ACCESS for ELLs® Training

ACCESS for ELLs® Training
Name of Presenter Date © 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium 1

Workshop Outline Essential background on the WIDA assessments
Test Administration training Desire2Learn (D2L) online courseware and training CD for Test Administrators Group Test Administration Procedures (Listening, Reading, Writing Tests) Speaking Test — format and scoring Kindergarten Test Monitoring Test Security Interpreting Scores WIDA Consortium / CAL / Metritech 2

Printing, Distributing, Scoring, Reporting
WIDA Consortium / CAL / Metritech 3

WIDA Consortium Member States
Current WIDA Consortium Member State There are several different consortia of states working together to meet the NLCB mandates for the assessment of English learners. My discussion today describes the comprehensive response of one of those groups of states to the testing requirements for ELLs, and my experience working with that group, the WIDA Consortium. This map shows the WIDA member states, indicated by a yellow dot. The fifteen states in the Consortium collectively have about half million ELLs enrolled in their public schools. Map: Together, these states serve approximately 460, English language learners in K-12 public schools. WIDA Consortium / CAL / Metritech 4

Testing Responsibilities & Procedures

Facilitator/DAC Responsibilities
Coordinate test administration activities within the state or district Coordinate with WIDA administrators, MetriTech, and the Center for Applied Linguistics Schedule the testing dates and ordering booklets Enroll test administrators in the online training course and/or providing alternative means of training Certify test administrators Arrange for reporting and dissemination of testing results. WIDA Consortium / CAL / Metritech 6

Coordinator Responsibilities
Direct assignment of students to tiers Receive, secure, distribute, and return test materials Arrange and schedule test sessions and generally oversee all aspects of test administration Assure that test administration is performed by properly trained test administrators Emphasize must coordinate with DAC/facilitators WIDA Consortium / CAL / Metritech 7

Test Administrator Responsibilities
Assure accuracy of student demographic information on test labels Administer parts of the ACCESS for ELLs® test for which he/she is certified Group test (Listening, Reading, Writing) Speaking test Kindergarten test Secure test materials WIDA Consortium / CAL / Metritech 8

Training for ACCESS for ELLs®

Why do the online course?
Do training in own time Refer back many times if necessary Access to sample items Access to sound files and scoring rationale to calibrate for rating speaking Download and print Test Administration Manual Participate in the Discussion Board Take quizzes for certification listening and reading sample items can be shared with students WIDA Consortium / CAL / Metritech 10

Certification Separate certifications in:
Group administration Speaking test administration Kindergarten administration Certification is based on successful quiz completion (80%) Qualifications checked by facilitators through Grade menu Certification process handled by state WIDA Consortium / CAL / Metritech 11

WIDA Consortium / CAL / Metritech

D2L & Account Creator Click to enter D2L site
WIDA Consortium / CAL / Metritech Click to access Account Creator

Account Creator Security Alert
Click on “Continue to this website” option if this appears WIDA Consortium / CAL / Metritech

D2L Account Creator WIDA Consortium / CAL / Metritech

Logging On to D2L Enter Username and Password given to you
This is the login screen you will see when you click on the link in your notification . Enter Username and Password given to you WIDA Consortium / CAL / Metritech 16

Opening the D2L ACCESS training course
Remember to click on the + if the course does not appear. Scroll down the page to My Oshkosh Courses. Click on the + next to “ongoing”. A + sign means that there is a level below. WIDA Consortium / CAL / Metritech 17

D2L ACCESS Homepage w/ Options
Note menu of options WIDA Consortium / CAL / Metritech 18

Content of D2L Course WIDA Consortium / CAL / Metritech

D2L Discussion Board Make use of the Discussion Board to post questions, comments, ideas, and issues; feel free to respond to your colleagues’ postings as well. WIDA Consortium / CAL / Metritech 20

The WIDA Standards and the ACCESS for ELLs® Test

Centrality of the ELP Standards
Formative “Classroom” Assessment Framework Summative “Large-scale” Assessment Framework English Language Proficiency Standards & Performance Definitions Refer to ‘red book.’ Standards address language proficiency, not content knowledge; the language of math, for example, not the math/computation itself. Model Performance Indicators: Formative Model Performance Indicators: Summative WIDA Consortium / CAL / Metritech 22

The WIDA ELP Standards Standard 1—SI
English language learners communicate in English for social and instructional purposes in the school setting. Standard 2— LA English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3—MA English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4—SC English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5— SS English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. Within each standard, there are PIs for Listening, Speaking, Reading, and Writing for each grade-level cluster (K-2, 3-5, 6-8, 9-12). WIDA Consortium / CAL / Metritech 23

Five Levels of English Language Proficiency
6 5 BRIDGING 4 REACHING EXPANDING 3 DEVELOPING 2 BEGINNING The five proficiency levels derive from Wisconsin’s scale and definitions. The labels used here were created by the WIDA development team. 1 ENTERING WIDA Consortium / CAL / Metritech 24

Criteria for Proficiency Level Definitions
6 REACHING 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING 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 The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extralinguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. It is upon these three criteria that the rubrics for Writing and Speaking are based. WIDA Consortium / CAL / Metritech 25

Overall Organization of Standards
Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (5) Model PIs are the lowest level of expression of the standards Model Performance Indicators In between Framework level (refer to previous slide) and PI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. Across the 2 frameworks, there are over 800 PIs. WIDA Consortium / CAL / Metritech 26

Organization of PI’s within Standards

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 When developing a test item, the item writer first looks at the Model Performance Indicator matched to that task. The Model PI represents a specific skill to be assessed. The Model PI will be specific to the grade-level cluster, domain, and standard (content area), but it will address a language skill and not content or background knowledge. WIDA Consortium / CAL / Metritech 28

Sequence of Model PI’s within a Theme Folder
Model PI’s for a Tier B Theme Folder for 6-8 A theme folder combines three Model PIs in a series of items that increase in difficulty and represent increasingly complex cognitive operations. All three PIs will be related, however, and will be contextualized around some grade-level appropriate text, scenario, graphic or chart. ACCESS for ELLs® does not present students with items sequenced out of context, for example, with isolated math items next to isolated science items, etc. Grades 6-8 Standard 1: Social and Instructional Language Listening Example topic: Resources & Supplies WIDA Consortium / CAL / Metritech 29

Test Alignment with Proficiency Levels
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING 1 2 3 4 5 Tier A Tier B Tier C 6 REACHING The three tiers of the ACCESS for ELLs test are 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. Annual ACCESS for ELLs® W-APT™ WIDA Consortium / CAL / Metritech 30

Tier Placement Follow Criteria for Tier Placement (available in Informational Handbook and at Use previous test scores Use teacher judgment Keep in mind 70-80% will be Tier B (Aligns with Proficiency Levels 2-4) When in doubt, place the student in the higher tier WIDA Consortium / CAL / Metritech 31

ACCESS Administration Times and Weights
Listening (15%): minutes, machine scored Reading (35%): minutes, machine scored Writing (35%): Up to 1 hour, rater scored Speaking (15%): Up to 15 minutes, administrator scored The administration times do not directly reflect the test component weights used to calculate the composite score. WIDA Consortium / CAL / Metritech 32

Structure of ACCESS for ELLs® Test
Grade Level and Tier K 1-2 3-5 6-8 9-12 A (adaptive – no tiers) A B C Each letter represents one tiered test form 1 Kindergarten form + (4 grade level clusters x 3 tiers) = 13 test forms Domains Listening — group admin, machine scored Reading — group admin, machine scored Speaking — individual admin, adaptive, TA scored Writing — group admin, rater scored Series 102 (roll-out Winter 2007) 103 (roll-out Winter 2008) 201 (roll-out Winter 2009) WIDA Consortium / CAL / Metritech 33

Administering Group Components

Test Administration Overview
Listening and Reading are administered together in one group session (approximately 75 minutes) Writing is administered in a separate group session (approximately 75 minutes) 15-20 students per group session Speaking is administered individually All test sessions must occur within state’s testing window The Test Administration Manual contains additional guidance for scheduling test sessions, including sample test session rosters and guidelines from MetriTech on how to manage test materials and operations. WIDA Consortium / CAL / Metritech 35

Listening Test Multiple choice 20-25 minutes Thematically organized
Scripted Group administered Machine scored WIDA Consortium / CAL / Metritech

Example of what the student sees (Gr 1-2)

Example Script (Grades 1-2)

What the student sees: Grade 1-2 Listening

Reading Test Multiple choice 35-40 minutes Thematically organized
Group administered Machine scored WIDA Consortium / CAL / Metritech

Items Tied to Performance Indicators: Tier C Items
#11: “To Jessica, he was the best dog in the world.” This sentence shows Jessica’s opinion. Which of the following also shows an opinion? PI (Level 3): Identify language associated with stating opinions found in fiction or non-fiction text. #12: When Jessica saw the sign for the lost dog, why did she believe it was Blue? PI (Level 4): Differentiate between statements of fact and opinion found in various reading selections. #13: Why does the woman say at the end of the story, “He’s your dog, all right!”? PI (Level 5): Identify author’s reasons or intent for selecting facts or opinions found in fiction or non-fiction from grade-level language arts text. WIDA Consortium / CAL / Metritech 41

Reading Items Adapted for Tier A
Simpler text and more graphic support Items at Proficiency Levels 1, 2, and 3 For example: 1. Which is Blue? PI (Level 1): Match labels or identify facts from pictures and phrases. 2. “I know he has white spots.” Which words in this sentence tell you it is a fact? PI (Level 2): Identify language associated with stating facts found in short fiction or non-fiction text supported by pictures or graphics 3. [Same item from Tier C] “To Jessica, he was the best dog in the world.” This sentence shows Jessica’s opinion. Which of the following also shows an opinion? PI (Level 3): Identify language associated with stating opinions found in fiction or non-fiction text. WIDA Consortium / CAL / Metritech 42

Writing Test Up to 1 hour 4 tasks per tiered form: SI MA SC
Integrated Task on Tiers B and C (combines LA/SS/SI) Writing task is modeled for child Rater scored (by MetriTech): Two raters score – if they do not agree, a third rater scores WIDA Consortium / CAL / Metritech

Sample Item: Writing Grades 6-8
LA Writing PI — 6-8: Level 5 Defend positions or stances using original ideas with supporting details SSW 6-8 p5 PI: discuss which functions of the U.S. or other governments are most effective and why. WIDA Consortium / CAL / Metritech 44

WIDA Consortium / CAL / Metritech
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Speaking Test Up to 15 minutes per student No tiers – adaptive format
Individually administered 3 parts per form: SI : Part A (Tasks 1-3 cover Proficiency Levels 1-3) LA/SS : Part B (Tasks 1-5 cover Proficiency Levels 1-5) MA/SC : Part C (Tasks 1-5 cover Proficiency Levels 1-5) Scored by test administrator Qualitative ratings assigned according to Speaking Rubric Numeric score calculated by MetriTech WIDA Consortium / CAL / Metritech

Speaking Test Scoring Sheet
Part A : Social Instructional (Tasks 1-3 cover Proficiency Levels 1-3) Part B : LA/SS (Tasks 1-5 cover Proficiency Levels 1-5) Part C : MA/SC WIDA Consortium / CAL / Metritech

Navigating the Speaking Test (Grades 1-12)
Part A Part B Part C END T1 T1 T1 T2 T2 T2 T3 T3 T3 T4 T4 If score on level is ?, Meets, or Exceeds, go to next level task. T5 T5 If score on level is ?, Meets, or Exceeds, go to next level task. If score on level is ?, Meets, or Exceeds, go to next level task. If score on level is Approaches or No Response, go to Task 1 of Part B. If score on level is Approaches or No Response, stop the Speaking Test. If score on level is Approaches or No Response, go to Task 1 of Part C. WIDA Consortium / CAL / Metritech 48

Sample Item: Speaking WIDA Consortium / CAL / Metritech 49

Speaking Task: SI, 3-5, Level 1
First let’s talk about things people do outside. This is a picture of people in a park. I’m going to ask you some questions about this picture. Q1: (Point to TREE) What is this? Q2: (Point to BALL) What is this? Q3: (Point to DOG) What is this? Q4: (If necessary) What else do you see in this picture (OR) What other things do you see in this picture? PI: Respond to WH- questions WIDA Consortium / CAL / Metritech 50

Now listen carefully. I’ve just asked you some questions about this picture. Now I want you to ask me some questions about it. (OR) Pretend you are the teacher and want to ask me some questions about this picture. For example, you could ask me, “Where are the people?” OK? Q1: (Point to BOY ON BIKE) What do you want to know about him? (OR) Ask me a question about him. Q2: (Point to PICNIC TABLE) What do you want to know about this? (OR) Ask me a question about this. Q3: What other things do you want to know about his picture? (OR) What’s another question you can ask me about (anything in) this picture? (Answer student’s question.) PI: Ask and respond to questions WIDA Consortium / CAL / Metritech 51

Now let me tell you something about these children. (Point to CHILDREN PLAYING CATCH) Their names are Alex and Leticia. They like to play catch. Q1: Do you like to play catch? Q2: (If “Yes”) What else do you like to do? Q3: (If “No”) What do you like to do? Q4: What do you like about __________? (OR) Tell me something about ___________. Q5: (If necessary) Tell me more. PI: Exchange personal information WIDA Consortium / CAL / Metritech 52

Speaking Test Materials
Rubrics Scoring sheet Samples—sound files Scored sheets with rationale and transcript WIDA Consortium / CAL / Metritech 53

Kindergarten WIDA Consortium / CAL / Metritech 54

Kindergarten Test All components individually administered
All components adaptive—stop a test component when child reaches his/her ceiling All responses, except for Writing section, recorded by TA TA scores all components, including Writing, during administration Averages 30 minutes per student for all components WIDA Consortium / CAL / Metritech

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Accommodations for SwD
In general, accommodations for students with disabilities are allowable, as outlined in IEP. Accommodations must not invalidate the test construct. See Accommodations section of the Test Administration Manual for a list of allowable accommodations for the ACCESS test. WIDA Consortium / CAL / Metritech 60

Logistics Keep the test secure Test administrators
Teachers Other professional staff Aides? Students must be grouped by grade level cluster and tier. Tiers cannot be combined. Keep the test secure WIDA Consortium / CAL / Metritech 61

Managing Test Security & Test Operations for the ACCESS for ELLs® Testing Window 2007-2008

Objective To learn about test security procedures
To explain and clarify the roles and responsibilities of those involved in testing To explain and clarify how to handle various possible security situations To know what to expect when your test shipment arrives Which materials arrive at the district? The school? How do I keep track of my shipment or order more materials? How do I draft a security checklist? It is the district’s responsibility to inform all district and school personnel of test security procedures prior to test administrations. WIDA Consortium / CAL / Metritech 63

Security Plan: General Overview Roles and Responsibilities
Our state/district/school security plan and testing dates District-level security Materials Follow-up Procedures Checklists School-level security Contact information for MetriTech WIDA Consortium / CAL / Metritech

General Security Guidelines
Only test administrators or other authorized staff may handle secure test materials. Place all secure materials in locked storage. Do not leave materials unattended before or after testing. Do not share any specific test information with students prior to or after testing. Do not copy any test booklets or other secure materials. Elaborate on general guidelines in this slide WIDA Consortium / CAL / Metritech 65

Roles and Responsibilities (1)
District Assessment Coordinator Serve as main contact with MetriTech, Inc. prepares list of grades to be tested in each school, list of testing materials required by each school, and testing schedule of each school Coordinates ordering and distribution of test materials to the schools and returning of test materials to MetriTech Takes inventory of materials distributed and returned Responsible for training School Assessment Coordinators & Test Administrators on test administration and security Anticipate and answer questions from school assessment coordinators at your schools Add more here about roles and responsibilities – make clear who is responsible for what Remind them to verify student pre-ID labels and Grade/Tier Header Sheets WIDA Consortium / CAL / Metritech 66

Test Coordinator (at school-level) Take inventory of boxes immediately upon their arrival from the District Assessment Coordinator Verify that there are enough testing materials Request additional needed testing materials from MetriTech if necessary Coordinate and distribute test materials in your school; Take inventory of materials that are returned to District Test Coordinators Remind Test Administrators that all test materials are to be kept secure and confidential WIDA Consortium / CAL / Metritech

Test Administrators Complete online training course and certification through Desire2Learn system ( Become familiar with procedures in Test Administration Manual for test accommodations for ELLs with disabilities Fill out the demographic student information on each test booklet (if pre-ID labels were not ordered) Administer the components of ACCESS for ELLs® for which you are certified (Kindergarten/Group Components/Speaking) WIDA Consortium / CAL / Metritech

Materials Received by the District
District Packing List Each school’s Packing List Your state’s schedule Test Administration Manuals (1 per set of 20 test booklets) Test Administration Scripts Speaking Test Picture Cue Booklet/Script (1 per set of 8 booklets ordered per grade-level cluster) 10 % overage of Listening, Reading and Writing test booklets Return instructions and labels WIDA Consortium / CAL / Metritech 69

Materials for Each School
School Packing List Grade/Tier Header Sheets Documentation of Materials Not Returned form District and School Test Administration Manuals (1 per set of 20 test booklets) Speaking Tests for each grade-level cluster; Listening, Reading and Writing test booklets and scripts for each grade/tier tested Test Administration Scripts (one + one for every 15 students at each grade/tier tested) Speaking Tests for each grade-level cluster (one + one for every 15 students in each grade-level cluster) This means one for each order 15 or fewer, and one for each additional 15. WIDA Consortium / CAL / Metritech 70

School Procedures Upon Receipt of Test Materials
Divide test booklets into groups for each scheduled testing session Test booklets may not be distributed prior to testing session Students must use Number 2 pencils; the scanning equipment used to score answer documents will not read anything but Number 2 pencil marks Place pre-ID labels containing the student demographic information in the box on the front cover of the test booklet If pre-ID labels were not ordered or if any label contains incorrect information, the student demographic information must be filled in by hand; school test coordinator will give District Code number and School Code number to test administrators WIDA Consortium / CAL / Metritech

Sample School Security Checklist (Part 1)
ACCESS for ELLs® Check List Spring 2007 District:________________ School:___________________ DIRECTIONS: The School Test Coordinator must make sure that the test administrator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The test administrator must date and sign this form when secure test materials are issued. The School Test Coordinator must sign this form when secure test materials are returned. NOTE: The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the secure test materials. WIDA Consortium / CAL / Metritech 72

School Security Checklist (Part 2)
Grade Materials # of copies Receiving Test Administrator’s Signature Date & Time Received School Test Coordinator’s Signature Date and Time Returned Kindergarten Test Booklets Administrator scripts 1-2 Tier A 1-2 Tier B WIDA Consortium / CAL / Metritech

MetriTech Contact Information Telephone: (217) Toll-Free: (800) Fax: (217) WIDA Consortium / CAL / Metritech

Interpreting ACCESS for ELLs® Results
Be familiar with the ELP Performance Definitions Target certain reports to specific stakeholders Consider summarizing or consolidating the suggestions for using the information from each score report according to target audience. Look at different configurations of data in the reports for individual and group placement or to develop a plan for organizing services for English Language Learners for the coming school year. WIDA Consortium / CAL / Metritech

Types of Scores Raw Scores---by ELP Standard Scale Scores
Vertically scaled K-12 ( ) Scale scores for each language domain are separate English Language Proficiency Level ( ) WIDA Consortium / CAL / Metritech

Scores Language Domains—Listening, Speaking, Reading, and Writing
Composite Scores Oral Language (50% L + 50% S) Literacy (50% R + 50% W) Comprehension (30% L + 70% R) Overall (15% L + 15% S + 35% R + 35% W) NA (Not Attempted)=Absent WIDA Consortium / CAL / Metritech

Types of Reports Individual Student Parent/Guardian
Individual Student Teacher Student Roster School Frequency Report by Grade District Frequency Report by Grade Electronic data from MetriTech WIDA Consortium / CAL / Metritech

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 79

What does the parent report tell us?
Information about the student’s English language proficiency in relation to the WIDA ELP Standards—NOT information on the student’s academic achievement Indicates the extent to which a student has acquired listening, speaking, reading and writing—reflective of a test given annually. WIDA Consortium / CAL / Metritech

Parent/Guardian Translations
Provided in English and 19 additional languages - visit A letter to accompany the report in parents primary language is suggested 18 additional languages for your information are: Amharic, Bosnian-Croatian, Creole, French, Gujarati, Hmong, Korean, Lao, Polish, Portuguese, Russian, Serbian Cyrillic, Somali, Spanish, Swahili, Traditional Chinese, Urdu, and Vietnamese. WIDA Consortium / CAL / Metritech 81

Teacher Report 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 82

How do we use this information?
Standards-based results help inform curriculum, instruction and assessment of ELLs. The Overall Score summarizes student’s global language proficiency. Domain subscale scores allow for examination of strengths and weakness by domain. WIDA Consortium / CAL / Metritech

Raw scores by standards allow for examination of strengths and weakness by standards
Individual report components offer a starting point for differentiating instruction and assessment. Rubrics in Interpretative Guide—Writing and Speaking—criteria with 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

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 85

Using this information?
Examine scores from each language domain within a grade level cluster to detect patterns. (To what extent are there differences in student performance between the language domains, and are these differences attributed to second language development or delivery of instructional services?) WIDA Consortium / CAL / Metritech

Continued: Inform school and district improvement plans for ELLs.
A starting point for grouping students for support services according to their Overall Score or by their profiles according to language domains. WIDA Consortium / CAL / Metritech

Highest & Lowest Scores
% 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 88

How to use this information
Frequency reports for two consecutive years provide cross-sectional data (unless the set of students from one year to the next is identical, which is highly unlikely.) If data in this report are used to make cross-sectional comparisons, this is applicable across grade level clusters, as ACCESS for ELL’s is a vertically scored test, k-12. 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. WIDA Consortium / CAL / Metritech

Highest & Lowest Scores
% 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 90

How do we use this information?
This report may serve as a district’s estimate of the number and/or percent of students who have met criterion for Annual Measurable Achievement Objectives (AMAO’s). Data can be shared with local boards of education or community groups. Information will be useful in planning, designing, or restructuring program services. WIDA Consortium / CAL / Metritech

Questions or Comments? For more information, please contact the WIDA Hotline: or World Class Instructional Design and Assessment, Center for Applied Linguistics, Metritech, Inc., © 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

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