Analyzing the Literacy Achievement of Your Dual Language Learners

1. Analyzing the Literacy Achievement of Your Dual Language Learners PATRICK PROCTOR CRISTINA HUNTER MARÍA BAEZ TWIN 2016 Academy June 28, 2016

2. Session 1: Overview of WMLS data collection and cleaning efforts • Overview • Review sample dataset as model for interpreting individual school data Session 2: WMLS Individual Consultations • Receive your school data • Analyze your own language and literacy data for your school Session 3: Post Workshop Q and A (Optional) • Review any lingering questions • Future steps with summative assessments

3. Session 1: Overview of WMLS data collection and cleaning efforts Part 1: What the assessment tells us about language acquisition? How can it be used to inform teaching and programming? Part 2: Data collection quality: why correct administration matters Part 3: Introduction to WMLS individual consultation to follow

4. Session 1: Part 1 What the Woodcock-Muñoz tells us about language acquisition in English and Spanish and how can it be used to inform teaching and learning

5. A Simple View of Reading A simple view of reading

6. What is the Woodcock-Muñoz Language Survey –Revised Summative assessment • Baseline data when student begins • Spring data annually Appropriate for students 2+ years of age TWIN schools measure 4 dimensions in English & Spanish: • Vocabulary knowledge • Decoding skills • Verbal reasoning • Reading comprehension

7. Woodcock-Munoz dimensions

8. The Woodcock-Muñoz Simple View Meaning-based Picture Vocabulary Verbal Analogies Code-based Letter-Word Identification Reading Passage Comprehension

9. How to Use Assessment to Inform Teaching and Programming Part 3: Woodcock-Munoz results for 2013-2015

10. Example WMLS Results • Meaning-Based results (vocabulary and verbal analogies) • Code-Based results (decoding) • Reading results (reading comprehension) • Percentile Rank: Describes a students' performance on a scale from 1-99 relative to the performance of a norming sample of that age/grade. The percentile rank indicates the percentage of subjects in this sample who had scores the same as or lower than the subject scores Part 3: Woodcock-Munoz results for 2013-2015 A Note on Norming Samples!

14. Session 1: Part 2 Data Collection Quality, Why and How Proper Administration Matters

15. DATA COLLECTION QUALITY Why it matters: • If the test is not administered properly, the resulting scores do not reflect language acquisition Two components of Proper Administration: • All the required information to calculate scores must be collected • Following Administration Rules

16. COMPONENT 1: COLLECTING ALL THE INFORMATION

17. COMPONENT 2: FOLLOWING ADMINISTRATION RULES Basals Ceilings Rules about Finishing Page

18. CEILING & FINISHING THE PAGE • Number 29 (notebook) marks the 4thincorrect response in a row….You need 6

19. Number 31 (jellyfish) marks the sixth incorrect response in a row. However, you have to finish the entire page before you end the test. • WHY? So that students do not become aware of the fact that they are getting these wrong

20. TEST ADMINISTRATION CODE TABLE

21. Cheat Sheet is your Best Friend WMLS ADMINISTRATION TRAINING

22. CLEANING STEPS Score sheet verification • Last name, First Name, Sex, Grade, School name • Date of Testing and Date of Birth 2. Verification of correct administration (2 rounds) 3. First round of entering (raw score & administration code) 4. Entering score to WMLS software to get Standard Score Report 5. Verification of Score Sheet & Standard Score Report 6. Second round of entering (standard scores)

23. Session 1: Part 3 Introduction to Woodcock-Muñoz individual consultation to follow

24. A LOOK INTO A SAMPLE DATASET

25. INDIVIDUAL CONSULTATION GROUPS Session 1 Session 2