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 WIDA UWO 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 MeasureAssessment Used % ELL students proficient in English ACCESS in English Language Proficiency Test (ELPT) % ELL students making progress toward proficiency in English ACCESS in 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: Wi sconsin D elaware A rkansas 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 Leadership Tim Boals, Elizabeth Cranley, Wisc. DPI Standards Development, Project PI Margo Gottlieb, Illinois Resource Center Test Development Center 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:

ACCESS for ELLs Test Administration Training Accessing the University of Wisconsin & Desire2Learn through the WIDA Website Under Highlights click on ACCESS for ELLs Under Test Training click on 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 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 of expression of the standards Model Performance Indicators

ACCESS for ELLs Test Administration Training The WIDA ELP Standards Standard 1SI 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 3MA English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4SC 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: 6-8 FRAMEWORK 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. DomainLevel 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Listening match proportional representation of objects with oral directions and illustrations (such as percent, fractions, or decimals; e.g., Which ___ shows ___?) follow multi-step directions to identify proportional representation in graphs match examples of uses of proportion with oral descriptions (such as interest 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 types of line segments from pictures of everyday objects (e.g., Opposite sides are parallel.) paraphrase math problems with visual support (involving algebra) compare/contrast types of line segments from pictures presented orally from math text (such as parallel v. perpendicular lines) summarize relevant information from math problems (involving algebra) explain how to use different types of line segments presented orally from math text (such as in geometric figures) interpret information from math problems (involving algebra) create math problems using different types of line segments presented orally infer steps to solving grade level math problems (involving algebra)

ACCESS for ELLs Test Administration Training Grade Cluster: 6-8 FRAMEWORK 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 vocabulary needed for problem solving with graphics, symbols, or figures classify written examples supported visually of math procedures used in real world problems (such as perimeter or area) classify written examples of math procedures used in text- based problems order steps of procedures involved in problem solving using sequential language select reasons for the uses of procedures in grade level math problems Writing show pictorial representation and label math terms (such as parts of whole numbers, algebraic equations or geometrical relations) express the meaning and give examples of math terms (such as area, perimeter, angles, or patterns) shown graphically state step-by-step process of math operations, procedures, patterns, or functions write everyday math word problems and explain problem- solving strategies summarize, reason, predict, and compare/contrast math information or problem- solving strategies DomainLevel 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging

ACCESS for ELLs Test Administration Training Grade Cluster: 6-8 FRAMEWORK FOR CLASSROOM INSTRUCTION & ASSESSMENT Domain: READING process, interpret, and evaluate written language, symbols, and text with understanding and fluency StandardsLevel 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Social and Instruction al search topics of interest on the Internet or in libraries classify topics identified through hypermedia or multiple sources sort relevant from irrelevant information on topics gathered from the Internet or libraries arrange information on topics 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 phrases supported by illustrations associated with various genres match vocabulary in context, supported by illustrations, associated with excerpts of genres read orally (e.g., the flying horse) predict types of genres based on language structures integrated into text or oral description (e.g., a long time ago, in ancient Greece) match summaries with excerpts from genres read orally or in writing (such as mythology, science fiction, or ballads) infer types of genres associated with written descriptions or summaries from grade level language arts text Math compare values noted on everyday products (such as nutritional facts, serving sizes, or % daily use) follow listed instructions that 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 12345

ACCESS for ELLs Test Administration Training 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 12345

ACCESS for ELLs Test Administration Training Tier Alignment with Proficiency Levels ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 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 states 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: minutes, machine scored Reading: 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 contd. 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 Task 1 Task 2 Task 3 Task 4 Task 5 ASocial & Instructional Level 1 Entering Level 2 Beginning Level 3 Developing (no) BLanguage Arts & Social Studies Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging CMath & Science (except kindergarten) Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging

ACCESS for ELLs Test Administration Training Performance Definitions Based on the students 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

ACCESS for ELLs Test Administration Training 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

ACCESS for ELLs Test Administration Training 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 dont 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 seesWhat 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 T3 If 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 BPart C

ACCESS for ELLs Test Administration Training 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

ACCESS for ELLs Test Administration Training 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

ACCESS for ELLs Test Administration Training Writing Test Sample test items Scoring rubric Tier A Tasks 1.Social and Instructional (15 min.) 2.Math (15 min.) 3.Science (15 min.) Tier B/C Tasks 1. 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 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, 2005ACCESS Trainer Training August 2005July Workshop Participants Passwords Sent Out August 30, 2005ACCESS Screener available online September 1, 2005ISBE/D2L Account Registration Online Process Begins Sep.-Dec. 2005District Staff Training January 2006Recommend that Districts Review the Speaking Test January 30,2006 ACCESS for ELLs Test –March 10, 2006Administration

ACCESS for ELLs Test Administration Training Resources Illinois State Board of Education Division of Assessment (217) Division of English Language Learning (312) WIDA Facilitator Training website