1 Using ACCESS for ELLS ® Data to Inform Instruction Presenter: Margot Downs WIDA Certified Consultant ACCESS for ELLs ®, W-APT™, and ELP Standards Trainer May 2, 2011 Maine Department of Education ESL/Bilingual Programs Professional development online webinar

2 Resources Interpretive Guide for Score Reports ndex.aspx ndex.aspx WIDA Focus Bulletins (Formative Assessment Bulletin)

3 Minh a454 / FreeDigitalPhotos.net US Born Linguistic background: Vietnamese 6 th grade YearGrdLLSSRRWWCC

4 ACCESS for ELLs® As with all assessments, a test score should be considered one of multiple criteria in making educational decisions. ACCESS for ELLs® data is a starting point for teacher planning, collaboration, and differentiation. Opportunities to look for patterns in language development from the individual to the district level ACCESS for ELLs® should be part of a balanced assessment system which incorporates formative, interim, and summative assessments based on standards and learning targets.

5 Types of Scores Raw Scores Scale Scores Proficiency Level Scores

6 Raw Scores The actual number of items/tasks correct out of total number of items/tasks Use these scores with caution! Very rough indicator of student performance and not appropriate to make generalizations or track student growth Example from Teacher Report (Writing)

7 Scale Scores The scale scores allow raw scores across grades and tiers to be compared on a single vertical scale K-12 within a single domain YearGrdLLSSRRWWCC

8 Proficiency Level Scores These scores are an interpretation of scale scores Whole number = proficiency level based on WIDA ELP Standards Decimal =proportion within proficiency level, not an interval YearGrdLLSSRRWWCC Composite Score: 15% Listening, 15% Speaking, 35% Reading, 35% Writing

9 Proficiency Level Scores GradeScale ScoreProficiency Level 5th th rd Interpretation of scale scores to proficiency level is grade specific.

10 Confidence Bands (Teacher Report) Graphic representation of Standard Error of Measurement. This reminds test users that a single test score represents a range of possible outcomes and should never be interpreted as the only possible outcome (95% probability that the average score if a student took the test multiple times would fall within the Confidence Band).

11 Starting Point for Collaborative Conversations When making determinations on instruction and language programming, examining individual student performance in each domain provides a more comprehensive profile.

12 Writing Rubric What does her writing look like in the content areas? Is she being provided with explicit language instruction to support writing in the various content areas?

13 Can Do Descriptors (6-8 writing) Level 4 ExpandingLevel 5 Bridging Create multiple-paragraph essays Justify ideas Produce content-related reports Use details/examples to support ideas Use transition words to create cohesive passages Compose intro/body/conclusion Paraphrase or summarize text Take notes (e.g., for research) Create expository text to explain graphs/charts Produce research reports using multiple sources/ citations Begin using analogies Critique literary essays or articles

14 WIDA ELP Standards Standard 4: Science Domain: Writing (model performance indicators) Level 4 ExpandingLevel 5 Bridging Explain uses of different forms of energy depicted visually (eg. ___ is used to ___.) Evaluate and defend uses of different forms of energy (e.g.; “I think solar energy is most efficient because…” Integration with other language skills (transformations)

15 Minh YearGrdLLSSRRWWCC NECAP, NWEA, Running Records, Grades Long Term ELL Need to integrate explicit academic language instruction in daily core instruction

16 Samira (Somali) Foreign Born YearGrdLLSSRRWWCC Communicating with Parents Parent Report Concrete examples of student work

17 Thank you!