Analyzing the Literacy Achievement of Your Dual Language Learners PATRICK PROCTOR CRISTINA HUNTER MARÍA BAEZ TWIN 2016 Academy June 28, 2016

Session 1: Overview of WMLS data collection and cleaning efforts ○Overview ○Review sample dataset as model for interpreting individual school data Session 2: WMLS Individual Consultations ○Receive your school data ○Analyze your own language and literacy data for your school Session 3: Post Workshop Q and A (Optional) ○Review any lingering questions ○Future steps with summative assessments

Session 1: Overview of WMLS data collection and cleaning efforts Part 1: What the assessment tells us about language acquisition? How can it be used to inform teaching and programming? Part 3: Introduction to WMLS individual consultation to follow Part 2: Data collection quality: why correct administration matters

What the Woodcock-Muñoz tells us about language acquisition in English and Spanish and how can it be used to inform teaching and learning Session 1: Part 1

A simple view of reading A Simple View of Reading

Summative assessment Baseline data when student begins Spring data annually Appropriate for students 2+ years of age TWIN schools measure 4 dimensions in English & Spanish: Vocabulary knowledge Decoding skills Verbal reasoning Reading comprehension What is the Woodcock-Muñoz Language Survey – Revised

Woodcock-Munoz dimensions CONSTRUCT DIMENSIONDESCRIPTIONMEASURES Decoding Letter-Word Identification Subject reads familiar and unfamiliar letters and words Letter-Word Identification Skills Vocabulary Picture vocabulary Students name the familiar and unfamiliar pictured objects that involve breadth and depth of school-related knowledge and experience Oral Language, including Language Development and Lexical Knowledge Verbal Reasoning Verbal Analogies Students complete oral analogies requiring verbal comprehension and reasoning Reasoning Using Lexical Knowledge Reading Passage Comprehension Early items involve a rebus and pictures, mid-range items are multiple-choice with pointing, and the remaining items involve passage comprehension and completion -- items become increasingly more difficult by removal of pictorial cues, increasing passage length, etc. Reading

Code-based Letter-Word Identification Meaning-based Picture Vocabulary Verbal Analogies Reading Passage Comprehension The Woodcock-Muñoz Simple View

Part 3: Woodcock-Munoz results for How to Use Assessment to Inform Teaching and Programming

Part 3: Woodcock-Munoz results for Example WMLS Results Meaning-Based results (vocabulary and verbal analogies) Code-Based results (decoding) Reading results (reading comprehension) Percentile Rank: Describes a students' performance on a scale from 1-99 relative to the performance of a norming sample of that age/grade. The percentile rank indicates the percentage of subjects in this sample who had scores the same as or lower than the subject scores A Note on Norming Samples!

Data Collection Quality, Why and How Proper Administration Matters Session 1: Part 2

DATA COLLECTION QUALITY Why it matters: If the test is not administered properly, the resulting scores do not reflect language acquisition Two components of Proper Administration: All the required information to calculate scores must be collected Following Administration Rules

COMPONENT 1: COLLECTING ALL THE INFORMATION

COMPONENT 2: FOLLOWING ADMINISTRATION RULES 1.Basals 2.Ceilings 3.Rules about Finishing Page SubtestCeiling RuleDo I Finish Page? Picture Vocabulary6 consecutive incorrectYes Verbal Analogies6 consecutive incorrectNo Letter Word ID6 consecutive incorrectYes Passage Comprehension5 consecutive incorrectNo

CEILING & FINISHING THE PAGE Number 29 (notebook) marks the 4 th incorrect response in a row….You need 6

Number 31 (jellyfish) marks the sixth incorrect response in a row. However, you have to finish the entire page before you end the test. WHY? So that students do not become aware of the fact that they are getting these wrong

TEST ADMINISTRATION CODE TABLE Category 1: Reliable Scores Code 0: Perfect Administration Code 1: Raw Score added incorrectly Code 2: Did not follow “Finish Page” rule Code 3: 1-4 items administered after required ceiling was reached Code 4: 5 < items administered after required ceiling was reached Category 2: Moderately Reliable Scores Code 6: Basal attempt or skipped items on the top Category 3: Unreliable Scores Code 5: Ceiling was not established

WMLS ADMINISTRATION TRAINING Cheat Sheet is your Best Friend

CLEANING STEPS 1. Score sheet verification ▪ Last name, First Name, Sex, Grade, School name ▪ Date of Testing and Date of Birth 2. Verification of correct administration (2 rounds) 3. First round of entering (raw score & administration code) 4. Entering score to WMLS software to get Standard Score Report 5. Verification of Score Sheet & Standard Score Report 6. Second round of entering (standard scores)

Session 1: Part 3 Introduction to Woodcock-Muñoz individual consultation to follow

A LOOK INTO A SAMPLE DATASET

PatrickLiz HowardCristinaMariaMinsong SUN PARLORESTATE ROOM ROOM 213ROOM 113GARDEN TERRACE 1)Archbishop Borders 2) All Saints 1) Holy Rosary St. Richard 2) Santa Clara St. LeoRisen ChristSt. Mary Magdalen PatrickLiz HowardCristinaMariaMinsong SUN PARLORESTATE ROOMROOM 213ROOM 113GARDEN TERRACE All Souls1) St. Sebastian, 2) Holy Family Notre DameJuan DiegoSt. Matthews INDIVIDUAL CONSULTATION GROUPS Session 2 Session 1