Presentation on theme: "ACCESS for ELLs ACCESS for ELLs Tier Placement & Material Ordering."— Presentation transcript:
ACCESS for ELLs ACCESS for ELLs Tier Placement & Material Ordering
ACCESS for ELLs This is a general training on student tier placement and the ordering of ACCESS for ELLs test materials. School ACCESS contacts are encouraged to review this information before placing orders for test materials to ensure that students are appropriately placed. Specific deadlines for submitting student counts for testing materials will be communicated with school ACCESS contacts annually by CSI’s District Assessment Coordinator.
ACCESS for ELLs Who takes ACCESS for ELLs? All students in grades K-12 who are coded as Non-English Proficient (NEP) or Limited-English Proficient (LEP) are required to take the ACCESS for ELLs assessment annually.
ACCESS for ELLs Tier Placement Guidelines 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 reaching full English language proficiency. Use previous test scores (W-APT™ or ACCESS for ELLs), if available, placing greater weight on student's reading/writing levels than oral skill levels. Guidelines for determining tier based on W-APT or ACCESS for ELLs scores are included in this webinar. Use teacher judgment, if possible When in doubt, place the student in the higher tier to prevent “topping out”
ACCESS for ELLs Tier Placement Resources WIDA Flash Tutorial on Tier Placement WIDA Flash Tutorial on Tier Placement Suggestions on placement Tier Placement by prior year ACCESS score (next slides) Tier Placement by this year’s W-APT score W-APT Composite Proficiency ScoreTier for ACCESS 1.0-2.4A 2.5-4.0B >4.0C
ACCESS for ELLs CDE’s suggested placement based on prior year ACCESS scores for students now in grades 2-12
ACCESS for ELLs CDE’s suggested placement based on prior year ACCESS scores for students now in grade 1
ACCESS for ELLs Ordering Requirements All schools are required to submit the number of tests needed by grade level cluster and tier to CSI’s DAC in late fall. Schools must not order more materials than are needed. Extra materials are sent to CSI’s DAC for distribution on an as needed basis. Schools will be charged for unused materials that they order.
ACCESS for ELLs Profile 1: Fatima Fatima shows language skills typical of a student at level 3, Developing, in most classroom subjects. She is not yet approaching grade- level literacy in the core content areas. Which tier is most appropriate for Fatima?
ACCESS for ELLs Placement & Rationale for Profile 1 Which tier is most appropriate for Fatima? Tier B
ACCESS for ELLs Profile 2: Mohammed Mohammed is in second grade and in his first year of instruction in English. He is comfortable with basic conversations outside the classroom, but struggles with even low-level reading tasks. Which tier is most appropriate for Mohammed?
ACCESS for ELLs Placement & Rationale for Profile 2 Which tier is most appropriate for Mohammed? Tier A
ACCESS for ELLs Profile 3: Lily Lily shows some emerging proficiency in academic English. She seems comfortable interacting with her fluent English-speaking peers but Lily’s teacher characterizes her as a beginner in reading and writing. Which tier is most appropriate for Lily?
ACCESS for ELLs Placement & Rationale for Profile 3 Which tier is most appropriate for Lily? A/B line Tier B
ACCESS for ELLs Please contact Janet Dinnen firstname.lastname@example.org (303) 866-464 with questions email@example.com