Interpretation of ACCESS for ELLs ® Score Reports

1. Interpretation of ACCESS for ELLs® Score Reports © 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

2. Language versus Content Language proficiency involves the language associated with the content areas. Academic achievement reflects the knowledge and skills associated with the content. WIDA ELP standardsfocus on academic language; academic standards focus on academic content. WIDA Consortium / CAL / Metritech

3. Why are English language proficiency (ELP) standards necessary? To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success To provide a curriculum/assessment resource anchored in academic content standards To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments WIDA Consortium / CAL / Metritech

4. The WIDA ELP Standards Standard 1 – Social & Instructional Language (SIL) English language learners communicate for social and instructional purposes in the school setting. Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3 – Language of Mathematics (LoMA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 – Language of Social Studies (LoSS) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. WIDA Consortium / CAL / Metritech

5. Criteria for Performance Definitions Linguistic Complexity: Extent of functional language (text or discourse) Vocabulary Usage: Comprehension and use of the technical vocabulary of the content areas Language Control: Comprehension and use of phonological, syntactic, and semantic structure & rules 6 REACHING 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING WIDA Consortium / CAL / Metritech

6. Performance Definitions WIDA Consortium / CAL / Metritech

7. Interaction of Performance Level Definitions and Model Performance Indicators Language Proficiency (Performance Level Descriptions) PIs Vocabulary Usage Linguistic Complexity Language Control 5 Bridging L 5 L4 4 Expanding 3 Developing L 3 2 Beginning L 2 L 1 1 Entering WIDA Consortium / CAL / Metritech

8. Exit Criteria For Kindergarten - GKIDS WIDA Consortium / CAL / Metritech

9. Exit Criteria For Grades 1-12 WIDA Consortium / CAL / Metritech

10. Organization of PI’s within StandardsExample: Social & Instructional; Grades 6-8 WIDA Consortium / CAL / Metritech

11. Organization of PI’s within Standards STRAND WIDA Consortium / CAL / Metritech

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

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

14. Test Alignment with Proficiency Levels 6 1 2 3 4 5 REACHING ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING Tier A Tier B Tier C Annual ACCESS for ELLs® W-APT™ WIDA Consortium / CAL / Metritech

15. ACCESS for ELLs®:Types of Scores WIDA Consortium / CAL / Metritech

16. ACCESS for ELLs® Scores WIDA Consortium / CAL / Metritech

17. Composite Scores Listening (50%) Speaking (50%) Oral Score = + Reading (50%) Writing (50%) Literacy Score + = Comprehension Score Listening (30%) Reading (70%) = + Listening (15%) Speaking (15%) Overall Composite Score = + Reading (35%) Writing (35%) WIDA Consortium / CAL / Metritech

18. ACCESS Component Test Weights as Percentage of Overall Composite Score WIDA Consortium / CAL / Metritech

19. Scores Received: Student Level Summary) Each student also receives a scale score and a proficiency level for Oral Language, Literacy, Comprehension, and Overall Composite. WIDA Consortium / CAL / Metritech

20. Scale Scores WIDA ACCESS for ELLs® Scale Scores are psychometrically derivedmeasures of student proficiency Range from 100 to 600 (above 500 is rare) Single vertical scale applies to all grades and all test forms Single scale established through vertical equating However, vertically equated scale scores do take into account differences (e.g., assessment tasks taken by students in the grade 9-12 cluster are more challenging than the assessment tasks taken by students in the grade 1-2 cluster) WIDA Consortium / CAL / Metritech

21. 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 two numbers, e.g. 2.5 First number indicates the proficiency level into which the student’s scale score places him or her (e.g. 2 = Beginning) Second number 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) The same scale score is interpreteddifferently (i.e., has different proficiency level scores) based on a student’s grade level The same proficiency level score corresponds to different scale scores based on a student’s grade WIDA Consortium / CAL / Metritech

22. ACCESS for ELLs® Score Reports Parent/ Guardian Teacher Student Roster School Frequency District Frequency WIDA Consortium / CAL / Metritech

23. Score Reports & Stakeholders WIDA Consortium / CAL / Metritech

24. Parent/Guardian Report Student’s parent or guardian gets the report Provided in English and 19 additional languages (visit www.wida.us) A letter to accompany the report in parents’ primary language is suggested Other stakeholders – student, teachers, school teams WIDA Consortium / CAL / Metritech

25. Parent Report Demographic Information About the Student Comprehension Score Student’s ELP Level by Domain Overall Score Description of the ELP Levels WIDA Consortium / CAL / Metritech

26. Parent/Guardian Report (cont’d.) The Parent Report is currently available in: Amharic Bosnian-Croatian Creole English French Gujarati Hmong Khmer Korean Lao Polish Portuguese Russian Serbian (Cyrillic) Somali Spanish Swahili Chinese (Traditional & Simplified) Urdu Vietnamese Additional translations will be added to the WIDA web site (www.wida.us) as they become available. WIDA Consortium / CAL / Metritech

27. WIDA Consortium / CAL / Metritech

28. Parent/Guardian Report (cont’d.) Parent sample letters to accompany score reports are available in English, Spanish, Chinese and Hmong at www.wida.us May 2007 Dear Parent or Guardian, This past winter, ELL students in grades kindergarten through twelfth grade participated in the administration of the ACCESS for ELLs® language proficiency test. ACCESS now provides a standardized measurement of academic language proficiency for English Language learners (ELL) students throughout the state of Wisconsin. With this information, we will also be able to monitor individual ELL student progress on an annual basis. Enclosed you will find your child’s results on ACCESS. The Parent/Guardian Reports provides information about your child’s English Language Proficiency Level. This information is for you to review and keep. If you have any questions regarding these tests or the information that is being sent to you about how your child did on these tests, please contact your child’s ELL teacher, building principal, or me. Sincerely, __________________________________ (School ELL coordinator, principal, or teacher) WIDA Consortium / CAL / Metritech

29. Teacher Report Teachers and other stakeholders, such as administrators, have access to this report. The Overall Score summarizes student’s global language proficiency and allows examination of strengths and weakness by domain. Individual report components offer a starting point for informing the areas of curriculum, instruction and assessment of ELL’s. Suggestions for the differentiation across levels of language proficiency can be found in the strands of the model performance indicators. Rubrics in the Interpretative Guide –Writing and Speaking – scaffold across levels of language proficiency and may be used in classroom instruction and assessment throughout the year. WIDA Consortium / CAL / Metritech

30. 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 Scores Student’s Speaking Performance by Standard Student’s Comprehension by Standard Student’s Writing Performance by Standard Description of the ELP Levels WIDA Consortium / CAL / Metritech

31. Teacher Report (top) 31 WIDA Consortium / CAL / Metritech

32. In 2008 • Confidence bands: • Show students’ variability in performance on any given day • Standard error of measurement combines reliability of the test and standard deviation of the scores WIDA Consortium / CAL / Metritech

33. Teacher Report (bottom) Raw Scores by Standard WIDA Consortium / CAL / Metritech

34. Teacher Report (cont’d.) Writing raw scores are presented by standard next to the maximum number of points for the given standard(s) and scoring category reported Writing Tasks WIDA Consortium / CAL / Metritech

35. How do we use this information? Standards-based results help inform curriculum, instruction and assessment of ELLs The Overall Composite Score summarizes student’s global language proficiency Domain subscale scores allow for examination of strengths and areas of improvement by domain Raw scores by standards allow for examination of strengths and areas of improvement by content area language Individual report components offer a starting point for differentiating instruction and assessment Writing and Speaking Rubrics in Interpretative Guide - criteria within rubrics scaffold across the levels of language proficiency and may be used in assessing classroom tasks and projects throughout the year WIDA Consortium / CAL / Metritech

36. Using ACCESS data along with CAN DO Descriptors • Scores along with the Can Do descriptors help educators plan the instruction of ELLs • Reports show students’ ELP levels across the standards and domains • Can Do descriptors show the performance those ELP levels represent and what the next step should be WIDA Consortium / CAL / Metritech

37. Can Do Descriptors - Listening Listening For the given level of English language proficiency level, English language learners can: WIDA Consortium / CAL / Metritech

38. Can Do Descriptors - Speaking Speaking For the given level of English language proficiency level, English language learners can: WIDA Consortium / CAL / Metritech

39. Can Do Descriptors - Reading Reading For the given level of English language proficiency level, English language learners can: WIDA Consortium / CAL / Metritech

40. Can Do Descriptors - Writing Writing For the given level of English language proficiency level, English language learners can: WIDA Consortium / CAL / Metritech

41. Student Roster Report Audience includes Teachers, Program Coordinators, and Administrators District administrators may examine scores from each language domain within a Tier and grade level cluster to detect any patterns. To what extent are there differences in student performance between the language domains? Are these differences attributed to second language development or delivery of instructional services? Development of school and district improvement plans for ELLs; development of school staffing plans and scheduling A starting point for students for support services according to their Overall Score or by their profiles according to language domains (ex: homogeneous groupings for reading in elementary schools). WIDA Consortium / CAL / Metritech

42. Student Roster Report Tier Scale Score and ELP Level by Domain Scale Score and ELP Level by Composite: Oral Language, Literacy, Comprehension and Overall Cluster WIDA Consortium / CAL / Metritech

43. School Frequency Report Indicates number of students and percent of total tested for language domains (including range of scaled scores), Comprehension, Oral Language, and Literacy by proficiency levels for grade levels within a school Results should not be generalized and need to be contextualized in order to provide meaningful information on curricular, instructional or assessment decisions School Frequency Reports for two consecutive years provide cross-sectional data In communicating results of this report, use both the numbers and their corresponding percents. If numbers are low, the percent may appear distorted if shown in isolation Use the information contained in the report to gain a sense of the school-wide effort in educating English language learners WIDA Consortium / CAL / Metritech

44. % 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 WIDA Consortium / CAL / Metritech

45. District Frequency Report Audience includes Program Coordinators, Boards of Education, and Administrators Indicates number of students and percent of total tested for language domains (including the range of scale scores), Comprehension, Oral Language, and Literacy by proficiency levels for grade levels within a district. Data can be graphically displayed in various forms Information will be useful in planning, designing, or restructuring program services. Based on an individual state’s criteria for “attainment” of English language proficiency and its definition of cohort groups, this report may serve as a district’s estimate of the number and/or percent of students who have met that criterion for Annual Measurable Achievement Objectives (AMAOs). WIDA Consortium / CAL / Metritech

46. % 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 WIDA Consortium / CAL / Metritech

47. Scoring Caps Kindergarten form of ACCESS for ELLs® 2007-2008: maximumoverall English language proficiency level that a student taking the test can receive is 3.7 Tier A or Tier B scores for the language domains of Listening and Reading (and the Comprehension composite) are capped. Students cannot receive a Proficiency Level above 4.0 for Tier A and above 5.0 for Tier B in Listening and Reading. WIDA Consortium / CAL / Metritech

48. Cut Scores…Why? WIDA Consortium / CAL / Metritech The ACCESS for ELLs® test uses cut-scores to create benchmarks for denoting progress and movement from one proficiency level to another.

49. 2007 Proficiency Grade Level Cut Scores Scale scores (100-600) Cut scores show progress by grade level rather for each language domain Changes in proficiency level cut scores account for both maturational and language proficiency growth of English language learners WIDA Consortium / CAL / Metritech

50. Are the tests all scored the same? WIDA Consortium / CAL / Metritech Q: For example, with the 3-5 tests, are third graders scored the same as 5th graders? A: ACCESS for ELLs® is not a norm-referenced test, and therefore, does not produce student scores referenced to a norm group. It is a criterion-referenced test, which is scored against the language proficiency standards and shows where students are on the language proficiency continuum. There is one set of standards for the grade level cluster 3-5, and one scale score range across all the grade levels. However, the proficiency level score is an interpretation of the meaning of the scale score. The interpretation is now based on the grade level a student is in when ACCESS for ELLs® is taken, rather than on the grade level cluster.