1. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

2. WIDA 201 - Assessments Federal Program Directors’ Meeting Idaho SDE Guidance Nichole Hall & Alissa Metzler 2015-2016

3. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SECURE & CONFIDENTAL DO NOT POST W-APT MATERIALS TO PUBLIC WEBSITES OR FORUMS. Contains secure and confidential information.

4. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Objectives: General Overview Identification Placement Test Accessing WIDA Materials Annual Test Training

5. General Overview Title I & Title III Law ELD Standards & English Proficiency Assessments Idaho Specific Guidance SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

6. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Title I – No Child Left Behind (NCLB) Act of 2001 All states are required to identify languages other than English spoken in all public school students’ homes. If a language other than English is identified: o The district is required to assess the student’s English proficiency o Place the student in an instructional program if needed. Those students who are identified and placed in an English proficiency instructional program, the federal law requires that the students are assessed annually on English proficiency [NCLB 1111(b)(6 & 7)

7. Idaho’s English Language Assessments SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE WIDA’s ACCESS Placement Test (W-APT) ACCESS for ELLs 2.0 Alternate ACCESS for ELLs 2.0

8. Why is Idaho changing assessments? SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Idaho’s ESEA (Elementary & Secondary Act) Flexibility Waiver calls for the English language proficiency assessment to be aligned with: Academic standards o Idaho Core/Content Standards English language development (ELD) standards o WIDA ELD standards

9. What does an English placement or proficiency test assess? Language proficiency involves the language associated with content areas. Whereas, Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with content. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

10. Idaho Specific Guidance SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance Follow Idaho's Guidance for ELLs

11. Identification Home Language Survey (HLS) SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

12. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Title I – No Child Left Behind (NCLB) Act of 2001 All states are required to identify languages other than English spoken in all public school students’ homes. If a language other than English is identified: o The district is required to assess the student’s English proficiency o Place the student in an instructional program if needed. Those students who are identified and placed in an English proficiency instructional program, the federal law requires that the students are assessed annually on English proficiency [NCLB 1111(b)(6 & 7) Identification: All states are required to identify languages other than English spoken in all public school students’ homes.

13. Idaho Identification Criteria All districts/schools are required to have a home language survey (HLS) to determine if a student may qualify for an English language instructional program. A sample survey, in English and Spanish, can be found in Appendix A of Idaho’s State LEP/Title III Program Manual. http://www.sde.idaho.gov/site/lep/state_federal.htmhttp://www.sde.idaho.gov/site/lep/state_federal.htm. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

14. Idaho Identification Criteria The Home Language Survey (HLS) must include at least the following questions: What is the primary language spoken in the home? Is any language other than English spoken in the home? Which language does your child most often use? What language do you use to speak to your child? What language does your child use to speak with others? SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

15. Placement Test WIDA’s ACCESS Placement Test (W-APT) SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

16. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Title I – No Child Left Behind (NCLB) Act of 2001 All states are required to identify languages other than English spoken in all public school students’ homes. If a language other than English is identified: o The district is required to assess the student’s English proficiency o Place the student in an instructional program if needed. Those students who are identified and placed in an English proficiency instructional program, the federal law requires that the students are assessed annually on English proficiency [NCLB 1111(b)(6 & 7) Placement Test: If a language other than English is identified: The district is required to assess the student’s English proficiency Place the student in an instructional program if needed.

17. Idaho Identification Criteria HLS indicates a language other than English; and an environment where a language other than English is dominant: The student must be tested with W-APT o Within 30 days of the start of the school year. o Following the first 30 days of registration, districts must screen students within 2 weeks of their entry into the school. Please Note: In cases where the HLS is not clear on second language needs, districts may choose to contact the parent/guardian for clarification on the information provided on the HLS. In addition, if further guidance is needed, please contact the Idaho State Department of Education. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

18. What is the W-APT? The W-APT is an English language proficiency screener given to incoming students who may be identified as needing English language support. W-APT Results are an indicator of a student's language proficiency level (1 - 6) on the WIDA continuum and are used for potential placement into language services. An aid to determining appropriate levels and amounts of instructional services SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

19. The W-APT is Not... The W-APT is not a substitute for the annual English proficiency assessment for ELLs (Access 2.0 for ELs). The W-APT should not be used for the purpose of progress monitoring or exiting a student from language support services. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

20. Structure of W-APT SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Aligned to WIDA ELD Standards 5 grade level clusters: K, 1-2, 3-5, 6-8, 9-12 Discriminates across full range of ELP Scale (Levels 1-6) Fully adaptive Individually administered and scored by trained staff o Kindergarten: Raw scores - use conversion tables for general groupings and skill descriptors o Grades 1 -12: Online Score Calculator – Converts raw scores and calculates the composite level (CPL) score for grades 1-12; Kindergarten is scored on the testing form

21. What form of W-APT should be used? SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE At semester, Grades 1, 3, 6 and 9 change Grade-Level Cluster test forms Kindergarten students: 1 st semester – administer only two domains, Listening and Speaking 2 nd semester – administer all four domains (Listening, Speaking, Reading, Writing) First Semester Grade LevelK123456789101112 Grade Level Cluster Test KK1-2 3-5 6-8 9-12 Second Semester Grade LevelK123456789101112 Grade Level Cluster Test K1-2 3-5 6-8 9-12

22. W-APT Kindergarten Scoring Raw Score for Listening and Speaking Oral Proficiency Score 0-10Low 11-18Mid 19-28High 29-30Exceptional Reading Raw ScoreSkill(s) Description 0-2No ability 3-5 Can match simple pictures to each other 6-10Can recognize letters 11-12Can recognize words 13 Can read simple phrases 14-15 Can read simple sentences Listening and Speaking: General Groupings Reading and Writing: Skill(s) Descriptions

23. Choose the student’s grade (If necessary) Choose the grade cluster test form administered * Prompts you to enter the raw scores (except for Writing which is assigned a Proficiency Level) Includes score sheet diagram for reference Note: The W-APT Score Calculator does not require a login. W-APT 1-12th Online Score Calculator

24. W-APT Score Information – Grades 1-12 Raw Scores: Indicates the actual number of items or tasks to which the student responded correctly out of the total number of items or tasks Proficiency level: D escribes a student’s performance in terms of the six WIDA English language proficiency levels Composite proficiency levels (CPLs): R ecords a literacy, oral, and overall, weighted score for all the language domains Grade-Specific Composite Proficiency Level Scores: I s the CPL scores adjusted to the test taker's grade in recognition of the fact that the test is more difficult for test-takers in the early grades. Based on this reasoning, test-takers in the highest grade of the cluster do not receive any adjustment in their scores. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

25. W-APT 1-12th Online Score Report SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Grade Level: Sixth Level 3: Developing

26. W-APT 1-12th Online Score Report SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE CPL: 1.3 Level 1: Entering 3/10 of the way to a Level 2 MPI

27. Idaho Identification Guidance for 1 st Semester Kindergarten Administer the Kindergarten W-APT Administer only the Listening and Speaking domains. Regardless of their combined Listening/Speaking raw score, students: o Are coded as L1 (1 st year identified) o Do not have an opportunity to exit ELL status until the student meets the state’s exit criteria. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

28. Idaho Identification Guidance for 2 nd Semester Kindergarten Administer the Kindergarten W-APT Administer all four domains Regardless of their combined Listening/Speaking, Reading and Writing raw scores, students: o Are coded as L1 (1st year identified) o Do not have an opportunity to exit ELL status until the student meets the state’s exit criteria. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

29. Idaho Identification Guidance Kindergarten Please Note: The intensity of language services may vary based on the individual needs of the student as measured by the W-APT. For example, a first semester Kindergarten student at higher levels of language proficiency may be better served with language development supports within the general education classroom. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

30. Idaho Identification Guidance for 1 st Semester 1 st Grade Administer the Kindergarten W-APT Administer all four domains To meet the minimum criteria for English proficiency, a student must score: o A combined Listening and Speaking score of 29 or higher, o AND a Reading score of 14 or higher, o AND a Writing score of 17 or higher These students do not qualify for ELL support services. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

31. Idaho Identification Guidance 1st Graders (2nd Semester) – 12th Grades Administer grade specific cluster W-APT Administer all four domains To meet the minimum criteria for English proficiency, a student must score: o The grade-level adjusted composite score is 5.0 or higher o AND all domains are 5.0 or higher These students do not qualify for ELL support services SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance

32. Accessing WIDA Materials Online Access SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

33. Accessing WIDA Materials SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance Two Roles: Test Coordinator & Test Administrator (Proctors) In August District Assessment and ELL Coordinators were assigned a secure user name/password for WIDA’s Secure Online Portal Coordinators create accounts for Test Administrators Testing Administrators obtain testing materials from the district. Testing materials are free and downloadable for printing A master copy may be ordered for purchase by District Assessment and ELL Coordinators from MetriTech

34. WIDA’s Secure Online Portal www.wida.us SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Login

35. WIDA’s Secure Online Portal SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Secure Portal Download Library Assessment Create Test Administrators’ Accounts

36. Accessing W-APT Materials SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE W-APT Materials

37. W-APT Checklist SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Test Administrator Training Checklist

38. Test Administrator Expectations SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE 2015-2016 Idaho Guidance At minimum, it is expected that all staff responsible for administering the W-APT would: Obtain training annually Read the W-APT Test Administration Manual(s) and follow the testing protocol Read Scored Student Writing Samples Watch training webinars If you are responsible for training staff: Utilize the training PPTs available in the Training Toolkit

39. Annual Assessment ACCESS for ELLs 2.0 (online) Alternate ACCESS To Measure Proficiency & Growth Training Schedules SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

40. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Title I – No Child Left Behind (NCLB) Act of 2001 All states are required to identify languages other than English spoken in all public school students’ homes. If a language other than English is identified: o The district is required to assess the student’s English proficiency o Place the student in an instructional program if needed. Those students who are identified and placed in an English proficiency instructional program, the federal law requires that the students are assessed annually on English proficiency [NCLB 1111(b)(6 & 7) Annual Assessment: Those students who are identified and placed in an English proficiency instructional program, the federal law requires that the students are assessed annually on English proficiency.

41. ACCESS for ELLs Training SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Training Checklists: Annual Assessment

42. ACCESS for ELLs Training SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Test Administrator Training Checklist

43. Assessment Management System (WIDA AMS) SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Tools and information needed for the spring, online administration of ACCESS for ELLs 2.0 State provided DRC contact info for Test and Technology Coordinators Set up district personnel accounts Register for online testing Order any needed paper test materials Set up test sessions Select needed accommodations Review Reports AMS Modules

44. Technology Requirements SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE WIDA Website: https://www.wida.us/assessment/access20-tech.aspxhttps://www.wida.us/assessment/access20-tech.aspx State sent out information beginning in the 2013-2014 SY Technology requirements similar to ISAT requirements Listening and Speaking Headphones with microphone

45. Training Idaho SDE Website WIDA Website Email Communication & Reminders SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

46. Training Schedule – Idaho Specific SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Please mark your calendars for the Idaho specific trainings, below, in regards to the WIDA ELD standards and assessments. Registration Link: http://idahosdetitleiii.eventbrite.com/ http://idahosdetitleiii.eventbrite.com/ Introduction to the English Language Development (ELD) Framework for ELL Teachers and Content Teachers October 7, 2015, 3:00-5:00 PST/4:00 – 6:00 MST Intended Audience: ELL and Content Teacher Introduction to the English Language Development (ELD) Framework for Administrators October 8, 2015, 3:00-5:00 PST/4:00 – 6:00 MST Intended Audience: District and School Administrative Staff Dynamic Differentiation for Linguistically Diverse Students October 12, 2015, 3:00-5:00 PST/4:00-6:00 MST Intended Audience: ELL and Content Teachers Introduction to Academic Language October 13, 2015, 3:00-5:00 PST/4:00-6:00 MST Intended Audience: ELL and Content Teachers

47. Idaho SDE Website http://www.sde.idaho.gov/site/assessment/IELA/admin.htm

48. Training Schedule – WIDA SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE https://www.wida.us/assessment/access20-prep.aspx Student Practice Modules Available in October

49. WIDA Website SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Consortium Tab: Members

50. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SECURE & CONFIDENTAL DO NOT POST W-APT MATERIALS TO PUBLIC WEBSITES OR FORUMS. Contains secure and confidential information.

51. Contact Information SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE For specific WIDA questions, contact WIDA Client Services at: 1-866-276-7735 or help@wida.ushelp@wida.us For the most up-to-date Idaho specific assessment guidance, please visit: http://www.sde.idaho.gov/site/assessment/IELA/http://www.sde.idaho.gov/site/assessment/IELA/ For Assessment Guidance, contact Nichole Hall o 208-332-6933 or nhall@sde.idaho.govnhall@sde.idaho.gov For State LEP/Title III guidance, contact Alissa Metzler at o 208-332-6905 or ametzler@sde.idaho.govametzler@sde.idaho.gov

52. SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE Questions?