Analyzing Access For ELL Scores Tracy M. Klingbiel Nash Rocky Mount School District September 13, 2010

Why should teacher’s analyze their ACCESS data? Data can take us out of the dark ages where we were teaching and silently hoping we were getting it right?

Challenge Taking the data and making it meaningful to drive our instruction

What will teacher’s learn? The 10 different areas on the ACCESS Teacher Report Definitions and key areas besides basic proficiency levels Why and how some of the other areas are important for ESL teachers AND content area teachers. How to compare scale scores How to compare results on state tests

How do we use the teacher report? To help determine trends. As a starting point for differentiating instruction and assessment. To provide important information for both ESL teachers and content teachers

Teacher Report Demographic Information About the Student Student’s Scale Score by Domain Student’s ELP Level by Domain Student’s Scale Composite Scores Student’s Composite Scores Student’s Comprehension by Standard Distribute a sample teacher report – so participants can have a larger view and make notes Confidence Bands are important because they remind test users that a single test score represents a range of possible outcomes and should never be interpreted as the only possible outcome. Student’s Speaking Performance by Standard Student’s Writing Performance by Standard Description of the ELP Levels WIDA Consortium / CAL / MetriTech WIDA Consortium / CAL / MetriTech 6 6 6

Plotting 2 years of data using Scale Scores Graph scale scores in each domain. Add to graphs with each successive year of data.

Comparing State Test Results Percent of ELL students at proficient and above levels on state tests Math Reading Science Grade 08-09 09-10 3 4 5 6 7 8