Analyzing Access For ELL Scores Tracy M. Klingbiel Nash Rocky Mount School District October 11, 2010

Why should teacher’s analyze their ACCESS data ? Data can take us out of the dark ages where we were teaching and silently hoping we were getting it right? Data can take us out of the dark ages where we were teaching and silently hoping we were getting it right?

Challenge Taking the data and making it meaningful to drive our instruction. Taking the data and making it meaningful to drive our instruction.

What will you learn? The 10 different areas on the ACCESS Teacher Report. The 10 different areas on the ACCESS Teacher Report. Definitions and key areas besides basic proficiency levels. Definitions and key areas besides basic proficiency levels. Why and how some of the other areas are important for ESL teachers AND content area teachers. Why and how some of the other areas are important for ESL teachers AND content area teachers. How to compare scale scores. How to compare scale scores. How to compare results on state tests. How to compare results on state tests.

How do we use the teacher report? 1. To help determine trends. 2. As a starting point for differentiating instruction and assessment. 3. To provide important information for both ESL teachers and content teachers.

WIDA Consortium / CAL / MetriTech Teacher Report Demographic Information About the Student Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Composite Scores Student’s Scale Score by Domain Student’s Speaking Performance by Standard Description of the ELP Levels Student’s Writing Performance by Standard Student’s Comprehension by Standard

Composite Scores Oral Language= 50% Listening + 50% Speaking Literacy= 50% Reading + 50% Writing Comprehension= 30% Listening + 70 % Reading Overall= 15% Listening + 15% Speaking + 35% Reading + 35% Writing

Definitions Confidence Band: The area a student would score again with 90-95% assurance if they took the same test again. Proficiency Level Scores: A score that describes student performance in terms of the 6 WIDA proficiency levels. Comprised of 2 numbers (2.5) NEVER ROUND UP!

Definitions Scale Scores: A score, derived from student responses to assessment items, that summarizes the overall level of performance attained by that student. Allows raw scores across grades and tiers to be compared on a vertical scale. The range of scale scores is Cannot compare scale scores across domains.

Scale Scores Doesn’t mean the same for each grade level. Grade Scale Score Proficiency Level

Plotting 2 years of data using Scale Scores Graph scale scores in each domain. Graph scale scores in each domain. Add to graphs with each successive year of data. Add to graphs with each successive year of data.

Plotting Scale Scores Over Time Choose a student or building data and complete the graph for two consecutive years. Steps to follow: In white, plot the student’s scale score or the building average scale score for those students for SPEAKING for two years. In red, plot the student’s scale score or the building average scale score for those students for LISTENING for two years. In yellow, plot the student’s scale score or the building average scale score for those students for READING for two years.

Plotting Scale Scores Over Time In blue, plot the student’s scale score or the building average scale score for those students for WRITING for two years. In green, plot the student’s scale score or the building average scale score for those students COMPOSITE for two years.

Year and Grade Level YearGrade 20091st 20102nd

ACCESS Student Scale Score Comparisons Over Time

Questions to consider as you review the scale score information: Student Data: Is the student acquiring English consistently in all areas? Are there dips in performance overtime? Are the dips correlated to the student’s grade? Change in grade band of the test (i.e., K, 1-2, 3- 5, 6-8, 9-12)? Change in level of the test (i.e., A, B, C)?

Questions to consider as you review the scale score information: Compare this student’s scores to another. Are they progressing at the same rate? If not, why not? [This may be a programming issue, classroom situation, additional interventions available for a student, special education, family/social issues] Observe the trend in Speaking, Listening, Reading and Writing. What does this tell you about the acquisition of English language proficiency?

Other Ideas for Student Data Other Ideas for Student Data: Have students chart their own proficiency data. Chart a corollary chart with the student’s ELP Level (i.e., 1, 2, 3, 4, 5, 6). Review the “Can Do” charts to plan for next level of instruction and level of expectations.

ACCESS Proficiency Level Scores Over Time

Comparing State Test Results Percent of ELL students at proficient and above levels on state tests Percent of ELL students at proficient and above levels on state tests MathReading Grade %43% 475%37% 5 59 % 37% 671%31% 752%30% 873%37%

Comparing Standardized results with ACCESS ELL Students Below Proficient on the ________ EOG/EOC 6th7th8th

Questions? What factors may have contributed to these results? (absenteeism, discipline, health problems…) Are there deficits in the language in a subject area? What patterns do you see? What teaching or strategies need to happen next to improve these results? Look at related course grades prior to testing.

What will you do next?

Consider this…. “You don’t need an advanced degree in statistics and a roomful of computers to start asking data- based questions about your school, and using what you learn to guide reform.” - Victoria Bernhardt

Tracy M. Klingbiel