered size or grip), slant board, wedge, etc. Scratch/blank paper (including lined or graph

paper)Submit with test materials or dispose according to state policy

ACCESSIBILITY TOOLS FOR ALL ELLs

Read aloud of test items on the Reading test

Translate test items into a language other than English

Sign test items, passages, and/or response option (answer choices)

Oral Reading of test items in a language other than English

Bilingual word-to-word dictionary Student responds to test questions in a

language other than English

Accommodations NOT allowed for use with ACCESS for ELLs 2.0

Accommodations are listed according to four types: Presentation, Response, Test Environment/Setting, and Timing/Scheduling

Accommodation types are aligned to specific ACCESS for ELLs 2.0 test domains

The following link aligns the accommodations to the test domains:

https://www.wida.us/assessment/WIDA_AccessAccDescriptions.pdf

Allowable Accommodations for Specific Domains





ACCESS for ELLs 2.0 is available either in contracted or uncontracted Braille in the domains of reading and writing

WIDA will provide “hard copy” tactile Braille assessments for ACCESS for ELLs 2.0

Accommodations also include the use of Braille writers, notetakers as response accommodations for the reading and writing domains

(source: ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines)

ELLs with Visual Impairments

The student’s IEP team should consider the student’s proficiency in Braille and in the use of tactile graphics before determining if the Braille version is the most appropriate test version.

If so, WIDA will provide the school with a Tier B version of the reading and writing domains in Braille


Guidelines: The student must be proficient in the use of Braille and tactile graphics. Braille tactile graphics will be included with the Braille edition test, where

appropriate. Each student’s responses on the Braille reading and writing domains must

be transcribed verbatim by a Braille proficient staff member into a regular ACCESS for ELLs 2.0 test booklet or it will not be scored.

The Braille transcriber should be trained and certified to administered and certified to administer ACCESS for ELLs 2.0

Braille and standard test materials must be included in the return shipment of test materials according to instructions provided by the test contractor.

REMINDER: The version of Braille (contracted or uncontracted) must be specified when

ordering the test


If a Large-print or Braille accommodated format has student responses, the Test administrator MUST transcribe the student’s exact responses into a standard version test booklet WITHIN 48 hours of testing.

Affix assign Pre-ID Label and grid the Accommodation in Box 20 of the student response booklet.

Important: Student responses not transcribed into a standard booklet will NOT be scored.

ELLs with Visual ImpairmentsReturn of Special Test Documents

Students who are deaf and are unable to produce spoken language and receive language input only through signing should be exempt from the Listening and Speaking section.

The teacher (e.g., ESOL teacher) of each deaf or hard of hearing student should make a determination regarding whether the student is able to participate in the Listening and Speaking sections.

Once a determination is made by the teacher it should be reflected in the student’s response booklet.

Test administrator must check off the “SPD” code in student’s response booklet (in box 23).

Source: ACCESS for ELLs 2.0 Florida Department of Education Test Administration Manual Addendum 2015-2016)

Deaf or Hard of Hearing ELLs

LISTENING SECTION Students who are deaf and receive language input only

through signing should be exempt from the Listening section

For students who have some hearing ability, Test Administrators may use signing to clarify the directions to the Listening section, but they may NOT use signing to explain the content of the Listening section questions.

An administrator may read the Listening script aloud (rather than playing the CD) for reinforcement for a hard-of-hearing student who is a proficient speech (lip) reader


SPEAKING SECTION

Students who are not able to produce spoken language should be exempt from the Speaking section.

Test administrator may use signing to clarify the directions to the Speaking sections, but they may NOT use signing to explain the content of the Speaking section questions


READING and WRITING Sections

Test administrators may sign the directions and may use signing to answer any questions the students have about the directions. However, administrators may NOT use signing to explain the content of the Reading or Writing section questions


Assessment of English Language Proficiency for English Language Learners in Grades 1-12 who have significant cognitive disabilities (participate in the Florida Standards Alternate Assessment)

The student is classified as ELL, with a code of LY participates in Alternate ACCESS for ELLs.

Alternate ACCESS for ELLs consists of one form per grade-level cluster : (1-2) – (3-5) – (6-8) – (9-12)

All Kindergarten students will be assessed using the ACCESS for ELLs 2.0

Test administrator scores all sections

Overview of Alternate Access for ELLs

Recommended order of Language Domains for administration: Listening – Reading – Speaking – Writing

Four Standards: 1. Social and Instructional Language (SIL) 2. Language of Language Arts (LoLA) 3. Language of Mathematics (LoMA)

4. Language of Science (LoSC)

Tiers: Not tiered

ELD Levels: A1-A3 and P1-P3 (P3 in Writing)

Tasks based on: Alternate Model Performance Indicators

It must be administered individually (test administrator and student) and immediately scored.

Overview of Alternate Access for ELLs continued

Alternate ACCESS Proficiency Levels

Who Should Administer the Alternate ACCESS for ELLs?

ESE Teacher or licensed staff (WIDA online certification)

Staff member familiar with student’s dedicated communication system and response modes

Practice ahead of time is important due to logistics of managing:

◦ Student Response Booklet◦ Test Administrator’s Script◦ Test Booklet◦ Test Administration Manual◦ Individual student supports

Roles and Responsibilities of TATest Administrators (TA)

Become trained with test administration procedures

Complete online Alternate ACCESS for ELLs quiz on the WIDA Website (www.wida.us)

Be familiar with accommodations that may be used during administration

http://www.wida.us/

Test Materials (Page 61 of Test Administrator’s Manual)

Test Administration Manual Test Administrator’s Script Test Booklet (legal size paper) Student Response Booklet

Alternate ACCESS for ELLs:Speaking Rubric (Page 83 of TAM) Writing Rubric (Page 95 of TAM)

Guidelines are divided into each of the four domains of the test with indications whether a particular accommodation is appropriate for the domain (Yes), inappropriate and therefore not recommended (No), or Not Applicable (N/A) because the accommodation is already incorporated into the test design

Refer to pages 55-56 on the Test Administrator Manual (TAM) for the Alternate Access for ELLs Accommodations

Guidelines for Accommodations on the Alternate Access for ELLs

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

Produce the most valid results of students’ abilities as possible.

Alternate ACCESS for ELLs Administration Overview

Test Section Number of Tasks

Range of Levels

Listening 9 A1-A3; P1- P2

Reading 9 A1-A3; P1- P2

Speaking Part A 8 A1-A3; P1- P2Part B

Writing Part A 10

A1-A3; P1- P3Part BPart C

How to read the script This is a sample of the script

Read aloud Black BOLD text

Prior to administering test fill out Additional Student Information data form located in the Student Response Booklet.

Administer each section separately and in one session All sections are semi-adaptive and must be

administered unless indicated on the IEP. Semi-adaptive means that the administration of a test

section is ended if the student scores No Response, Incorrect, or Approaches on three consecutive tasks.

The administration of one domain section should not begin until before finishing the administration of the previous one.

General Test Administration Procedures

In order to not frustrate the students with tasks that they may not be able to complete Stop the administration of domain section if the

student scores ◦Incorrect (in Reading and Listening Sections)◦Approaches (in Speaking and Writing

Sections) OR ◦No response on three consecutive tasks in

any of the domain sections

Alternate ACCESS for ELLs: Stopping Criteria

When stopping a domain section wind down the test administration as instructed in the Moving on Box, and mark the remaining tasks in that section as Not Administered in the Student Response Booklet

Alternate ACCESS for ELLs: Stopping Criteria

Administration Follow Moving ON box at the end of each

task

Listening Test Overview – Pages 67-71 of TAM

Format: 9 tasks that correspond to the AMPI levels A1-A3 and P1-P2

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

Time: 20 minutes (approximately) Scoring: Correct or Incorrect

Administration of Listening Tasks

Task

Cue A

Cue B

Cue C

Next Task

Next Task

Next Task

Listening Administration Follow Moving ON box at the end of each

task

Ending the Listening Section

◦ After administering last task (9)OR

◦ The student responded incorrectly or did not provide a response for 3 consecutive tasks

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.

Listening Scoring Sheet

Reading Test Overview Format: 9 tasks that correspond to the

AMPI levels A1-A3 and P1-P2 Every task contains 3 cues- CUE A, CUE B,

and CUE C Time: 20 minutes (approximately) Scoring: Correct or Incorrect

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

Administration of Reading Tasks

Task

Cue A

Cue B

Cue C

Next Task

Next Task

Next Task


task

Ending the Reading Section

◦ After administering the last task (9) OR◦ The student responded incorrectly or did not

provide a response for 3 consecutive tasks

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.

Reading Scoring Sheet

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

that correspond to the AMPI levels A1-A3 and P1-P2◦ Within each Part there are a set of Tasks

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

Time: 20 minutes (approximately) Scoring: Meets or Approaches

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

Task

Question 2

Question 3

Question 2

Question 1

Next Task

Administration of Speaking Tasks

Next Task

Next Task

Administration of Speaking Tests

Follow Moving ON box at the end of each task

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

Scoring Test administrator scores each response and

records the score in the Student Response Booklet

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 (page 83 in the TAM)

Speaking Rubric – Page 83 of TAM

Scoring of Speaking Section

• Satisfies the requirements of the level in quantity and quality

• Student’s response needs to be related to the task

Meets

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

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

No Response

• Task was not administered to the student

Not Administered

Speaking Scoring Sheet

Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1-A3 and P1-P3◦ Within each Part there are a set of Tasks◦ Tasks are modeled for students

Time: 20 minutes (approximately) Scoring: Meets or Approaches

Writing Test Overview

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

exactly Put the Student Response Booklet in front

of the student Have pre-sharpened pencils Assistive devices need to be available and

ready to use

Administration of Writing Tasks for Parts A and Part B

Part A:Task 1 Task 2 Task 3 Task 4

Part B:Task 5 Task 6 Task 7 Task 8The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.


task

Scoring of Writing Section Test administrator scores each response and

records the score in the Student Response Booklet

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

No partial credit can be given on any writing tasks.

Scoring Parts A and B – Writing Section

• 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 Administere

d

Scoring Boxes for Parts A and B – Writing Section

Scoring boxes are placed at the bottom left side of the Student Response booklet for each the corresponding Writing Task.

Administration of Writing Tasks for Part C

Part C:

Task 9 Task 10

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

Writing Rubric for Part C

Scoring Boxes for Part C Scoring boxes are placed at the bottom left

side of the Student Response booklet for each the corresponding Writing Task.

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 tasks with Meets

QUESTIONS ???

WIDAhttps://www.wida.us/standards/

https://www.wida.us/standards/

Questions ?For further information, please contact:

Bilingual/ESOL Exceptional Student Education Program (305)274-8889

Dr. Rosalia F. Gallo, Instructional Supervisor, [email protected]

Sylvia Crespo, Bilingual Assessor, [email protected] Perez de Alejo, Bilingual Assessor, [email protected]

Malena Escobar-Matamoros, Bilingual Assessor, [email protected] Isabel Lopez-Trudelle, Bilingual Assessor, [email protected] Danielle Joseph, Bilingual Assessor, [email protected]

Debbie Sosa, Bilingual Assessor, [email protected] Fernandez, Bilingual Assessor, [email protected]

Rosa Duarte, Bilingual Assessor, [email protected]

WEB SITE: Division of Special Education; click on Programs; click on Bilingual

http://ese.dadeschools.net/ESOL_ESE/

mailto:[email protected]









http://ese.dadeschools.net/ESOL_ESE/

English Language Learners (ELL) Students with Disabilities (SWD) Bilingual/ESOL ESE Program (January...

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