1. English Language Learners (ELL) Students with Disabilities (SWD) Bilingual/ESOL ESE Program (January 2016)

2.  Review of Accommodations for ELL students with disabilities participating in the administration of ACCESS for ELLs 2.0  Overview of Alternate ACCESS for ELLs (only for ELL students with disabilities who are administered the Florida Standards Alternate Assessment)  Review of Accommodations for ELL students with disabilities participating in the administration of Alternate ACCESS for ELLs

3. How is it determined that the ELL SWD will participate in the administration of the ACCESS for ELLs 2.0? The IEP team responds “No” to any ONE of the:  Questions to Guide the Decision-Making Process to Determine Whether a Student Takes Florida Standards Assessment (FSA) or Florida Standards Alternate Assessment on the Individual Educational Plan (IEP)  Then the student MUST be tested with the ACCESS for ELLs 2.0  For Kindergarten and First/Second Grade students with disabilities:  ACCESS for ELLs 2.0 will be administered to those SWD that participate in district/state assessments [e.g., Stanford Achievement Test (SAT)]

5. How is it determined that the ELL SWD will participate in the administration of the Alternate ACCESS for ELLs?  The IEP team responds “Yes” to ALL of the: Questions to Guide the Decision-Making Process to Determine Whether a Student Takes Florida Standards Assessment (FSA) or Florida Standards Alternate Assessment (FSAA) on the Individual Educational Plan (IEP)  Then the student MUST be tested with the Alternate ACCESS for ELLs   For Kindergarten and First/Second Grade students with disabilities the use of a test from the Continuum of ESOL Placement Tests for Exceptional Students (e.g., Relative Language Dominance Assessment A) will result in the SWD being administered the Alternate ACCESS for ELLs

7. ACCESS for ELLs 2.0 ELL SWD ACCOMMODATIONS Test Administration Manual (TAM) provides: List of permissible and non-permissible test administration accommodations ALL allowable accommodations for students with disabilities who have current IEP or 504 Plans

8.  Accommodations are intended: 1. To provide testing conditions that do not result in changes to what the test measures 2. To provide comparable test results to those students who do not receive accommodations Sources: ACCESS for ELLs 2.0 Paper Test Administrator Training ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines

9.  Do not affect the validity or reliability of the interpretation of the scores for their intended purposes  Accommodations must be based on the student’s needs and documented in the IEP or 504 Plan and used on a daily basis  Test administrator must grid the accommodation(s) implemented in Box 20 of the student response booklet.  (Source ACCESS for ELLs 2.0 Florida Department of Education Test Administration Manual Addendum 2015-2016)

10. The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0: Presentation: (ESE ELLs only)  Interpreter signs test directions in ASL (SD)  Manual control of item audio (MC)  Repeat item audio (RA)  Read aloud listening test response options by human reader (LH)  Repeat listening test items response options by human reader (RL)  Read aloud test items by human reader (IH) NOTE: Read aloud of test items on the Reading test are not allowed on ACCESS for ELLs 2.0. ACCESS for ELLs 2.0 is an English proficiency assessment not a reading test.  Repeat test items by human reader (RI)  Large print version of test (LP)  Braille version of test (BR) For Read Alouds - the IEP must be documented with Flexible Presentation – Oral delivery of test items and answer choices ELA

11.  Read test directions by Test Administrator Test directions refer to the text in the Test Administrator’s Script that provides instructions to the student before testing and describes the logistics of taking the test, but does not include any information specific to test items or passages  Repeat test directions by Test Administrator  Explain/clarify test directions in English by Test Administrator  Clarify test directions in student’s native language by Test Administrator (per availability and local policy)  Provide verbal praise or tangible reinforcement to a student  Verbally redirect student’s attention to test, in English or in student’s native language

12. The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0: Response: (ESE ELLs only)  Scribed response (SR)  Word processor or similar keyboarding device to test items (WD)  Student responds orally using external augmentative and/or alternative communication device or software (AC)  Student responds using a recording device, which is played back and transcribed by student (RD)  Student responds using a braille writer or braille notetaker (BW)  Student uses assistive technology to respond to test items (AT)

13.  Student reads test aloud to self (but must not disturb or interfere with other test takers)  Test administrator monitors placement of responses in test booklet

14. The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0 Test Environment/Setting: (ESE ELLs only)  Test may be administered by school personnel in non-school setting (NS)

15. Test administered:  By school personnel familiar to student (if trained and certified to administer ACCESS for ELLs 2.0)  By school personnel other than student’s teacher, including special educator (if trained and certified to administer ACCESS for ELLs 2.0)  In a small group  In a separate room  With preferential seating of adaptive seating  In study carrel  In a space with special lighting  In a space with special acoustics  With adaptive or specialized furniture or equipment  Using tools to minimize distractions or maintain focus (e.g., stress ball); noise-reducing (headphones or instrumental music played through an individual student’s headphones or ear buds)

16. The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0: Timing/Scheduling (ESE ELLs only)  Extended Speaking test response time (ES)  Extended testing time within the school day (ET)  Extended testing of a test domain over multiple days (EM) [approval is required]

17.  Frequent or additional supervised breaks  Test administered in short segments (i.e., administer brief section of each test at a time)

18.  Audio aids Tools include amplification devices, noise buffers, or white noise machines (provided by the school or student)  Highlighters, colored pencils, or crayons A tool which the student can use to mark specific text in the test booklet  Place marker or tracking device A tool which the student can use to guide his or her eyes while reading text Place marker or device must be blank/empty Source: ACCESS for ELLs 2.0: Paper Test Administrator Training (October 26, 2015)

19.  Low-vision aids or magnification devices A tool which the student can use to increase the size of graphics and text in the test booklet  Color overlay A tool (such as a color acetate transparency) which the student can place over the test booklet page  Equipment of technology that the student uses for other tests and school work Tools include adapted pencil (altered size or grip), slant board, wedge, etc.  Scratch/blank paper (including lined or graph paper) Submit with test materials or dispose according to state policy

20.  Read aloud of test items on the Reading test  Translate test items into a language other than English  Sign test items, passages, and/or response option (answer choices)  Oral Reading of test items in a language other than English  Bilingual word-to-word dictionary  Student responds to test questions in a language other than English

21.  Accommodations are listed according to four types: Presentation, Response, Test Environment/Setting, and Timing/Scheduling  Accommodation types are aligned to specific ACCESS for ELLs 2.0 test domains  The following link aligns the accommodations to the test domains:  https://www.wida.us/assessment/WIDA_Acce ssAccDescriptions.pdf https://www.wida.us/assessment/WIDA_Acce ssAccDescriptions.pdf

22.  ACCESS for ELLs 2.0 is available either in contracted or uncontracted Braille in the domains of reading and writing  WIDA will provide “hard copy” tactile Braille assessments for ACCESS for ELLs 2.0  Accommodations also include the use of Braille writers, notetakers as response accommodations for the reading and writing domains (source: ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines)

23.  The student’s IEP team should consider the student’s proficiency in Braille and in the use of tactile graphics before determining if the Braille version is the most appropriate test version.  If so, WIDA will provide the school with a Tier B version of the reading and writing domains in Braille

24. Guidelines:  The student must be proficient in the use of Braille and tactile graphics.  Braille tactile graphics will be included with the Braille edition test, where appropriate.  Each student’s responses on the Braille reading and writing domains must be transcribed verbatim by a Braille proficient staff member into a regular ACCESS for ELLs 2.0 test booklet or it will not be scored.  The Braille transcriber should be trained and certified to administered and certified to administer ACCESS for ELLs 2.0  Braille and standard test materials must be included in the return shipment of test materials according to instructions provided by the test contractor. REMINDER:  The version of Braille (contracted or uncontracted) must be specified when ordering the test

25.  If a Large-print or Braille accommodated format has student responses, the Test administrator MUST transcribe the student’s exact responses into a standard version test booklet WITHIN 48 hours of testing.  Affix assign Pre-ID Label and grid the Accommodation in Box 20 of the student response booklet.  Important: Student responses not transcribed into a standard booklet will NOT be scored.

26.  Students who are deaf and are unable to produce spoken language and receive language input only through signing should be exempt from the Listening and Speaking section.  The teacher (e.g., ESOL teacher) of each deaf or hard of hearing student should make a determination regarding whether the student is able to participate in the Listening and Speaking sections.  Once a determination is made by the teacher it should be reflected in the student’s response booklet.  Test administrator must check off the “SPD” code in student’s response booklet (in box 23). Source: ACCESS for ELLs 2.0 Florida Department of Education Test Administration Manual Addendum 2015-2016)

27. LISTENING SECTION  Students who are deaf and receive language input only through signing should be exempt from the Listening section  For students who have some hearing ability, Test Administrators may use signing to clarify the directions to the Listening section, but they may NOT use signing to explain the content of the Listening section questions.  An administrator may read the Listening script aloud (rather than playing the CD) for reinforcement for a hard-of-hearing student who is a proficient speech (lip) reader

28. SPEAKING SECTION  Students who are not able to produce spoken language should be exempt from the Speaking section.  Test administrator may use signing to clarify the directions to the Speaking sections, but they may NOT use signing to explain the content of the Speaking section questions

29. READING and WRITING Sections  Test administrators may sign the directions and may use signing to answer any questions the students have about the directions. However, administrators may NOT use signing to explain the content of the Reading or Writing section questions

31. Alternate ACCESS for ELLs

32.  Assessment of English Language Proficiency for English Language Learners in Grades 1-12 who have significant cognitive disabilities (participate in the Florida Standards Alternate Assessment)  The student is classified as ELL, with a code of LY participates in Alternate ACCESS for ELLs.  Alternate ACCESS for ELLs consists of one form per grade-level cluster : (1-2) – (3-5) – (6-8) – (9-12)  All Kindergarten students will be assessed using the ACCESS for ELLs 2.0   Test administrator scores all sections 

33.  Recommended order of Language Domains for administration: Listening – Reading – Speaking – Writing  Four Standards: 1.Social and Instructional Language (SIL) 2. Language of Language Arts (LoLA) 3. Language of Mathematics (LoMA) 4. Language of Science (LoSC)  Tiers: Not tiered  ELD Levels: A1-A3 and P1-P3 (P3 in Writing)  Tasks based on: Alternate Model Performance Indicators  It must be administered individually (test administrator and student) and immediately scored.

35.  ESE Teacher or licensed staff (WIDA online certification)  Staff member familiar with student’s dedicated communication system and response modes  Practice ahead of time is important due to logistics of managing: ◦ Student Response Booklet ◦ Test Administrator’s Script ◦ Test Booklet ◦ Test Administration Manual ◦ Individual student supports

36. Roles and Responsibilities of TA Test Administrators (TA)  Become trained with test administration procedures  Complete online Alternate ACCESS for ELLs quiz on the WIDA Website (www.wida.us)www.wida.us  Be familiar with accommodations that may be used during administration

37.  Test Administration Manual  Test Administrator’s Script  Test Booklet (legal size paper)  Student Response Booklet Alternate ACCESS for ELLs: Speaking Rubric (Page 83 of TAM) Writing Rubric (Page 95 of TAM)

38.  Guidelines are divided into each of the four domains of the test with indications whether a particular accommodation is appropriate for the domain (Yes), inappropriate and therefore not recommended (No), or Not Applicable (N/A) because the accommodation is already incorporated into the test design  Refer to pages 55-56 on the Test Administrator Manual (TAM) for the Alternate Access for ELLs Accommodations

39.  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  Produce the most valid results of students’ abilities as possible.

40. Test SectionNumber of Tasks Range of Levels Listening9A1-A3; P1- P2 Reading9A1-A3; P1- P2 SpeakingPart A8A1-A3; P1- P2 Part B WritingPart A 10 A1-A3; P1- P3 Part B Part C

41.  This is a sample of the script Read aloud Black BOLD text

42.  Prior to administering test fill out Additional Student Information data form located in the Student Response Booklet.  Administer each section separately and in one session  All sections are semi-adaptive and must be administered unless indicated on the IEP.  Semi-adaptive means that the administration of a test section is ended if the student scores No Response, Incorrect, or Approaches on three consecutive tasks.  The administration of one domain section should not begin until before finishing the administration of the previous one.

43. In order to not frustrate the students with tasks that they may not be able to complete  Stop the administration of domain section if the student scores ◦ Incorrect (in Reading and Listening Sections) ◦ Approaches (in Speaking and Writing Sections) OR ◦ No response on three consecutive tasks in any of the domain sections

44.  When stopping a domain section wind down the test administration as instructed in the Moving on Box, and mark the remaining tasks in that section as Not Administered in the Student Response Booklet

45.  Follow Moving ON box at the end of each task

46. Listening Test Overview – Pages 67-71 of TAM  Format: 9 tasks that correspond to the AMPI levels A1-A3 and P1-P2  Every task contains 3 cues- CUE A, CUE B, and CUE C  Time: 20 minutes (approximately)  Scoring: Correct or Incorrect

47. Task Cue ACue BCue C Next Task

48.  Follow Moving ON box at the end of each task

49. ◦ After administering last task (9) OR ◦ The student responded incorrectly or did not provide a response for 3 consecutive tasks

50.  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.

52. Reading Test Overview  Format: 9 tasks that correspond to the AMPI levels A1-A3 and P1-P2  Every task contains 3 cues- CUE A, CUE B, and CUE C  Time: 20 minutes (approximately)  Scoring: Correct or Incorrect

53. 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

54. Task Cue ACue BCue C Next Task

55.  Follow Moving ON box at the end of each task

56. ◦ After administering the last task (9) OR ◦ The student responded incorrectly or did not provide a response for 3 consecutive tasks

57.  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.

59.  Format: Contains 2 Parts: Part A and Part B that correspond to the AMPI levels A1-A3 and P1-P2 ◦ Within each Part there are a set of Tasks  Each Task contains 3 questions: Question 1, Question 2, and Question 3  Time: 20 minutes (approximately)  Scoring: Meets or Approaches

60. Speaking 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  Can repeat a question if a student asks you to repeat it

61. Task Question 2 Question 3 Question 2 Question 1 Next Task

62.  Follow Moving ON box at the end of each task

63.  End the Speaking test after administering the last task in Part B (Task 8) OR  If student received a score of Approaches or No Response on 3 consecutive tasks

64.  Test administrator scores each response and records the score in the Student Response Booklet  The Test Administration Manual gives specific guidelines for scoring the speaking section  Use the Alternate ACCESS for ELLs Speaking Rubric and Expect boxes to score student responses (page 83 in the TAM)

66. Satisfies the requirements of the level in quantity and quality Student’s response needs to be related to the task Meets Clear evidence that the requirements of the task were not met Approaches There was no response to the task The performance was not ratable No Response Task was not administered to the student Not Administered

68.  Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1- A3 and P1-P3 ◦ Within each Part there are a set of Tasks ◦ Tasks are modeled for students  Time: 20 minutes (approximately)  Scoring: Meets or Approaches

69. Writing Test Guidelines  Keep the test going at a steady pace  Follow the Test Administrator Script exactly  Put the Student Response Booklet in front of the student  Have pre-sharpened pencils  Assistive devices need to be available and ready to use

70.  Part A: Task 1 Task 2 Task 3 Task 4  Part B: Task 5 Task 6 Task 7 Task 8 The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.

71.  Follow Moving ON box at the end of each task

72.  Test administrator scores each response and records the score in the Student Response Booklet  The Test Administration Manual gives specific guidelines for scoring the writing section.  No partial credit can be given on any writing tasks.

73. Student provides the answer that meets the expectations of the task provided in the Expect Box Meets Response does not meet the expectations of the task provided in the Expect box Approaches Student does not produce any intentional marks (i.e., circle, trace, copy, etc.) No Response Task was not administered to the student Not Administered

74.  Scoring boxes are placed at the bottom left side of the Student Response booklet for each the corresponding Writing Task.

75.  Part C: Task 9 Task 10 The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.

76. Writing Rubric for Part C

77.  Scoring boxes are placed at the bottom left side of the Student Response booklet for each the corresponding Writing Task.

78.  End the Writing test after administering the last task in Part C OR  If student received a score of Approaches or No Response on 3 consecutive tasks OR  After Part B if the student scored less than seven out of eight tasks with Meets

79. WIDA  https://www.wida.us/standards/ https://www.wida.us/standards/

80. Questions ? For further information, please contact: Bilingual/ESOL Exceptional Student Education Program (305)274-8889 Dr. Rosalia F. Gallo, Instructional Supervisor, rgallo@dadeschools.netrgallo@dadeschools.net Sylvia Crespo, Bilingual Assessor, srcrespo@dadeschools.netsrcrespo@dadeschools.net Juana Perez de Alejo, Bilingual Assessor, jmperez@dadeschools.netjmperez@dadeschools.net Malena Escobar-Matamoros, Bilingual Assessor, maescobar@dadeschools.netmaescobar@dadeschools.net Isabel Lopez-Trudelle, Bilingual Assessor, isabellopez@dadeschools.netisabellopez@dadeschools.net Danielle Joseph, Bilingual Assessor, daniellejoseph@dadeschools.netdaniellejoseph@dadeschools.net Debbie Sosa, Bilingual Assessor, debbiesosa@dadeschools.netdebbiesosa@dadeschools.net Raquel Fernandez, Bilingual Assessor, RFernandez3@dadeschools.netRFernandez3@dadeschools.net Rosa Duarte, Bilingual Assessor, rduarte@dadeschools.netrduarte@dadeschools.net WEB SITE: Division of Special Education; click on Programs; click on Bilingual http://ese.dadeschools.net/ESOL_ESE/