MODULE G

1. MODULE G Summative Assessment – ACCESS for ELLs 2.0 Scores and Reports

3. ACCESS for ELLs 2.0 Scores

4. Composite Scores Oral Language Score Speaking (50%) Listening (50%) + = Literacy Score Writing (50%) Reading (50%) = + Comprehension Score Listening (30%) Reading (70%) + = Listening (15%) Speaking (15%) Overall Score + = Writing (35%) Reading (35%) Intrepretive Guide for Score Reports, Spring 2015

5. Scale Scores • WIDA ACCESS for ELLs 2.0 scale scores are psychometrically derived measures of student proficiency. • Range from 100 to 600 (above 500 is rare). • There is a separate scale for each language domain: • Listening; • Speaking; • Reading; and • Writing.

6. Proficiency Level Scores • Proficiency Level Scores are socially-derivedinterpretations of the ACCESS for ELLs Scale Scores in terms of the six proficiency levels defined in the WIDA Standards. • Comprised of a whole number and a decimal, e.g. 2.5 • The whole number indicates the proficiency level into which the student’s scale score places him or her (e.g. 2 = Emerging) • The decimal indicates how far, in tenths, the student’s scale score places him or her between the lower and the higher cut score of the proficiency level (e.g. 2.5 = 5/10 or ½ of the way between the cut score for level 2 and level 3)

7. ACCESS for ELLs 2.0 Interpretive Guide • The ACCESS for ELLs 2.0 Interpretive Guide for Score Reports contains detailed information on the use of scores from this assessment. • Download the document from www.wida.us. • Make sure you are looking at the most recent guide.

8. ACCESS for ELLs 2.0 Score Reports • Parent/ Guardian • Teacher • Student Roster • Individual Student Report • School Frequency • District Frequency

9. Demographic information about the student Oral Language Score Student’s ELP Level by Domain Literacy Score Comprehension Score Description of the ELP Levels Overall Score

10. What does the Parent/Guardian Report tell us? The Parent/Guardian Report contains individual student data

11. Guiding Questions for Parent/Guardian Score Report • What information would you want to share with the family? • What information are you required to share with the family? • When, where and how will you share this information? • How will you ensure that the family understands what you are sharing?

12. Parent Handouts • These one-page documents provide answers to several basic questions about ACCESS for ELLs 2.0, Kindergarten ACCESS for ELLs, and Alternate ACCESS for ELLs, and are available in multiple languages. • The Parent Guides for ACCESS for ELLs 2.0 Score Reports may be found here: https://www.wida.us/downloadLibrary.aspx

13. TeacherReport Demographic Information About the Student Student’s Scale Score by Domain Student’s ELP Level by Domain Student’s Scale Composite Scores Student’s Composite Proficiency Level Scores Student’s Comprehension by Standard Student’s Speaking Performance by Standard Student’s Writing Performance by Standard Description of the ELP Levels

14. Teacher Report (top)

15. Teacher Report (bottom) Raw Scores by Standard

16. Teacher Report Writing raw scores are presented by standard next to the maximum number of points for the given standard(s) and scoring category (features of academic vocabulary) reported Writing Tasks This is a Tier C writing sample from the 3-5 cluster

17. What does the Teacher Report tell us? The Teacher Report contains individual student data.

18. Guiding Questions for Teacher Score Report • How are the domain scores similar to the composite score? • How are the domain scores different to the composite score? • What language may the student be able to comprehend or produce according to these scores (domain and composite)? • Why might it be helpful to look at scores by domain rather than just the overall composite scores?

19. Tier Cluster Scale Score and ELP Level by Domain Scale Score and ELP Level by Composite: Oral Language, Literacy, Comprehension and Overall

20. What does the Student Roster Report tell us? The Student Roster Report lists the scale scores and proficiency levels for a group (or class) of students

21. Guiding Questions for Student Roster Report • How could teachers at a grade-level team meeting use this report? • What would teachers need to keep in mind when they look at this data? • When would teachers want to focus on the overall score? • When or why would teachers want to focus on the domain scores?

22. Individual Student Report

23. Guiding Questions for Individual Student Report • What language may the student be able to comprehend or produce according to these scores (domain/proficiency levels and overall score)? • Why might it be helpful to look at scores by domain rather than just the overall score?

24. District Frequency Report Number of Students Tested who scored at each ELP level by Domain and Composite % of Total Students Tested who scored at each ELP level by Domain and Composite Highest & Lowest Scores Total Tested

25. What does the District Frequency Report tell us? The District Frequency Report lists the numbers of students tested in each domain of ACCESS by grade level within a district

26. School Frequency Report % of Total Students Tested who scored at each ELP level by Domain and Composite Number of Students Tested who scored at each ELP level by Domain and Composite Highest & Lowest Scores Total Tested

27. What does the School Frequency Report tell us? The School Frequency Report lists the numbers of students tested in each domain of ACCESS by grade level within a school

28. Guiding Questions for District and School Frequency Reports • How could administrators use these reports? • How could these reports be used in making decisions about resources and staffing? • How could these reports be used in evaluating the effectiveness of ELL instructional services, program model or curriculum?

29. Here ends this Module Series

30. Contact Information Please email lep@doe.state.nj.uswith any questions or comments you may have regarding this module.