2 Julee Dredske, CESA 5 Title III Coordinator Overview of W-APT™Julee Dredske, CESA 5Title III CoordinatorMaterials Needed:Klickerz or Note cardsHightlightersPlastic sleeves (2 per participant)Binders/HOSmall post it notesOne scoring sheet (speaking)Small prizePractice Worksheet (written examples & rationale)IPOD (speaking sound files)Login: wicesa05Password: forward944
3 AgendaPre-test & review ACCESS for ELL® key components and compare/contrast to the W-APT screenerOverview of W-APT™Purpose of W-APTWhat’s in my binder?Practice scoring criteria for written (and a few speaking) samplesCalculate composite W-APT™ scoreInterpretation of resultsBefore we begin, let’s find out who you are and how you found yourself in this room? And yes Share one piece of information about yourself.
4 Review the ACCESS for ELL® How is the ACCESS for ELL® exam similar (or different) from W-APT™?Let’s review whilewe compare andcontrast . . .There are many similarities between the ACCESS for ELL® test and the W-APT screener, so before we begin our discussion about the W-APT screener, let’s review what we know about the ACCESS for ELL®.Fist to five. Where are you with your knowledge of ACCESS? Five you’re a certified test administrator. One your never heard of it until just now.
5 What does ACCESS for ELL® and W-APT™ stand for? Assessing Comprehension and Communication in English State-to-State for English Language LearnersWIDA-ACCESS forELLs™ Placement TestPrize of the day if you can name either of the two.Page 6
6 Who is WIDA? World-wide Instructional Design Association A consortium of several states (currently 20) who oversee the administration of the ACCESS for ELL® and W-APT™ along with other ELL populationsBoth of the aboveUse your response cards to answer.Wida.usMEMBER STATESAlabama Delaware District of Columbia Georgia Illinois Kentucky Maine New Hampshire New Jersey North Dakota Oklahoma Pennsylvania Rhode Island Vermont Wisconsin
7 In the ELL world, how many ELP levels are there? 3567
8 The WIDA English Language Proficiency Scale The five proficiency levels derive from Wisconsin’s scale and definitions. The labels used here were created by the WIDA development team.A student is placed on this scale based on their score of each language domain—speaking, writing, listening, reading. A rubrics are developed to calculate a score for each domain. Each domain score is used to calculate a final composite score. .We will discuss these rubrics laterNEVER ELL7
9 How many instructional areas are tested with either ACCESS for ELL® or W-APT™? 3457See next slide
10 The WIDA ELP Standards Standard 1—SI English language learners communicate in English for social and instructional purposes in the school setting.Standard 2— LAEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard 3—MAEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.Standard 4—SCEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.Standard 5— SSEnglish 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).Both the ACCESS and WAPT test in all the five areas.
11 How many grade level clusters are there? 3567K, 1-2, 3-5, 6-8, Binders are broken down by grade cluster.
12 Which tier would be most appropriate for a student with little or no English language proficiencies? Note W-Apt is not tiered—slightly with the writing portion. Remember one purpose of the W-APT is to determine a students placement level for the ACCESS for ELL.
13 How many language domains are tested? 2345Domains: Speaking, Listening, Reading, WritingEach grade cluster in your binder has a section for testing each of these domains.
14 You must be a certified TA to administer the ACCESS for ELL ®? YesNoIn contrast to ACCESS for ELL®, TAs do not need to be certified to administer the W-APT™. However, since the test is scored locally using the same criteria as ACCESS for ELL®, TA must know how to score the speaking and writing portion of the exam.
15 Let’s begin . . . What is W-APT™? In 8 words . . .Semi-secure, screener that determines a student’s ELP
16 Purposes of the W-APT™To identify students who may be candidates for English as a second language (ESL) and/or bilingual services;To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to determine appropriate levels and amounts of instructional services;To accurately assign students identified as ELLs to one of the 3 tiers for ACCESS for ELLs™; andDetermine ELP level for administering and providing accommodations for the WKCE exam.We’ll get to the 4th point in just a moment.
17 WKCE ELL Decision Process ELL Students: English Language Level 1 and Level 2“Recently Arrived”Less than 12 monthsattending a U.S. school)In Country More Than 12 MonthsMust Take Math TestMay Take Reading TestRecord First-Year Statuson WKCE BookMust Take Math TestMust Take Reading TestMust Take Math TestMust Take Reading TestWho participates in the WKCE?Orange… Law saysRemember that the law also says that you must have 95% of enrolled students be tested participants.FAY- Full Academic Year: FAY means that the student has been enrolled from the 3rd Friday count from the previous year monthsNotFAYNotFAYFAYAYP =Test Participant OnlyAYP =Test Participant OnlyAYP = Test Participant& Each Tested Subject
18 Which W-APT™ test forms to give? 1-2: For students in 2nd sem. Gr. 1 through 1st sem. Gr. 33-5: For students in 2nd sem. Gr. 3 through 1st sem. Gr. 66-8: For students in 2nd sem. Gr. 6 through 1st sem. Gr. 99-12: For students in 2nd sem. Gr. 9 through 1st sem. Gr. 12W-APT is not tiered like the ACCESS for ELL.Grade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Grade 9Grade 10Grade 11Grade 12K1-2 Test3-5 Test6-8 Test9-12 Test
19 Administration Times and General Scoring K-WAPT™: up to minutes*1-2, 3-5, 6-8, 9-12: 45 – 90 minutes*Gr. 1-12TimeScoringSpeakingup to 15 minutesrubricListeningup to 20 minutesanswer keyReadingWritingup to 30 minutes*Test is adaptive, so lower proficiency levels will take less time—not officially timed.
20 Materials (for K and grades 1-12) KINDERGARTENGRADES 1-12Listening and Speaking Picture Cue BookletListening and Speaking ScriptScoring SheetMain Test BookletScriptStudent Writing BookletReading Picture Cue BookletWriting Picture Cue BookletReading and Writing Scriptp.11
21 What’s in my binder? Test Administration Manual Kindergarten TA script for LS, Picture Cue Book, Score SheetTA script for RW, Picture Cue Book, Score SheetGrades 1-2, 3-5, 6-8, 9-12TA Script, Main Test Booklet (SLR), 2-page score sheet, Student Writing Booklet*Consumable itemsWe’ll be practicing some speaking sample scoring with Gr. 3-5.
22 W-APT™ MaterialsAll grade levels screeners are in your binder; copy consumable itemsThese have been downloaded with the WIDA password. Semi-secure, confidential tests.Eliminate distractions--TESTING: DO NOT DISTURBTwo sharpened pencils with erasersNote: The W-APT™ is updated occasionally.Login: WI(school no.) wicesa05Password: forward(dac’s name) forward944
23 General Administration and Using the Scoring Sheet Usually administered individually with intake of a new student—unlike ACCESS for ELL® that has group tests for RWLSet up:Sit at right angle to studentLay out papersFollow scriptAdminister and score simultaneouslyFollow guidelines for adaptivity (on scoring sheet)
24 Accommodations for ELLs with Disabilities Should be stated in an IEPSame accomodations as ACCESS for ELL®See page 51 in manual (Appendix F)
25 Scoring the Speaking Test Uses same criteria as ACCESS for ELL®:Linguistic Complexity (How Much)Vocabulary (How Much)Language Control (How Well)Listen to speaking examples available on WIDA website.Page 29 is your rubric to guide you.Put page 45 in plastic sleeve.Look at scoring rubric. Highlight key words and phrases in each category.
26 Speaking Test Administration Read aloud bold text.Pace in normal, natural conversational tonePoint out when picture is repeated to save timeUnderline words for emphasisMay repeat/rephrase one time if necessaryLimit positive reinforcement (“Good”, “okay”)Follow navigational map on page 18Allow students to exit on positive note.Refer to a speaking example in binder. See Gr. 6-8 T2, look at script and picture.
27 Scoring the Speaking Test Exceeds—too easy; not challengedMeets—expected responsei.e. “Pen” (meets) vs. Ballpoint Pen (exceeds)Approaches—response may be correct, but answer lacks linguistic complexity, language control, or vocabulary for the level responseNo Response—nothing or “I don’t know”?—TA is unsure, continue on, don’t end or leave any questions with a ?Not administered—navigation map stopped examIf several main questions, only one needs to be answered appropriately.
28 Recording Speaking Scores See sample in your handout
29 Let’s practice . . . Multiple Grade Clusters and Levels Get out scoring sheetRefer to rubricScore each sample based on rubric criteriaSpeaking files in Itunes or on local hard drive get truncated.Rate each level as you listen to participants responses.
30 Administering Listening Test Follow TA script exactlyKeep test moving at a steady paceMaximum of 10 sec. wait timeREAD ONLY ONCE unless there is a disruptionAsk participate to practice reading a script.
31 Administering Reading Test Student reads silently (or aloud quietly to self if preferred) on their own and look at you when they are ready to give answerDon’t offer any subtle or evaluative commentsLook at a reading test sample
32 Scoring the Listening & Reading Components Multiple choice answers. TA records students answers on scoring sheetVery little left to the interpretation of the test administratorView a score sheet for grade 3-5 on reading and listeningLook at sample score sheet
33 Administering the Written Test Part A: Low level, social instructional tasksAdminister part A if previous scores indicated they would not be capable of a more advanced levelPart B: High level, mathAdminister part B if previous scores indicated they Part A would be too easy for studentBoth: If you administered A and felt they “topped out” and could’ve done Part B or scored the maximum on Part A
34 Scoring the Written Test Linguistic complexity*VocabularyLanguage ControlScoring rubric on page 48*Give more weight to this characteristicIf you administered A & B, give student the higher of the two scores.Highlight key terms. Put in plastic sleeve.
35 Let’s Practice Scoring . . . For each example, use your writing rubric to determine what score you would give to each of the following students’ written test samples.Do either--Odds: BenchmarkEvens: TrainingGive answers to all for future reference.1. Working with a partner, view selected samples and practice scoring “benchmark” exercises.2. Be prepared to tell the group your justification for determining your ELP level.Need more practice?Try “training” exercises.
36 Let’s compute composite score . . . Calculate this 3rd grade student’s composite scores using the information gathered from all sessions of the W-APT™.
37 So what . . . What recommendation would you give for: The student’s tier placement on the ACCESS for ELL® exam?ELL services? Notification to parents?Administering WKCE?
38 Let’s Review . . .Select A for TRUE and B for FALSE
39 The W-APT™ is a mandatory test for all ELL students.
40 One purpose of the W-APT™ is to determine the level of support the ELL will need in the mainstream classroom.
41 Once the W-APT™ is administered, all student scoring sheets are mailed in to Metritech for rating and arriving at a composite score.
42 All domains are assessed within the administration of the W-APT™.
43 With the exception of pencils, clock, and a DO NOT DISTURB sign, all materials are included in your binder for administering the W-APT™ to K-12 students.
44 Several examples to score the written portion of the W-APT™ (along with rationale) can be downloaded at WIDA’s website.
45 A student scoring a 0 or 1 on Part C of the listening test would proceed to Part D of the listening test.
46 It takes about 60 minutes to administer all domains of the W-APT™ to a newly arriving kindergarten grade student.No, about 30 min. Grades minutes
47 Questions?Thank you for your participation and dedication to serving ELL students.