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Chris Williams

Alternate ACCESS for ELLs® Grades 1-12 Training November 14, 2013 Office of Assessment and Accountability (OAA). Chris Williams. Today’s Objectives. To become aware of the relationship between the ELP standards and the Alternate ACCESS for ELLs® test

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Chris Williams

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  1. KDE:OAA:CW:11/14/13 Alternate ACCESS for ELLs® Grades 1-12 TrainingNovember 14, 2013Office of Assessment and Accountability (OAA) Chris Williams

  2. Today’s Objectives • To become aware of the relationship between the ELP standards and the Alternate ACCESS for ELLs® test • To develop awareness of the structure and administration procedures of Alternate ACCESS for ELLs® • To understand the organization and format of each component of the assessment (Listening, Reading, Speaking and Writing) • To learn the procedures for administering and reliably scoring the tests KDE:OAA:CW:11/14/13

  3. Relationship between the WIDA ELP Standards and Alternate ACCESS for ELLs® KDE:OAA:CW:11/14/13

  4. ELP Standards Academic Language KDE:OAA:CW:11/14/13

  5. Organization of the ELP Standards KDE:OAA:CW:11/14/13

  6. Organization for Alternate ACCESS for ELLs® KDE:OAA:CW:11/14/13

  7. Five Grade-Level Clusters 1-2 3-5 6-8 PreK-K 9-12 KDE:OAA:CW:11/14/13

  8. Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing KDE:OAA:CW:11/14/13

  9. Alternate ACCESS Proficiency Levels KDE:OAA:CW:11/14/13

  10. Organization of AMPIs AMPI STRAND KDE:OAA:CW:11/14/13

  11. Overview of Alternate ACCESS for ELLs® KDE:OAA:CW:11/14/13

  12. Alternate ACCESS for ELLs® KDE:OAA:CW:11/14/13

  13. Alternate ACCESS Ordering • Ordering window for Alternate ACCESS is October 10- November 7 • MetriTech sent every DAC an e-mail on instructions for ordering their ACCESS materials and passwords • DACs have to go to the MetriTech site to order ACCESS materials • Do not over order; only order what the district needs • Order large prints materials when materials arrive in district KDE:OAA:CW:11/14/13

  14. Alternate ACCESS for ELLs® Roster • Alternate ACCESS for ELLs® roster will open in SDRR on December 9 • OAA will pre-populate the roster • All Alternate ACCESS students should be on the roster and tested KDE:OAA:CW:11/14/13

  15. What is Alternate ACCESS for ELLs®? KDE:OAA:CW:11/14/13 A test developed specifically for students identified as English language learners with significant cognitive disabilities Based on the WIDA Alternate English language proficiency levels A paper and pencil assessment All components of the test are individually administered

  16. Alternate ACCESS • Test will be Form 102 • Administered individually • Test Administrator scores all section • No tier levels • English Language Proficiency Levels • A1- Initiating • A2- Exploring • A3- Engaging • ACCESS Levels 1-3 • Grade level clusters: 1-2, 3-5, 6-8, and 9-12 KDE:OAA:CW:11/14/13

  17. Alternate ACCESS • Districts will need to contact Chris Williams for ACCESS passwords. • Do not share your ACCESS passwords. • It is a securetest. • Use a # 2 pencil, pens aren’t permitted. • Grade/Tier Header sheets may be duplicated. • Manuals, test materials and other forms can’t be duplicated. • Test booklets may not be distributed to teachers and administrators prior to the testing dates. • Seating charts are required. KDE:OAA:CW:11/14/13

  18. Test Security KDE:OAA:CW:11/14/13

  19. Seating Chart KDE:OAA:CW:11/14/13

  20. Purpose of Alternate ACCESS for ELLs® KDE:OAA:CW:11/14/13 • Provides ELLs with significant cognitive disabilities an opportunity to demonstrate their English language proficiency: • in Listening, Speaking, Reading and Writing • in four English Language Proficiency (ELP) standards • social and instructional language • the language of language arts • the language of mathematics • the language of science • Meets the No Child Left Behind Act (NCLB; 2001) and Individuals with Disabilities Education Improvement Act (IDEA; 2004) accountability requirements

  21. Who Should Take the AlternateACCESS for ELLs®? KDE:OAA:CW:11/14/13 • Only ELLs with significant cognitive disabilities. • Typically this includes students that have one or more of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.) • Students whose cognitive impairments may prevent them from attaining grade level achievement standards. (adapted from U. S. Department of Education: Alternate Achievement Standards of Students with the Most Significant Cognitive Disabilities Non Regulatory Guidance, August 2005)

  22. Criteria for Selecting Students • Student has been identified as an EL • Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.) • Student is participating in alternate curriculum and in state-wide alternate accountability assessments • IEP team determines whether the student takes the Alternate ACCESS or ACCESS for ELLs assessment after considering all three criteria above KDE:OAA:CW:11/14/13

  23. KDE:OAA:CW:11/14/13

  24. DAC Responsibilities KDE:OAA:CW:11/14/13

  25. BAC Responsibilities KDE:OAA:CW:11/14/13

  26. Roles and Responsibilities of TAs Test Administrators (TA) • Complete the Administration Code and Inclusion of Special Populations Training • Read the Test Administration Manual (TAM) • Complete online Alternate ACCESS for ELLs® quiz on the WIDA Website (www.wida.us) with at least a score of 80% or higher • Be familiar with accommodations that may be used during administration KDE:OAA:CW:11/14/13

  27. Test Materials • Test Administration Manual • Test Administrator Script • Test booklet (legal size paper) • Student Response booklet • Alternate ACCESS for ELLs® Speaking and Writing Rubrics KDE:OAA:CW:11/14/13

  28. Student Response Booklet-Front KDE:OAA:CW:11/14/13

  29. Student Response Booklet-Back KDE:OAA:CW:11/14/13

  30. Accommodations • Only students who have an IEP or 504 Plan can have accommodations on the Alternate ACCESS • List of accommodations can be found in the Test Administrator’s Manual and on the ACCESS online course KDE:OAA:CW:11/14/13

  31. Test Components and Sequence KDE:OAA:CW:11/14/13

  32. Unique Features of the Test • Scripted cues and repetition in the listening and reading sections • Modeled tasks in the writing section • Repetition and multiple opportunities for students to demonstrate their proficiency KDE:OAA:CW:11/14/13

  33. KDE:OAA:CW:11/14/13

  34. Test Administration Overview: Listening Reading Speaking Writing KDE:OAA:CW:11/14/13

  35. Listening Test Overview • Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1 and 2 • Every task contains 3 cues- CUE A, CUE B, and CUE C • Time: 20 minutes* • Scoring: Correct or Incorrect KDE:OAA:CW:11/14/13

  36. Listening Test Guidelines • Keep the test going at a steady pace • Follow pause times given in the script • Follow the Test Administrator Script exactly • Practice reading the tasks aloud ahead of time • Give student non-evaluative, positive feedback KDE:OAA:CW:11/14/13

  37. Administration of Listening Tasks KDE:OAA:CW:11/14/13

  38. Administration • Follow Moving ON box at the end of each task KDE:OAA:CW:11/14/13

  39. Ending the Listening Section • After administering last task (9) OR • The student responded incorrectly or did not provide a response for 3 consecutive tasks KDE:OAA:CW:11/14/13

  40. Scoring • Test administrator scores each task after the completion of the entire task. • Follow the scoring key in the Student Response Booklet. • The Test Administration Manual gives specific guidelines for scoring the listening section. KDE:OAA:CW:11/14/13

  41. Listening Scoring Sheet KDE:OAA:CW:11/14/13

  42. KDE:OAA:CW:11/14/13

  43. Test Administration Overview: Listening Reading Speaking Writing KDE:OAA:CW:11/14/13

  44. Reading Test Overview • Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1-2 • Every task contains 3 cues- CUE A, CUE B, and CUE C • Time: 20 minutes* • Scoring: Correct or Incorrect KDE:OAA:CW:11/14/13

  45. Reading Test Guidelines • Keep the test going at a steady pace • Follow the Test Administrator Script exactly • Practice reading the tasks aloud ahead of time • Give student non-evaluative, positive feedback KDE:OAA:CW:11/14/13

  46. Administration of Reading Tasks KDE:OAA:CW:11/14/13

  47. Administration • Follow Moving ON box at the end of each task KDE:OAA:CW:11/14/13

  48. Ending the Reading Section • After administering last task (9) OR • The student responded incorrectly or did not provide a response for 3 consecutive tasks KDE:OAA:CW:11/14/13

  49. Scoring • Test administrator scores each task after the completion of the entire task. • Follow the scoring key in the Student Response Booklet. • The Test Administration Manual gives specific guidelines for scoring the reading section. KDE:OAA:CW:11/14/13

  50. Reading Scoring Sheet KDE:OAA:CW:11/14/13

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