1. © 2008 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us ACCESS for ELLs ® Test Administrator Training Developed by the Center for Applied Linguistics Julee Dredske, CESA 5 Title III Coordinator November 2011

2. 2 WIDA Consortium / CAL / MetriTech Introductions Who? Where? How you found yourself here? Where are you with ELL background? Help yourself to refreshments

3. 3 WIDA Consortium / CAL / MetriTech How did/do you feel about being tested?

4. 4 WIDA Consortium / CAL / MetriTech Training Objectives Part 1: Overview of Test & WIDA standards To understand the relationship between the WIDA standards and the ACCESS for ELLs ® To understand the background and structure of the four components of ACCESS for ELLs ® Part 2: Role of DAC To review roles of staff in administering the ACCESS for ELLs ® test To review guidelines for placing students in tiers To understand basic test logistics and security

5. 5 WIDA Consortium / CAL / MetriTech Training Objectives (cont.) Part 3: Administering the 1-12 Test Group Tests: Listening, Reading, Writing (Take Quiz) Individual Tests: Speaking (Take Quiz) Part 4: Administering the Kindergarten Test To review roles of staff in administering the ACCESS for ELLs ® test To review guidelines for placing students in tiers To understand basic test logistics and security (Take Quiz)

6. 6 WIDA Consortium / CAL / MetriTech Non-Disclosure Agreement Because ACCESS for ELLs is a secure test, the Non- Disclosure Agreement must be signed by anyone who administers the test, observes test administration, or handles test materials (e.g., distributes, stores, packages, ships materials).Non- Disclosure Agreement Sign, date, and submit the form to your ACCESS for ELLs Test Facilitator. District Test Facilitators should keep the signed agreements on file.

7. 7 WIDA Consortium / CAL / MetriTech Part 1 To understand the relationship between the WIDA standards and the ACCESS for ELLs ® To understand the background and structure of the four components of ACCESS for ELLs ®

8. 8 WIDA Consortium / CAL / MetriTech Who’s Who? WIDA--World-class Instructional Design and Assessment WIDA is a consortium of 24 states to create and enhance large scale language and academic assessments for English language learners (ELLs) in grades K-12 in order to meet the legislated demands of NCLB. Metritech—Agency that distributes, processes & scores ACCESS for ELL™ exams CAL—Center for Applied Linguistics—working with WIDA in developing the ACCESS for ELL™ exams.

9. 9 WIDA Consortium / CAL / MetriTech What is ACCESS for ELL™? The WIDA Consortium (working with CAL) has developed English language proficiency standards and an English language proficiency test--ACCESS for ELLs™ Established through a federal grant, the WIDA Consortium consists of 24+ states--Wisconsin is the lead state Required tool for assessing ELLs language proficiency; done annually

10. 10 WIDA Consortium / CAL / MetriTech Overall Organization of Standards Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Language Proficiency Levels (5) Model PIs are the lowest level of expression of the standards Model Performance Indicators Grade Level Clusters (5)

11. 11 WIDA Consortium / CAL / MetriTech The Levels of English Language Proficiency ENTERING BEGINNING DEVELOPING EXPANDING Never ELL 1 2 3 4 5 6 7 REACHING BRIDGING

12. 12 WIDA Consortium / CAL / MetriTech English Language Domains Listening Speaking Writing Reading

13. 13 WIDA Consortium / CAL / MetriTech Five WIDA ELP Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

14. 14 WIDA Consortium / CAL / MetriTech Grade Clusters Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12

15. 15 WIDA Consortium / CAL / MetriTech Organization of MPI’s within Standards STRAND MPI

16. 16 WIDA Consortium / CAL / MetriTech Individual Model Performance Indicators (MPIs) as Basis of Test Items Grades 6-8 Standard 1: Social and Instructional Language Listening Example topic: Resources & Supplies Level 2: Beginning Match needed resources or supplies with type of activities from pictures and oral statements (e.g., calculators & math books)

17. 17 WIDA Consortium / CAL / MetriTech Sequence of MPI’s within a Theme Folder – Tier A MPI’s for a Tier A Theme Folder for 6-8 Grades 6-8 Standard 1: Social and Instructional Language Listening Example topic: Resources & Supplies

18. 18 WIDA Consortium / CAL / MetriTech Sequence of MPI’s within a Theme Folder – Tier B MPI’s for a Tier B Theme Folder for 6-8 Grades 6-8 Standard 1: Social and Instructional Language Listening Example topic: Resources & Supplies

19. 19 WIDA Consortium / CAL / MetriTech Sequence of MPI’s within a Theme Folder – Tier C MPI’s for a Tier C Theme Folder for 6-8 Grades 6-8 Standard 1: Social and Instructional Language Listening Example topic: Resources & Supplies

20. 20 WIDA Consortium / CAL / MetriTech Turn and talk: ELP Levels? Domains? Standards? Grade Levels? Tiers?

21. 21 WIDA Consortium / CAL / MetriTech Part 2 To understand how to activate and use the ACCESS for ELLs ® Test Administrator Training course from the WIDA website (www.wida.us)

22. 22 WIDA Consortium / CAL / MetriTech Logging in to Register for Accounts Use the Username and Password provided to you by your State Facilitator or District Facilitator to access the Account Creator

23. 23 WIDA Consortium / CAL / MetriTech Get registered in the new course All users will be required to create new accounts to review training modules and take quizzes at WIDA’s training website. Obtain a login from your district’s DAC (They have a password to the WIDA website for your district.) Create an individual login as a test administrator and record in your binder. Contact the WIDA Help Desk with any questions: 1-866- 276-7735 or help@wida.ushelp@wida.us

24. 24 WIDA Consortium / CAL / MetriTech Registering in the new course To create a new account, simply visit www.wida.us and click the “Login” button in the top right corner of the page After logging in, you may proceed to enter the new user’s personal information. The account will be immediately activated once you have created the account

25. 25 WIDA Consortium / CAL / MetriTech Registering in the new course After registration, the new user will receive an email containing his/her login information Note: you may login right away without having received the email if you created your own account If you do not see the message, please check your spam or junk mail folders and/or check with a technical coordinator to be certain that your system is not blocking messages from help@wida.us or widahelp@wcer.wisc.edu.

26. 26 WIDA Consortium / CAL / MetriTech Logging in to the Training Course Use your username and password from the Account Creator confirmation page and/or the enrollment email.

27. 27 WIDA Consortium / CAL / MetriTech Training course home You will be directed to your training course home page after you login From here you can navigate to the ACCESS for ELLs ® course or to your quiz grade scores

28. 28 WIDA Consortium / CAL / MetriTech Part 3 To review roles of staff in administering the ACCESS for ELLs ® test To review guidelines for placing students in tiers To understand basic test logistics and security

29. 29 WIDA Consortium / CAL / MetriTech Roles & Responsibilities

30. 30 WIDA Consortium / CAL / MetriTech Testing Personnel Structure WIDA DPI/OEA DAC District Assessment Coordinator SAC School Assessment Coordinator TA Testing Administrator

31. 31 WIDA Consortium / CAL / MetriTech Roles and Responsibilities District Test Facilitator (or District Assessment Coordinator) Serves as main contact with MetriTech, Inc. to facilitate ordering, distributing and returning of test materials. Prepares scheduling and ordering information regarding the grades to be tested in each school, number of testing materials required by each school and the testing schedule of each school Takes inventory and ensures security of materials Responsible for training and answering questions on test administration and security to Test Coordinators & Test Administrators Certify or approve test administrators Arrange for reporting and dissemination of testing results

32. 32 WIDA Consortium / CAL / MetriTech Roles and Responsibilities Test Coordinator (at school-level) Arrange and schedule test sessions, generally oversee all aspects of test administration Takes inventory of boxes upon receipt and return of materials to the District Test Facilitator Verifies that there are enough testing materials If needed, requests additional testing materials from District Test Facilitator Coordinates and distributes test materials in your school Make sure that test administration is performed by properly trained test administrators Reminds Test Administrators that all test materials are to be kept secure and confidential Coordinate distribution of teacher reports and parent/guardian reports

33. 33 WIDA Consortium / CAL / MetriTech Roles and Responsibilities Test Administrators Complete online ACCESS for ELLs ® Test Administration training course and certification through WIDA Website (www.wida.us)www.wida.us Become familiar with procedures in Test Administration Manual for test accommodations for ELLs with disabilities Properly account for test booklet security immediately before, during, and after test administration Assure that pre-ID labels are attached to test booklets correctly or that student data is properly bubbled in on test booklet covers Administer the components of ACCESS for ELLs ® for which you are certified (Kindergarten/Group Components/Speaking)

34. 34 WIDA Consortium / CAL / MetriTech TA Certification Separate certifications in: Group administration (listening, writing, reading) Speaking test administration Kindergarten administration Certification is based on successful quiz completion (80%) Qualifications checked by facilitators Certification process handled by each state

35. 35 WIDA Consortium / CAL / MetriTech Tier Placement

36. 36 WIDA Consortium / CAL / MetriTech Importance of Tier Placement To make the test appropriate to each individual, test items are presented in 3 tiers for each grade level: A, B, and C. The intention is to present items to the student that are neither too easy nor too difficult and that collectively pinpoint his or her true ELP proficiency level. Most likely the majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to reaching full English language proficiency. Appropriate tier placement maximizes the accuracy and validity of the ACCESS for ELLs ® test results. Students placed in a tier that’s too easy for them would not be exposed to the full range of items to reliably determine their English language proficiency.

37. 37 WIDA Consortium / CAL / MetriTech Tier Placement Guidelines Use previous test scores, if available Use teacher judgment, if available Use W-APT™ or equivalent English language proficiency test Use reading/writing levels over oral skills Keep in mind that 70-80% of students will take Tier B When in doubt, place the student in the higher tier

38. 38 WIDA Consortium / CAL / MetriTech Tier Structure of ACCESS for ELLs ® ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 12345 Tier A Tier B Tier C 6 REACHINGREACHING Grades 1-12 K – Adaptive

39. 39 WIDA Consortium / CAL / MetriTech Profile 1: Fatima Fatima shows language skills typical of a student at level 3, Developing, in most classroom subjects. Despite her academic interests, she is not yet approaching grade-level literacy in the core content areas. Which tier is most appropriate for Fatima?

40. 40 WIDA Consortium / CAL / MetriTech Profile 2: Mohammed Mohammed is in second grade and in his first year of instruction in English. He is comfortable with basic conversations outside the classroom, but struggles with even low-level reading tasks. Which tier is most appropriate for Mohammed?

41. 41 WIDA Consortium / CAL / MetriTech Profile 3: Esther Esther is approaching grade level literacy in the core academic content areas. Her teacher feels she will likely meet the state’s exit criteria for ELL support services by the end of the academic year. Which tier is most appropriate for Esther?

42. 42 WIDA Consortium / CAL / MetriTech Ordering Test Materials District Test Facilitator is responsible to facilitate ordering, distributing and returning of test materials to MetriTech, Inc.

43. 43 WIDA Consortium / CAL / MetriTech Wisconsin Dates MonthApprox. DateEvent October1 st -3 rd weekWindow for ordering tests and Pre-ID NovembermidShip Test Materials to Districts Novemberlast weekDistricts Receive Test Materials December1Testing Window Opens January30Additional Materials Ordering Deadline FebruaryFri. of 2 nd weekTesting Window Closes February3 rd weekDistricts Pack Completed Materials February3 rd weekDistrict Ship Completed Materials to MT FebruaryEnd of MonthAll Test Materials Received at MT

44. 44 WIDA Consortium / CAL / MetriTech Ordering Test Booklets Test booklets are ordered from MetriTech online at www.metritech.com/wida. www.metritech.com/wida You will be asked to log on. Each district will receive their own district specific login information from MetriTech Carry out the following step-wise procedure: Verify the contact information for the District Test Facilitator who will receive the booklets Click on the ‘Place/Edit Order’ link Enter the number of test booklets by grade level and tier for each of the schools within the district Submit the order Note: there is a 10% overage of student test booklets included; do not order extra

45. 45 WIDA Consortium / CAL / MetriTech Web-Page Ordering – Secure Log In Enter Username and Password, then select “Login”

46. 46 WIDA Consortium / CAL / MetriTech Web-Page Ordering For each school, indicate the number of booklets for each grade level cluster and tier. When your order is completely specified, click on the UPDATE ORDER button to submit order.

47. 47 WIDA Consortium / CAL / MetriTech Pre-ID Labels for Test Booklets NEW! Pre-printed ID labels will be generated from ISES at the state level If you do not received Pre-ID labels or if Pre-ID labels are incorrect, the test administrator must bubble-in the front and back covers of each test booklet with relevant student data.

48. 48 WIDA Consortium / CAL / MetriTech Handling Test Materials and Maintaining Test Security

49. 49 WIDA Consortium / CAL / MetriTech Materials Received by the District District Packing List Each school’s Packing List Your state’s schedule Pre-ID labels and return instructions Test Administration Manuals (1 per set of 20 test booklets) Test Administration Scripts and Speaking Test Picture Cue Booklet/Scripts (1 per set of 8 booklets ordered per grade-level cluster except kindergarten which is 1 per set of 15 booklets) 10% overage of student test booklets included; do not order extra

50. 50 WIDA Consortium / CAL / MetriTech District Procedures Upon Receipt of Test Materials Verify district and school packing lists (in Box 1) Step 1 Divide materials by school Step 2 Deliver the test materials to the School Test Coordinator. Step 3 Follow test security protocol Step 4 Order additional materials if necessary Step 5

51. 51 WIDA Consortium / CAL / MetriTech General Security Guidelines Only district and school test coordinators and test administrators (or other authorized staff) may handle secure test materials. Ensure that all appropriate staff sign confidentiality agreement Place all secure materials in locked storage. Do not leave materials unattended before or after testing. Do not share any specific test information with students prior to or after testing. Do not copy any test booklets or other secure materials.

52. 52 WIDA Consortium / CAL / MetriTech School Procedures Upon Receipt of Test Materials Divide test booklets into groups for each scheduled testing session. Test booklets may not be distributed prior to testing session Students must use Number 2 pencils; the scanning equipment used to score answer documents will not read anything but Number 2 pencil marks. Place pre-ID labels containing the student demographic information in the box on the front cover of the test booklet. (Labels don’t come until January.) If pre-ID labels are not available, or if any label contains incorrect information, discard label and all of the demographic information for that student must be filled in by hand; school test coordinator will give District Code number and School Code number to test administrators.

53. 53 WIDA Consortium / CAL / MetriTech Sample Agreement to Material Confidentiality School Security Checklist ACCESS for ELLs ® Check List Spring 2012 District:________________ School:___________________ DIRECTIONS: The School Test Coordinator must make sure that the test administrator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The test administrator must date and sign this form when secure test materials are issued. The School Test Coordinator must sign this form when secure test materials are returned. NOTE: The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the secure test materials.

54. 54 WIDA Consortium / CAL / MetriTech Administering the ACCESS for ELLs ® (Grades 1-12) Overview of Group and Individually Administered Components Developed by the Center for Applied Linguistics Part 4

55. 55 WIDA Consortium / CAL / MetriTech General Information All test administrators must be certified by completing the online training course prior to administering the ACCESS for ELLs ®. All test sessions must take place within a state’s testing window. Tests are secure and you must follow state test security regulations. The Test Administration Manual contains guidance on test accommodations for students with disabilities.

56. 56 WIDA Consortium / CAL / MetriTech Group-Administered Components Test Administration Overview: Listening, Reading and Writing

57. 57 WIDA Consortium / CAL / MetriTech Test Administration Overview: Group-Administered Components Administered in groups of up to 22 students Centrally scored by MetriTech, not by the Test Administrator Each grade level cluster and each tier must have separate group sessions The administrator’s scripts arrive with the test booklets Scripts are different for each test form Listening, Reading and Writing

58. 58 WIDA Consortium / CAL / MetriTech Test Administration Times Listening and Reading are administered together in one group session  Listening Administration: 20-25 minutes  Break in between Listening and Reading sections: 5 minutes  Reading Administration: 35-40 minutes  Logistics: 15 minutes (approximately) (including break in between sections) Total: 75 minutes (approximately) Writing is administered in a separate group session  Writing Administration: 30-60 minutes  Logistics: 15 minutes (approximately) Total: 75 minutes (approximately) Recommendation is not to exceed 22 students in a group.

59. 59 WIDA Consortium / CAL / MetriTech How to read the Script Read all of the text in Bold aloud example: “Part A: Classroom Objects” The text which is not bolded serves as a guideline and should not be read aloud example: “Pause”, “… make sure all students are in the right place.”

60. 60 WIDA Consortium / CAL / MetriTech How to read the Script Text in Bold Blue (the test item) and bold Black, should be read aloud.

61. 61 WIDA Consortium / CAL / MetriTech ACCESS Administration Times and Weights Listening (15%): 20-25 minutes, machine scored Reading (35%): 35-40 minutes, machine scored Writing (35%): Up to 1 hour, rater scored Speaking (15%): Up to 15 minutes, test administrator scored

62. 62 WIDA Consortium / CAL / MetriTech Scheduling Guidelines Example Assume there are 90 students in the same grade level cluster with 30 students per Tier tested 15 at a time You can test all students in both Listening/Reading and Writing in a total of 12 sessions over 4 days This example assumes there is a Single Test Administrator in the school Number of test takers per time block

63. 63 WIDA Consortium / CAL / MetriTech Julee’s Recommended Testing Kit Pencils Erasers Snacks (raisins, gum) Kleenex Watch/Timer Magazines/Books/Suduko Paper/Colors/Markers Speaking Rubric (laminate) Dividers (Folders) TESTING: DO NOT DISTURB Sign

64. 64 WIDA Consortium / CAL / MetriTech ACCESS for ELLs ® Listening Test

65. 65 WIDA Consortium / CAL / MetriTech Listening Test Overview Format: Multiple choice Time: 20-25 minutes Scoring: Machine scored (by MetriTech) Weight: 30% of comprehension score 15% of composite score 6-7 thematic folders with at least one from each standard ( LoMA, LoSC, LoLA, LoSS, and SIL ) Test items read aloud only one time

66. 66 WIDA Consortium / CAL / MetriTech Listening Test Overview Keep the test going at a steady pace Follow pause times given in the script After an item is read, give students up to 25 seconds to mark their answers Follow the Test Administration Script exactly Do not repeat items unless there is a distraction

67. 67 WIDA Consortium / CAL / MetriTech Listening Test: Practice Items Script: First the boy and girl play catch, and then they ride their bikes. Find the set of pictures that shows this in the right order. PAUSE.

68. 68 WIDA Consortium / CAL / MetriTech. With an elbow partner, review the listening test examples provided in your binder.

69. 69 WIDA Consortium / CAL / MetriTech Listening Quiz Can you give the directions to the quiz in another language? May you repeat the directions? Can you read the test in native language? Can you give praise?

70. 70 WIDA Consortium / CAL / MetriTech ACCESS for ELLs ® Reading Test

71. 71 WIDA Consortium / CAL / MetriTech Reading Test Overview Format: Multiple choice Time: 35-40 minutes Scoring: Machine scored (by MetriTech) Weight: 70% of comprehension score 35% of composite score 6-7 thematic folders with at least one from each standard Begins with an introduction Follow the Test Administration Script exactly Answer choices may NOT be read aloud

72. 72 WIDA Consortium / CAL / MetriTech Reading Practice Problems Practice problems follow the introduction and must be administered.

73. 73 WIDA Consortium / CAL / MetriTech Sample Items Within a Reading Test Only on forms 1-2A and 1-2B (Grade Level Cluster 1-2, Tiers A and B) 1-2A occur after every folder and are scripted (the answer is filled in together as a group) 1-2B occur after some folders and are not scripted Purpose: Extra assistance for the student Sample Reading Test Item

74. 74 WIDA Consortium / CAL / MetriTech Individual and Group Check-ins Intended to help guide students though parts of the test and are indicated with a stop sign Whole-group check-ins – Check in with all of the students at the same time and explain the next part of the test. Occurs after every section in the 1-2A Reading Test. Individual check-ins – Students raise their hand when they arrive at a stop sign and you check to see the student has completed the section. Invite them to respond to any skipped questions. Halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A At the end of every tier and grade level

75. 75 WIDA Consortium / CAL / MetriTech Reading Item Example: SIL; Grade Level Cluster 1-2, Tier B

76. 76 WIDA Consortium / CAL / MetriTech Reading Item Example: SIL; Grade Level Cluster 1-2, Tier B

77. 77 WIDA Consortium / CAL / MetriTech. With an elbow partner, review the reading test examples provided in your binder.

78. 78 WIDA Consortium / CAL / MetriTech Reading Quiz Questions Can a student use a highlighter on the test? Can you administer the test to a student in a separate room? Can you give a student more breaks?

79. 79 WIDA Consortium / CAL / MetriTech ACCESS for ELLs ® Writing Test

80. 80 WIDA Consortium / CAL / MetriTech Writing Test Overview Format: Student constructed responses Time: Up to 75 minutes A break can be given halfway through the test if necessary Scoring: Rater scored (by MetriTech) Weight: 35% of composite score The following standards are covered: Social Instructional Language (SI), the Language of Math (MA), the Language of Science (SC) On Tier B and C: Integrated Task (IT) - combines Language of Language Arts (LA), Language of Social Studies (SS), and Social Instructional (SI) Language Writing tasks are modeled to provide scaffolding Follow the Test Administration Script exactly

81. 81 WIDA Consortium / CAL / MetriTech Individual and Group Check-ins Whole-group check-ins – used to guide students through the model in Tier A for all grade levels and in all Tiers for grades 1-2 Individual check-ins – Students raise their hand when they arrive at a stop sign which occurs at the end of every writing question. Check to make sure that they have completed the writing task. After 10 minutes, 20 minutes, and 30 minutes, circulate in the room to monitor students’ progress. If necessary, you can prompt students who are lagging behind by saying, “Make sure you save enough time for the other parts.”

82. 82 WIDA Consortium / CAL / MetriTech Writing Item Example: Integrated Task Grade Level Cluster 6-8, Tier C

83. 83 WIDA Consortium / CAL / MetriTech Writing Item Example: Integrated Task Grade Level Cluster 6-8, Tier C Responses must be recorded in booklet. If student writes on a separate piece of paper, you must transcribe (exactly) back to the booklet.

84. 84 WIDA Consortium / CAL / MetriTech Writing Rubric

85. 85 WIDA Consortium / CAL / MetriTech Scoring an IT Writing item Rater scored by MetriTech using a rubric The preparing and planning sections are not scored. Prepare and Planning sections NOT scored by MetriTech

86. 86 WIDA Consortium / CAL / MetriTech Let’s Take Group Test

87. 87 WIDA Consortium / CAL / MetriTech ACCESS for ELLs ® Speaking Test

88. 88 WIDA Consortium / CAL / MetriTech Background on the Speaking Test Addresses the performance indicators from the WIDA standards for Speaking. Assesses the type of speech a student would typically use in school and instructional contexts across each of the WIDA standards. Conducted in a one-on-one, question-answer interview. All questions are standardized and read from a script. Student responses to questions are assessed for proficiency using a scoring rubric.

89. 89 WIDA Consortium / CAL / MetriTech Speaking Test Individually administered No tiers – adaptive format Time: Up to 15 minutes per student Scoring: Scored by test administrator Qualitative ratings assigned by TA using Speaking Rubric Numeric score calculated by MetriTech Each form contains three parts (A, B and C) Part A: tasks 1-3 cover SIL at proficiency levels 1-3 Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5 Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5

90. 90 WIDA Consortium / CAL / MetriTech Format of the Speaking Test Speaking test consists of three scripted sections A warm-up in which the test administrator puts the student at ease The test questions A wind-down in which the test administrator leaves the student with a positive impression of his or her performance on the test. Test questions are presented in a structured sequence determined by their intended proficiency level. Tier B & C students don’t take T1 questions unless T2 is “approaches” (p. 68) Test is “adaptive,” that is, questions are presented until the student reaches his or her performance ceiling.

91. 91 WIDA Consortium / CAL / MetriTech Speaking Picture Cue Booklet Picture Cue booklets are printed two sided and bound in a flip chart format. The picture cue faces the student and the script faces the test administrator. The script also includes a thumbnail graphic of what the student is seeing. Script Side Picture Cue Side TA Student

92. 92 WIDA Consortium / CAL / MetriTech Navigating the Speaking Test (Grades 1-12) Part A If score on task is ?, Meets, or Exceeds, go to next level task. If score on task is Approaches or No Response, go to Task 1 of Part B. Part C If score on task is ?, Meets or Exceeds, go to next level task. If score on task is Approaches or No Response, stop the Speaking Test. Part B If score on task is ?, Meets, or Exceeds, go to next level task. If score on task is Approaches or No Response, go to Task 1 of Part C. END T1 T2 T3 T1 T2 T3 T4 T5 T1 T2 T3 T4 T5

93. 93 WIDA Consortium / CAL / MetriTech Task Level Expectations Every task and question is based on a set of expectations for what the response will look like. Areas of speech around which scoring expectations are based: Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

94. 94 WIDA Consortium / CAL / MetriTech Scoring Criteria as Applied to Responses Linguistic Complexity—How Much? (Quantity) How much language can the student process in a range of different communication modes; for example, in answering questions, in telling a narrative, in describing events and processes? How well organized is the information contained in the response; that is, does it show the kind of links that a listener would need in order to process and understand the information in the student’s response? Vocabulary Usage—How Rich? (Quality) How much academically related vocabulary and what sort of vocabulary does the student control? Does the student control the linguistic means of producing technical vocabulary, e.g. knowing how to form nouns from verbs? Language Control—How Well? (Quality) How automatic, accurate, and fluent is the student’s language in phonology and syntax? Is the student’s choice of words appropriate to context?

95. 95 WIDA Consortium / CAL / MetriTech Speaking Rubric Review each level with a partner

96. 96 WIDA Consortium / CAL / MetriTech Level 1 Tasks & Expectations Level 1 Linguistic Complexity Vocabulary Usage Language Control What are expectations of a Level 1 question? QuestionWhat’s your name? Single words, set phrases, or chunks of memorized oral language Highest frequency vocabulary from school setting and content areas When using memorized language, is generally comprehensible; communication may be significantly impeded when going beyond the highly familiar Are expectations met by the response? ResponseJulee DredskeYes

97. 97 WIDA Consortium / CAL / MetriTech Level 2 Tasks & Expectations Level 2 Linguistic Complexity Vocabulary Usage Language Control What are expectations of a Level 2 question? QuestionCan you tell me a little about your family? Phrases, short oral sentences General language related to the content area; groping for vocabulary when going beyond the highly familiar is evident When using simple discourse, is generally comprehensible and fluent; communication may be impeded by groping for language structures or by phonological, syntactic, or semantic errors when going beyond phrases and short, simple sentences Are expectations met by the response? Response We have a family of five: Doug, Jessica, Logan, Brooke. Yes

98. 98 WIDA Consortium / CAL / MetriTech Level 3 Tasks & Expectations Level 3 Linguistic Complexity Vocabulary Usage Language Control What are expectations of a Level 3 question? QuestionWhat’s your favorite subject in school and what do you like about it? Simple and expanded oral sentences; responses show emerging complexity used to add detail General and some specific language related to the content area; may grope for needed vocabulary at times When communicating in sentences, is generally comprehensible and fluent; communication may from time to time be impeded by groping for language structures or by phonological, syntactic, or semantic errors, especially when attempting more complex oral discourse Are expectations met by the response? ResponseI really like math the best. I always liked to work with number puzzles and I have fun trying to figure out word problems in math. Yes

99. 99 WIDA Consortium / CAL / MetriTech Level 4 Tasks & Expectations Level 4 Linguistic Complexity Vocabulary Usage Language Control What are expectations of a Level 4 question? QuestionDredske is an unusual name. I haven’t heard it before. Can you tell me something about it? A variety of oral sentence lengths of varying Linguistic Complexity; responses show emerging cohesion used to provide detail and clarity Specific and some technical language related to the content area; groping for needed vocabulary may be occasionally evident At all times generally comprehensible and fluent, though phonological, syntactic, or semantic errors that don’t impede the overall meaning of the communication may appear at times; such errors may reflect first language interference Are expectations met by the response? ResponseYes, it’s a German name. My husband’s grandparents came from England around 1800. I’m not really sure what it means. My great grandparents were immigrants from Poland and Germany. Yes

100. 100 WIDA Consortium / CAL / MetriTech Level 5 Tasks & Expectations Level 5 Linguistic Complexity Vocabulary Usage Language Control What are expectations of a Level 5 question? QuestionI’ve heard that English speakers have trouble pronouncing names. How do you feel about having a name that others think is hard? A variety of sentence lengths of varying Linguistic Complexity in extended oral discourse; responses show cohesion and organization used to support main ideas Technical language related to the content area; facility with needed vocabulary is evident Approaching comparability to that of English proficient peers in terms of comprehensibility and fluency; errors don’t impede communication and may be typical of those an English proficient peer might make Are expectations met by the response? Response We’ll I was a little sensitive about my name in school, where almost everyone else had a much easier, more American sounding name. Or so I thought at the time. I do remember a few times when somebody would giggle about how they thought it was a real mouthful. But overall I’m really proud of my name, even though I have to always spell my first and last name when someone asks. Yes

101. 101 WIDA Consortium / CAL / MetriTech Speaking Test Scoring Sheet The scoring sheet should be filled out completely; a score for every task must be marked. Any task not administered because the student has reached a ceiling level within a part should be marked as Not Administered. If a “?” is marked for a task and resolved with a Meets or Exceeds by administering the following task, it is not necessary to erase the mark.

102. 102 WIDA Consortium / CAL / MetriTech Response Marks Meets is always the intended target for a speaking task Exceeds is used when a response scores beyond the expectations of the task Approaches is used when the response does not meet one or more expectations of the task Meets, Exceeds, and Approaches do not always have clearly distinguished boundaries Exceeds Meets Approaches No Response

103. 103 WIDA Consortium / CAL / MetriTech Scoring Rules A rating of Meets or Exceeds each receives a point value of 1. There are no extra points awarded a score of Exceeds. The Exceeds rating indicates a strong expectation that the student will be able to respond with at least a Meets rating to the following task in the test. A rating of Approaches or No Response each receives a point value of 0. The 0 point value reflects the fact that the student could not meet one or more of the requirements of the scoring rubric.

104. 104 WIDA Consortium / CAL / MetriTech Scoring Rules: Using “?” If in doubt between scoring Meets or Approaches on a task, you can mark in the center column below the question mark “?” on the score sheet and administer the next task. If the student Meets the next task level expectations, assign that task a score of Meets, and go back and assign the previous task in question a score of Meets. If the student fails to meet the task level expectations on the next task, it is most likely that the performance was also deficient on the previous task. Assign the current task a score of Approaches or No Response as appropriate, and go back and assign the previous task in question a score of Approaches.

105. 105 WIDA Consortium / CAL / MetriTech The Scoring Sheet The Speaking Test Scoring Sheet is the last page of the student test booklet. Test administrators must make a mark on the scoring sheet immediately after the student responds to the last question in a task. The mark represents the student’s performance on the complete task, not individual questions on the task.

106. 106 WIDA Consortium / CAL / MetriTech. Listen to practice items at WIDA training site www.wida.us-->Test Administrator training

107. 107 WIDA Consortium / CAL / MetriTech. Time for the real test!

108. 108 WIDA Consortium / CAL / MetriTech Kindergarten Test Design and Administration

109. 109 WIDA Consortium / CAL / MetriTech Kindergarten Test Design The test is thematically integrated within two stories: A narrative story An expository story All domains are tested within each story Averages 45 minutes per student for all components Aligned to PreK-K Standards

110. 110 WIDA Consortium / CAL / MetriTech Narrative vs. Expository Expository: Time sequence Non-fiction Involves "doing“ or “how to” Realistic or believable actions with people as main characters Story sequence between steps, logical organization Relate to events in student’s life Narrative: Appropriate graphics Main characters are animals Description Rhyme, Rhythm Reminiscent of quality children’s literature 3 rd person Fictional

111. 111 WIDA Consortium / CAL / MetriTech Sample Theme Folder Student Response Booklet WIDA Consortium / CAL / MetriTech Cards Items Theme Graphic

112. 112 WIDA Consortium / CAL / MetriTech Test Structure The test administrator (TA) reads the Narrative story, then administers: A. Listening & Speaking Tests (together) B. Writing Experience C. Reading Test The TA will then go to an Expository story, centered around an Activity Board and using cards for the items. D. Listening & Speaking Tests (together) E. Writing Experience (Leveled Writing Tasks, based on Writing Experience score from Part B) F. Reading Test (based on Reading score from Part C)

113. 113 WIDA Consortium / CAL / MetriTech Kindergarten Test: Structure Listening and Speaking Writing Reading Listening and Speaking Writing Reading Move through the Levels of each part until student reaches his/her ceiling Part E (Writing) and Part F (Reading) Starting points are determined by performance on prior Writing and Reading tasks. Narrative Expository

114. 114 WIDA Consortium / CAL / MetriTech Features of the Kindergarten Test All components are individually administered so that students will start sections at appropriate levels and stop when the students reach their ceiling All components are scored by the Test Administrator (TA) during test administration, including a ‘transcription’ of Writing Students write their Writing test responses directly in the Student Response Booklet Administration averages 45 minutes total per student for all components

115. 115 WIDA Consortium / CAL / MetriTech Unique Features of Test Manipulatives Cards Student Activity Board Thematic Test questions center around two themes. All four domains are tested in each theme Writing Experience Interactive writing, where the student has an opportunity to produce whatever he/she is able

116. 116 WIDA Consortium / CAL / MetriTech Testing Materials (1 of 2) The Kindergarten Student Story Booklet contains: The pictures and storyline for the Narrative section of the test. It resembles authentic children’s literature. Orientation pictures and graphic organizers related to designated sections of the test. Kindergarten Student Response Booklet contains: Student Response Record (completed by teacher) for Parts A – F Student Response Record (completed by student) for Parts B & E Teacher Transcription of Student Writing for Parts B & E Student Story Booklet Student Response Booklet

117. 117 WIDA Consortium / CAL / MetriTech Testing Materials (2 of 2) Kindergarten Test Administrator Script contains: Script for all parts of the test Kindergarten Student Activity Board Kindergarten Cards & Card Container Test Administrator Script Student Activity Board Cards and Card Container

118. 118 WIDA Consortium / CAL / MetriTech General Test Administration Procedures Follow the script exactly. Read aloud everything in black bold and blue bold print. Student responses must be recorded and scored immediately after each level is complete (e.g. after A3). You must administer and score all items in any one level of a Part of the test before making a determination about whether to continue or to stop that Part and move on to the next one. While the test is designed to take an average of 45 minutes per student, kindergarteners may need a couple of breaks during the test administration.

119. 119 WIDA Consortium / CAL / MetriTech Symbols in the Script Card face down Card used for modeling Keep cards in hand

120. 120 WIDA Consortium / CAL / MetriTech Preparing for Test Administration Familiarize yourself with the Test Administrator Script for each portion of the Kindergarten Test prior to administering the test. It is recommended to practice administration to an adult before you administer to a student. You will need 2 sharpened pencils: one for you and one for the student. Testing should occur in a quiet room. Use a rectangular (preferable) or circular table at which to test the student. Place yourself at a right angle to the student, rather than across from or next to the student. The student should be to the right-hand side of the TA. See page 8

121. 121 WIDA Consortium / CAL / MetriTech  In general, accommodations for students with disabilities are allowable, as outlined in the IEP  Accommodations must not invalidate the test construct (e.g., TA reads items on the Reading test to the student)  See Accommodations section of the main ACCESS for ELLs ® Test Administration Manual for a list of allowable accommodations Accommodations

122. 122 WIDA Consortium / CAL / MetriTech Parts A ― C: Narrative Administration Information

123. 123 WIDA Consortium / CAL / MetriTech Let’s watch the K test being administered

124. 124 WIDA Consortium / CAL / MetriTech Format: Part A consists of a Narrative story, and the Listening and Speaking items. Both domains are administered together by level. The Listening items for one level are administered, then the Speaking items for that same level are administered. Directions: Read the entire narrative story first, then go back to the beginning of Part A (level A1) to administer Listening and Speaking. Move through the levels, A1 to A5, based on student’s responses. Scoring: After the student answers all items in a level, complete the score sheet in the Student Response Booklet. Follow the Test Administration Script exactly, including pauses. Keep the test going at a steady pace. Part A: Listening & Speaking

125. 125 WIDA Consortium / CAL / MetriTech Listening Items Listening items prompt the student to point to something in a picture, or point to and/or move a card. Do NOT read a Listening item more than one time. Scoring: Listening items in each level are scored as discrete items; they are marked correct or incorrect.

126. 126 WIDA Consortium / CAL / MetriTech Speaking Items Speaking items prompt the student to talk about the pictures and the story. Scoring: There is guidance as to what to look for in a student response, found in a box called “Expect.” Follow these guidelines to determine if the student meets or does not meet the task-level expectations. NOTE: these are based on the WIDA Speaking Rubric; you should refer to the rubric if you have questions.

127. 127 WIDA Consortium / CAL / MetriTech Task Level Expectations Every task is based on a set of expectations for what the response should look like. The TA rates each task holistically, considering the response to all questions in the task. Scoring expectations are based on: Linguistic Complexity Expectations of the quantity and organization of the student’s verbal response Vocabulary Usage Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level Language Control Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

128. 128 WIDA Consortium / CAL / MetriTech The Scoring Scale Speaking Test Scoring Scale MeetsMeets all task level expectations in quantity and quality Approaches Approaches task level expectations, but falls short in quantity and/or quality Detailed instructions on how to interpret the scoring scale are contained in the ACCESS for ELLs ® District and School Test Administration Manual and in the PowerPoint module titled Administering the ACCESS for ELLs® Speaking Test “Meets” is highlighted on the scale to emphasize that Meets is the expected score. Tasks are designed to elicit speech that will meet all expectations of the proficiency level it targets.

129. 129 WIDA Consortium / CAL / MetriTech Due to the adaptive nature of the test, the TA must make a rating immediately after the student responds to the last question in a level. If unsure whether to score a response Meets or Approaches, the ? (question mark) box can be marked. Then administer the next task. If the response to the next task scores Meets, go back and rate the previous task (the one with ? marked) Meets. If the response to that next task scores Approaches, go back and rate the previous task Approaches. It is necessary to erase the mark in the ? box, but ultimately a rating must be assigned to that task. The rating represents the student’s performance on the complete task, not on individual questions within the task. Scoring Rules

130. 130 WIDA Consortium / CAL / MetriTech Speaking Rubric

131. 131 WIDA Consortium / CAL / MetriTech Speaking Scoring Practice For practice scoring items on the Speaking Test, please refer to the Kindergarten Speaking Test Scoring Training PowerPoint. Let’s practice

132. 132 WIDA Consortium / CAL / MetriTech Part A Script Listening Script: Indicates the Part and Level: This is Part A, Level 1 Graphic student sees in the Student Story Booklet. Orientation to the upcoming task Unscored sample question. A1 Listening Items

133. 133 WIDA Consortium / CAL / MetriTech Part A Script Speaking Script: What to look for in student response A1 Speaking Items

134. 134 WIDA Consortium / CAL / MetriTech Part A: Recording Answers Determine if you are to move on in Part A, or go to Part B. 1) Fill in the number correct for each level. 2) Fill in Meets, Approaches, or ?. Not Administered- fill in for Levels that are beyond the student’s stopping point.

135. 135 WIDA Consortium / CAL / MetriTech Part B: Writing Experience Format: There are two tasks in this Part of the Writing Test, assessing five levels. First, the student writes his/her name as a screening task. If done successfully, the student proceeds to the Writing Experience, which involves a retelling of the narrative text. The script prompts the student to talk about something from the story, then write it. If the student is struggling, there are prompts to scaffold the student to write words and sounds. The ACCESS for ELLs ® Test Administration Manual for Kindergarten contains Part B writing samples and scoring guidance. Page 24

136. 136 WIDA Consortium / CAL / MetriTech Part B: Writing Script Script sample Item Orientation What’s next?

137. 137 WIDA Consortium / CAL / MetriTech Test Navigation There is a “Moving On” section of the script, which indicates what you are to do next after scoring a Part. You are always moving ahead in the test, either to the next level in the same Part, or to the next Part of the test if the child does not meet expectations. Only after Part F do you end the test.

138. 138 WIDA Consortium / CAL / MetriTech Part B: Student Response Booklet Left page (Teacher’s page) Right page (Student’s Page) Write what the student says he/she wrote in the box.

139. 139 WIDA Consortium / CAL / MetriTech Adaptive Scoring in Writing The student writes in the Student Response Booklet After the student writes, the TA transcribes what the student says he/she wrote Score the writing as “High,” “Mid,” or “Low” immediately and check off the box at the bottom of Part B in the Student Response Booklet Score the writing using the Rubric after the student completes the entire test.

140. 140 WIDA Consortium / CAL / MetriTech High, Mid, Low “Expect” box for Writing Criteria in the Student Response Booklet to determine Starting point in Part E (Writing).

141. 141 WIDA Consortium / CAL / MetriTech K Writing Rubric (1 of 3) Writing Rubric of the WIDA™ Consortium Grades Pre K-K Level Linguistic ComplexityVocabulary UsageLanguage Control 6 Evidence: Complete “Story” Text presents one clear example of a successful attempt at producing related, connected English phrases and sentences At least two clear sentences are present A logical sequence or relationship between phrases and sentences is present Each phrase or sentence contains at least two “words” “Words” go beyond memorized, high- frequency vocabulary, though some sight words and easily decodable words may be present and written accurately “Words” are clearly recognizable and contain beginning, middle and ending sounds (in longer words) Invented spelling and/or lack of mechanics may impede full comprehensibility of the text Inventive spelling closely approximates standard spelling Evidence of capitalization and punctuation may be present No clear observable influence of native language is present 5 Evidence: “Story” Text contains at least one clear example of a successful attempt at producing at least two related or connected English phrases or sentences At least one clear sentence is present A logical or sequential word order within phrases or sentences is present Each phrase or sentence contains at least two “words” “Words” go beyond memorized, high- frequency vocabulary “Words” are generally recognizable and contain attempts at beginning, middle and ending sounds (in longer words) All key “words” in the related or connected phrases or sentences are attempted Invented spelling and/or lack of mechanics may impede comprehensibility of the text Evidence of word boundaries is present Observable influence of native language may be present

142. 142 WIDA Consortium / CAL / MetriTech K Writing Rubric (2 of 3) LevelLinguistic ComplexityVocabulary UsageLanguage Control 4 Evidence: “Phrase or sentence” Text contains at least one clear example of a successful attempt at producing an English phrase or short sentence The phrase or short sentence contains at least three “words” At least one “word” in the phrase or short sentence goes beyond “memorized” text (e.g., ‘I like…,’ ‘I play…’) “Words” are generally recognizable and contain attempts at beginning, middle and ending sounds (in longer words) Letter sounds within words may be out of order All key “words” in the phrase or short sentence are attempted Invented spelling and lack of clear word boundaries may impede comprehensibility of the text Attempts at word boundaries may be present Observable influence of native language may be present 3 Evidence: “Words” Text contains at least two clear, independently produced examples of successful attempts at producing English words At least one “word” goes beyond memorized, high frequency words (e.g., ‘cat’ ‘dog’) “Words” may be recognizable contain attempts at beginning, middle and ending sounds (in longer words) Letter sounds within words may be out of order Invented spelling and lack of clear word boundaries may impede comprehensibility of the words Observable influence of native language may be present

143. 143 WIDA Consortium / CAL / MetriTech K Writing Rubric (3 of 3) LevelLinguistics ComplexityVocabulary UsageLanguage Control 2 Evidence: Sound/ letter correspondence Text contains at least two clear, independently produced examples of successful attempts at producing English sound/letter correspondence Evidence of knowledge of sound/letter correspondence may be provided by attempts at any of the following: -beginning and ending word sounds -beginning and middle word sounds -middle and ending word sounds -beginning word sounds only -a single sound representing a word Examples of letters may be in list form, written vertically or horizontally Evidence of “memorized” writing in English (e.g., proper names, ‘mom,’ ‘dad’) may be present Poor letter formation and/or lack of any type of boundaries within text may impede recognition of attempts of producing sound/letter correspondences Observable influence of native language may be present 1 Evidence: Letter copying Text contains clear evidence of successful attempts at writing at least two letters, of which one may display knowledge of sound/ letter correspondence Evidence of ability to write letters may be provided by any of the following: -writing own name -copied letter(s) -random letter(s) -traced letter(s) -scribble writing Poor letter formation quality may impede recognition of letters 0 Evidence: Letter and/or picture Text contains no more than one clear, independently written letter No response Symbols or pictures, perhaps copied from graphics, may be present No language control is evident due to lack of text

144. 144 WIDA Consortium / CAL / MetriTech Writing Scoring Practice For practice scoring items on the Writing Test, please refer to the Scoring the ACCESS for ELLs Kindergarten Writing Test Let’s practice...

145. 145 WIDA Consortium / CAL / MetriTech Where to start? Teacher, backpack, doctor This student has written a string of letters that does not correspond to what he or she says was written. This student does not appear to be able to write sounds he/she hears. LOW

146. 146 WIDA Consortium / CAL / MetriTech Bookbag The student only recognizes the first sound of one word. This student may be able to start at Level 3, but to check and to build the student’s confidence, start at Level 1. LOW-Level 1

147. 147 WIDA Consortium / CAL / MetriTech Though this student has written the beginning and ending sound for the word “nurse,” this was the only word the student produced. We can assume that the student will perform well at E3, but may not at E4, so to decrease the student’s frustration, we begin at E3. MID Nurse

148. 148 WIDA Consortium / CAL / MetriTech One day, David lost his backpack. This student is making attempts at beginning, middle, and end sounds. He writes a Z for an S in “lost” and “his.” The second letter in the first word may be an inverted “n.” This student appears to be learning word boundaries as well. HIGH—Level 4/5 More on Page 29

149. 149 WIDA Consortium / CAL / MetriTech Part C: Reading Format: There are five levels of tasks on the Reading Test. Tasks include matching cards, categorizing pictures, and pointing to a picture. Some of the initial tasks assess pre-literacy skills. Scoring: Reading items are each scored “correct” or “incorrect.” Based on how many tasks the student correctly completed, score the student’s performance as “High,” “Mid,” or “Low” and record in Part F in the Student Response Booklet. This will determine the starting point in the next Part of the Reading test.

150. 150 WIDA Consortium / CAL / MetriTech Part C: Reading Script What the student sees in Student Story Booklet Symbol to keep cards in hand Pictures on the cards Unscored Model of task C2 Items

151. 151 WIDA Consortium / CAL / MetriTech Part C: Recording Answers Determine if you are to move on to the next Level within Part C, or go to Part D. Fill in the circles for the items the student gets correct.

152. 152 WIDA Consortium / CAL / MetriTech Parts D — F Expository Administration Directions

153. 153 WIDA Consortium / CAL / MetriTech Part D: Expository Listening and Speaking Tests Listening & Speaking like Part A Based on the Activity Board, rather than a narrative story Follow the script exactly Open and close panels as directed Begin at level 1, and administer Part D until student reaches his/her ceiling Scoring rules for Part D are the same as for Part A

154. 154 WIDA Consortium / CAL / MetriTech Activity Board

155. Kindergarten Test Navigation Starting point based on Narrative Reading Score

156. 156 WIDA Consortium / CAL / MetriTech Part E: Writing Five Leveled writing tasks Entrance point based on student’s performance on Part B. If “High” start directly with E4/5 If “Mid” start with E3 If “Low” start with E1 If you do not administer an item because it is before where you are instructed to start, fill in the “Skipped” box.

157. 157 WIDA Consortium / CAL / MetriTech Part E: Script Unscored Models

158. 158 WIDA Consortium / CAL / MetriTech Part E: Student Response Booklet Left Page Right Page Teacher model for beginning sound Teacher model for end sound Student writes in the box

159. 159 WIDA Consortium / CAL / MetriTech Part F: Reading There are 5 levels of Reading tasks in Part F. Entrance point based on student’s performance on Part C. If “High” start directly with F4 (reading short phrases) If “Mid” start with F3 (reading words) If “Low” start with F1 (pre-literacy task) Scoring Part F is the same as scoring Part C, with the exception of the “Skipped” column. Both F1 and C1 require you to MOVE ON, regardless of the number of correct answers.

160. 160 WIDA Consortium / CAL / MetriTech Part F: Script Some cards will go face up and some face down. Gray shading means cards are face down. * means this is the card for the model.

161. 161 WIDA Consortium / CAL / MetriTech Multiple Exit Points Be sure you end the test with something the student can do so that students leave with a positive feeling about the experience. Guidance on “winding down” is contained in the TA manual and video. In Listening Parts: If the student clearly does not understand the listening task, you may repeat the model. If the student still doesn’t understand, continue modeling with the other items, but score them as incorrect. In Speaking Parts: If the student says “I don’t know” you may assist them, but mark the answer “Approaches.” In Writing Parts: Aim to have the student write at least a sound, a letter, or a picture. In Reading Parts: Student may identify a sound or a picture he/she recognizes.

162. 162 WIDA Consortium / CAL / MetriTech What are some challenges of administering a test like this to Kindergarten age students?

163. 163 WIDA Consortium / CAL / MetriTech Challenge: Behavior of Kindergarteners Behavior Expectations of Kindergarteners Kindergarten students are easily distracted Extra effort should be made to insure the testing area is quiet and away from student traffic. Although TAs should be ready to redirect students to the task, the scripts will include suggested recasts and advice for extra prompting. Kindergarten students need more stretch breaks: this should be at the discretion of the TA when he/she senses fatigue or distraction.

164. 164 WIDA Consortium / CAL / MetriTech Challenge: Literacy of Young Learners Literacy All Kindergarteners are developing literacy skills; the test will therefore include some pre-literacy and pre-writing tasks. Additionally, at this developmental level, writing and reading skills are very intertwined, yet NCLB requires testing these as discrete skills. The existing WIDA Writing Rubric has been modified for the Kindergarten level to reflect rules for “inventive spelling” and task level expectations.

165. 165 WIDA Consortium / CAL / MetriTech Challenge: Maximizing student performance Take time before test administration to establish rapport with the student. Experience with young students is recommended for TAs for the Kindergarten test. Make extra effort to put the student at ease: Small talk on the way to the testing area Say, “We’re going to play some games/read a book” Establish age/birthday Talk about what they were doing in class, what they had for lunch, who is in their family, their favorite food, etc.

166. 166 WIDA Consortium / CAL / MetriTech Challenge: Training Test Administrators Given the flexibility of the scoring and the quantity of materials used in the test, extensive training must be made available to prospective and seasoned test administrators. As an additional training tool, WIDA has produced a Kindergarten Test Administration Training Video. This DVD walks viewers through a complete Test Administration, and has additional features focusing on scoring and adaptivity. The full ACCESS for ELLs ® Test Administration Training continues to be offered online and must be completed by all test administrators.

167. 167 WIDA Consortium / CAL / MetriTech Parent/Guardian Report

168. 168 WIDA Consortium / CAL / MetriTech Teacher Report (Part 1)

169. 169 WIDA Consortium / CAL / MetriTech Teacher Report (Part 2)

170. 170 WIDA Consortium / CAL / MetriTech Student Roster Report

171. Test Administrator Certification Quiz Grade Reports Keep in Binder for Reference

172. 172 WIDA Consortium / CAL / MetriTech Need Assistance? If you need assistance administering the ACCESS for ELL®, please contact: Julee Dredske dredskej@cesa5.org

173. For more information, please contact the WIDA Help Desk: 1-866-276-7735 or help@wida.ushelp@wida.us World Class Instructional Design and Assessment, www.wida.us Center for Applied Linguistics, www.cal.org Metritech, Inc., www.metritech.com Questions or Comments?