reviewing the wisconsin alternate assessment for english language learners waa-ells

1. Reviewing the Wisconsin Alternate Assessment for English Language Learners (WAA-ELLs) Tim Boals, PhD, WIDA Project Director Elizabeth Cranley, PhD, WIDA Assistant Project Director Wisconsin Department of Public Instruction Madison, WI Timothy.boals@dpi.state.wi.us Mary.Cranley@dpi.state.wi.us

2. Requirements of “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).

3. What is alternate assessment and why do we need it? An alternative format for academic assessment for beginner ELLs that allows us to measure progress in a valid and reliable manner prior to inclusion in large-scale academic assessment. NCLB “…in the manner or form most likely to yield valid and reliable results For beginner ELLs (levels 1 – 2)

4. The Goal: To have an integrated, comprehensive, statewide system that is Tailored specifically for English Language Learners at varying developmental, language proficiency, and academic levels Aligned with content and achievement standards, curriculum, and instruction Directly connected to classrooms and teachers Reflective of best educational practices Limited English Proficient (LEP) student is the term used in state and federal law, while English Language Learner (ELL) is preferred in research and everyday usage. The terms are used to mean the same students. LEP students are defined as a student who “has difficulty with reading, writing, speaking or comprehending in English within the academic classroom setting.” PI 13.03 A bilingual program is defined as a program that uses English and the native language of the child, to some extent, to support academic progress and literacy development. All bilingual programs must include an English as a Second Language (ESL) component and usually include content-based ESL instruction. In Wisconsin, bilingual programs are staffed with bilingual certified teachers, ESL programs are staffed with ESL certified teachers and bilingual teacher aides. Limited English Proficient (LEP) student is the term used in state and federal law, while English Language Learner (ELL) is preferred in research and everyday usage. The terms are used to mean the same students. LEP students are defined as a student who “has difficulty with reading, writing, speaking or comprehending in English within the academic classroom setting.” PI 13.03 A bilingual program is defined as a program that uses English and the native language of the child, to some extent, to support academic progress and literacy development. All bilingual programs must include an English as a Second Language (ESL) component and usually include content-based ESL instruction. In Wisconsin, bilingual programs are staffed with bilingual certified teachers, ESL programs are staffed with ESL certified teachers and bilingual teacher aides.

5. And . . . Relies on multiple data sources Uses authentic instructional projects and tasks as the basis for student performance Produces rich and meaningful data Informs instruction, provides feedback to students, and accounts for individual student academic growth Limited English Proficient (LEP) student is the term used in state and federal law, while English Language Learner (ELL) is preferred in research and everyday usage. The terms are used to mean the same students. LEP students are defined as a student who “has difficulty with reading, writing, speaking or comprehending in English within the academic classroom setting.” PI 13.03 A bilingual program is defined as a program that uses English and the native language of the child, to some extent, to support academic progress and literacy development. All bilingual programs must include an English as a Second Language (ESL) component and usually include content-based ESL instruction. In Wisconsin, bilingual programs are staffed with bilingual certified teachers, ESL programs are staffed with ESL certified teachers and bilingual teacher aides. Limited English Proficient (LEP) student is the term used in state and federal law, while English Language Learner (ELL) is preferred in research and everyday usage. The terms are used to mean the same students. LEP students are defined as a student who “has difficulty with reading, writing, speaking or comprehending in English within the academic classroom setting.” PI 13.03 A bilingual program is defined as a program that uses English and the native language of the child, to some extent, to support academic progress and literacy development. All bilingual programs must include an English as a Second Language (ESL) component and usually include content-based ESL instruction. In Wisconsin, bilingual programs are staffed with bilingual certified teachers, ESL programs are staffed with ESL certified teachers and bilingual teacher aides.

6. The complete set of APIs are available at www.dpi.state.wi.us/dpi/dlsea/equity/biling.htmlThe complete set of APIs are available at www.dpi.state.wi.us/dpi/dlsea/equity/biling.html

7. Components of alternate assessment Samples of original student work, produced independently, in each of the content areas Measuring Essential Communication in the Content Areas (MECCA) for mathematics, science, social studies and language arts Holistic rubric (official rubric for scoring) Focused-analytic rubric (classroom use only)

8. The teachers’ and administrators’ guides, including All rubrics and forms are available at www.dpi.state.wi.us/dpi/dlsea/equity/biling.htmlThe teachers’ and administrators’ guides, including All rubrics and forms are available at www.dpi.state.wi.us/dpi/dlsea/equity/biling.html

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14. Student Writing Scores Conversion Chart Proficiency Level Designation Composite Score Advanced 7-9 Proficient 4-6 Basic 2-3 Minimal 0-1

15. Recent System Improvements All content areas may now be assessed through the student’s native language Scoring is on the same scale as WKCE for all subjects (minimal, basic, proficient, advanced) Broad curricular topics for selection by grade level cluster in each content area: language arts, mathematics, science, and social studies Streamlined procedures (WAA Guidelines 2004-05 www.dpi.state.wi.us/ell/api-lep.html at bottom pg)

16. More Details/Review Cut scores in guidelines (LAS issue) What constitutes a “sample” Rules for inter-rater agreement Accommodations info at www.dpi.state.wi.us/dpi/oea/specneed.html “Guidelines to Facilitate the Participation of Students with Special Needs”

17. Examples of Accommodations Extra time Bilingual dictionaries (not for LA/Reading) Small group or individual administration More practice opportunities Translate directions or questions (not for LA/Reading)

18. Crosswalk for ELLs between ELP and Academic Achievement The ACCESS for ELLs test is administered for all ELL students who lack some or all of the language proficiencies needed to successfully manage the state wide tests of academic proficiency in English. The ACCESS for ELLs test is administered for all ELL students who lack some or all of the language proficiencies needed to successfully manage the state wide tests of academic proficiency in English.

19. Future Directions2004 – 2007 Enhanced/augmented alternate assessment with selected response tasks/items (multistate task/item bank) More studies of validity and reliability Greater link with technology for enhanced PD ACCESS for ELLstm English language standards and proficiency assessment

20. Wisconsin’s alternate assessment for English language learners promotes Meaningful access for ELLs to the state’s content and achievement standards Support for ELLs’ academic and literacy development through ongoing professional development Collaboration among bilingual, ESL, and mainstream teachers and administrators

21. Questions/Discussion

23. ACCESS for ELLs™ Assessing Comprehension and Communication in English State to State for English Language Learners

24. ACCESS for ELLs™ Is aligned with the WIDA Standards Focuses on progress in attainment of English proficiency within classroom/ academic context Measures the domains of listening, speaking, reading, and writing Is secure Is administered within a specified testing window

25. Assessment Forms Non-secure form for initial screening (5-levels) One for each grade level cluster Kindergarten form (individually administered) Secure forms for annual testing Two (initially) for each grade level cluster Tier A: Proficiency levels 1-3 Tier B: Proficiency levels 2-4 Tier C: Proficiency levels 3-5 The range of proficiency levels indicated on each form (tier) represent the focal levels. It is possible, however, that for Tier B, a few items designated at levels 1 and 5 can also be included.The range of proficiency levels indicated on each form (tier) represent the focal levels. It is possible, however, that for Tier B, a few items designated at levels 1 and 5 can also be included.

26. Why Have a Tiered Test? Provide greater, and more appropriate, coverage of targeted language proficiency levels Differentiate assessment (as instruction) Improve program design and services for English language learners

27. Tier Alignment with Proficiency Levels The three tiers of the ACCESS for ELLs test will be calibrated to best serve ELLs at the boundaries indicated on the figure. It is expected that 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 exiting from ELL status.The three tiers of the ACCESS for ELLs test will be calibrated to best serve ELLs at the boundaries indicated on the figure. It is expected that 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 exiting from ELL status.

28. Administration Times and Scoring

29. Annual Assessment with ACCESS for ELLs ? Its primary purpose is school, district, and state accountability Year 1 (baseline) tier placement will determined by the screener Subsequent tier placement will be determined by previous year’s data on ACCESS and a teacher protocol

30. Activities and Timeline for ACCESS for ELLs ?..Starting with the English Language Proficiency Standards Test specifications On-line national course to generate items National item review Addition of graphics Content and bias reviews Creation of forms and administration manuals Pilot testing May 2004 in WI, IL, and DC Field testing fall 2004 in all member states Professional development related to test administration in all sites Implementation spring 2005

31. Steps for Identifying, Placing and Assessing English Language Learners 1. Student identification as language minority upon enrollment using a home language survey. ? 2. Assessment of English proficiency using one of four commercially available instruments (Language Assessment Scales, Woodcock-Muñoz English Language Survey, Idea Proficiency Tests, Maculaitis Assessment of Competencies II). ? 3. Assignment of English proficiency level using test results and state conversion chart for the respective test. ? A model home language survey is available at the bilingual program website www.dpi.state.wi.us/dpi/dlsea/equity/biling.html Four English Language Proficiency Tests Approved by the Wisconsin Department of Public Instruction as Required by PI 13 (Listed Alphabetically) The changes in PI 13 require that each district assess English Language Learners for English Language Proficiency using a test approved by the Wisconsin Department of Public Instruction. These four tests are listed below. Test Idea Proficiency Tests (IPT) Publisher Ballard and Tighe 480 Atlas Street Brea, California 92821 Telephone 714-990-4332, 800-321-4332 FAX 714-255-9828 Website Ballard-Tighe.com E-mail snatale@ballard-tighe.com Local Sales Call above contact number, ask for Sandro Natale or Rep e-mail him at above address Test Language Assessment Scales (LAS) Publisher CTB/McGraw-Hill 20 Ryan Ranch Road Monterey, CA 93940 Telephone 800-217-9190, 800-538-9547 FAX 800-282-0266 Website www.ctb.com E-mail tmsupport@ctb.com Local Sales Stephen Marsh, smarsh@ctb.com Rep 608-825-7999 Test The Mac II Test of English Language Proficiency Publisher Touchstone Applied Science Associates, Inc. (TASA) 4 Hardscrabble Heights P.O. Box 382 Brewster, New York P.O. Box 382 Telephone 800-800-2598, 845-277-4900 FAX 845-277-4900 Website tasaliteracy.com E-mail mac@tasa.com Local Sales Peter Duhamel, 800-800-2598 Rep pduhamel@tasa.com Test Woodcock-Munoz Language Survey Publisher The Riverside Publishing Company 425 Spring Lake Drive Hasca, Illinois 60143 Telephone 800-323-9540 FAX 630-467-7192 Website www.riversidepublishing.com E-Mail martin_armato@hmco.com Local Marty Armato Sales 262-512-9638 Rep 800-323-9540 See the department Bilingual/ESL website for the conversion charts.A model home language survey is available at the bilingual program website www.dpi.state.wi.us/dpi/dlsea/equity/biling.html Four English Language Proficiency Tests Approved by the Wisconsin Department of Public Instruction as Required by PI 13 (Listed Alphabetically) The changes in PI 13 require that each district assess English Language Learners for English Language Proficiency using a test approved by the Wisconsin Department of Public Instruction. These four tests are listed below. Test Idea Proficiency Tests (IPT) Publisher Ballard and Tighe 480 Atlas Street Brea, California 92821 Telephone 714-990-4332, 800-321-4332 FAX 714-255-9828 Website Ballard-Tighe.com E-mail snatale@ballard-tighe.com Local Sales Call above contact number, ask for Sandro Natale or Rep e-mail him at above address Test Language Assessment Scales (LAS) Publisher CTB/McGraw-Hill 20 Ryan Ranch Road Monterey, CA 93940 Telephone 800-217-9190, 800-538-9547 FAX 800-282-0266 Website www.ctb.com E-mail tmsupport@ctb.com Local Sales Stephen Marsh, smarsh@ctb.com Rep 608-825-7999 Test The Mac II Test of English Language Proficiency Publisher Touchstone Applied Science Associates, Inc. (TASA) 4 Hardscrabble Heights P.O. Box 382 Brewster, New York P.O. Box 382 Telephone 800-800-2598, 845-277-4900 FAX 845-277-4900 Website tasaliteracy.com E-mail mac@tasa.com Local Sales Peter Duhamel, 800-800-2598 Rep pduhamel@tasa.com Test Woodcock-Munoz Language Survey Publisher The Riverside Publishing Company 425 Spring Lake Drive Hasca, Illinois 60143 Telephone 800-323-9540 FAX 630-467-7192 Website www.riversidepublishing.com E-Mail martin_armato@hmco.com Local Marty Armato Sales 262-512-9638 Rep 800-323-9540 See the department Bilingual/ESL website for the conversion charts.

32. 4. Program placement and academic testing decisions (Individual Record Plan recommended) A model IRP is available at the bilingual program website www.dpi.state.wi.us/dpi/dlsea/equity/biling.html A model IRP is available at the bilingual program website www.dpi.state.wi.us/dpi/dlsea/equity/biling.html

33. Steps for Conducting Wisconsin Alternate Assessment for English Language Learners: 1. Assign English language proficiency score based on the standardized language proficiency test given, using the conversion charts. 2. Plan standards-based instruction using topic guides, grade level local curriculum, and performance assessment models currently used at your school 3. Create and/or match assessments with the standards and alternate performance indicators. Decide if there is a representative number of standards /alternate performance indicators with the long term goal to cover all performance standards within each grade cluster – K-4, 5-8, 9-12).

34. 4. Collect samples of original student work within the context of instruction. Make sure dates are on all samples. Create a numerical system for coding samples for your school. 5. Plan time for professional development to score samples. 6. Have two raters score the samples by applying the MECCA rubrics for math, science, social studies, and language arts, the reading and the writing rubrics. A third rater settles disputes in scoring. 7. Record student scores from alternate assessment on the WKCE (the state test) answer sheet.

35. Number of Required Samples of Original Student Work