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1. 2 Understanding the ACCESS for ELLs ® Dr. Tim Boals Executive Director of WIDA Dr. Margo Gottlieb WIDA Lead Developer Dr. Dorry Kenyon Director of.

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Presentation on theme: "1. 2 Understanding the ACCESS for ELLs ® Dr. Tim Boals Executive Director of WIDA Dr. Margo Gottlieb WIDA Lead Developer Dr. Dorry Kenyon Director of."— Presentation transcript:

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2 2 Understanding the ACCESS for ELLs ® Dr. Tim Boals Executive Director of WIDA Dr. Margo Gottlieb WIDA Lead Developer Dr. Dorry Kenyon Director of Language Testing: Center for Applied Linguistics

3 3 The WIDA Consortium WIDA states represent 450,000 English Language Learners. Wisconsin Delaware (2002) District of Columbia Rhode Island, Maine, New Hampshire, Vermont, Illinois (2003) Alabama (2004); New Jersey, Georgia (2005); Oklahoma, Kentucky (2006), North Dakota, Pennsylvania (2007)

4 4 Title III Requirements of the No Child Left Behind Act Title III: English Language Proficiency standards linked to state academic content standards. Title III: English Language Proficiency standards linked to state academic content standards. Titles I & III: All K-12 English language learners must be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). Titles I & III: All K-12 English language learners must be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). Each state must set Annual Measurable Achievement Objectives Each state must set Annual Measurable Achievement Objectives

5 5 Language vs. Content Language proficiency revolves around the language associated with the content areas Academic achievement reflects the knowledge and skills associated with the content. WIDA ELP standards and the ACCESS for ELLs® focus on academic language.

6 6 WIDA Approach: ELP testing must… Be aligned to ELP Standards Be aligned to ELP Standards Address academic language Address academic language Be linked to classroom instruction Be linked to classroom instruction Encourage content-based instruction and professional development Encourage content-based instruction and professional development Provide informative results Provide informative results Meet legal requirements Meet legal requirements

7 7 Presentations Today Margo: Alignment of Standards as a Source of Validity for ACCESS for ELLs® Margo: Alignment of Standards as a Source of Validity for ACCESS for ELLs® Dorry: ACCESS for ELLs® Scores, Reliability and Validity Dorry: ACCESS for ELLs® Scores, Reliability and Validity Tim: Understanding for the District/School Levels Tim: Understanding for the District/School Levels

8 8 Things to consider when examining and interpreting ACCESS for ELLs ® results Be familiar with the ELP Performance Definitions Be familiar with the ELP Performance Definitions Target certain reports to specific stakeholders Target certain reports to specific stakeholders Consider summarizing or consolidating the suggestions for using the information from each score report according to target audience. 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. 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.

9 9 Types of Reports Individual student Parent/Guardian Report Individual student Parent/Guardian Report Individual student Teacher Report Individual student Teacher Report Student Roster Student Roster School Frequency Report by grade School Frequency Report by grade District Frequency Report by grade District Frequency Report by grade Electronic data (available from MetriTech) Electronic data (available from MetriTech)

10 10 Parent/Guardian Report

11 11

12 12 Programmatic Implications Beginners (levels 1 – 2) Entry 5 or 6 more years of support Survival English briefly Survival English briefly Content-based strategies and L1 Content-based strategies and L1 Scaffolding in programs and schoolwide Scaffolding in programs and schoolwide Graphic supportGraphic support Peer supportPeer support Supplemental and modified materialsSupplemental and modified materials

13 13 Mid-Level Scores (levels 2 - 3) 2 or 3 More Years Support Teaching language through content (grade level standards) Teaching language through content (grade level standards) Long term commitment Long term commitment Oral language vs. literacy development Oral language vs. literacy development Typical student vs. Japanese student exampleTypical student vs. Japanese student example L1 where feasible L1 where feasible

14 14 Programmatic Implications – High Scores (above level 4) Monitoring or Targeted Support Exit? Additional evidence? Exit? Additional evidence? Weak domain (e.g., writing) Weak domain (e.g., writing) Weak standard area Weak standard area Content language supportContent language support

15 15 Comprehensive School Reform for ELLs (Education Alliance, Brown University, 2003) Schools must understand basic characteristics of ELLs (replace myths) Schools must understand basic characteristics of ELLs (replace myths) Long term support for content and language development Long term support for content and language development Grade level standards but varied and comprehensible materials and approaches (scaffolding) Grade level standards but varied and comprehensible materials and approaches (scaffolding)

16 16 Comprehensive School Reform for ELLs (Education Alliance, Brown University, 2003) Everyone has a role: Everyone has a role: State: More tools, benchmarks, PD, (leadership)State: More tools, benchmarks, PD, (leadership) District/School: Admin support and schoolwide staff development (access at grade level)District/School: Admin support and schoolwide staff development (access at grade level) Teachers across programs: working together (comprehensibility)Teachers across programs: working together (comprehensibility)

17 17 Pitfalls of traditional, ineffective programs Program focuses most of the staff time on students at English proficiency levels Very little time left to help students at levels 3 – 4 and beyond. Program focuses most of the staff time on students at English proficiency levels Very little time left to help students at levels 3 – 4 and beyond. Program is designed as an early-exit, intensive English program. Program is designed as an early-exit, intensive English program.

18 18 Pitfalls of traditional, ineffective programs (2) School does not recognize in a consistent, meaningful way the native language or culture that the student brings to the classroom. School does not recognize in a consistent, meaningful way the native language or culture that the student brings to the classroom. Few teachers understand the issues and needs of ELLs. Most teachers are under the mistaken impression that the program will fix the student in two years and that they do not need to address the issue. Few teachers understand the issues and needs of ELLs. Most teachers are under the mistaken impression that the program will fix the student in two years and that they do not need to address the issue.

19 19 Pitfalls of traditional, ineffective programs (3) Program does teach some academic content, but mostly remedial, or basic skills. Program does teach some academic content, but mostly remedial, or basic skills. Program attempts to align curriculum with grade level standards, but largely fails to do so because common planning time doesnt exist (or any structure to promote collaboration). Program attempts to align curriculum with grade level standards, but largely fails to do so because common planning time doesnt exist (or any structure to promote collaboration). Tim Boals

20 20 The solution to English Language Learner underachievement will come, in great part, from better mainstream classroom instruction. ELL support teachers must begin to see their role as supporting mainstream teachers as much as supporting English language learners. The solution to English Language Learner underachievement will come, in great part, from better mainstream classroom instruction. ELL support teachers must begin to see their role as supporting mainstream teachers as much as supporting English language learners. (Adapted by Tim Boals, based on National Research Council conclusions, 1997)


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