WIDA ACCESS for ELLs Testing Training for School Test Coordinators

Outcomes: Review the guidelines for who is eligible to take the ACCESS test. Review the sections of the ACCESS test; including approved accommodations and Tier placement guidelines. Know what role you play as Test Coordinator and how you should assist your ESL teacher. Know expectations for basic security and handling of ACCESS test materials. Understand the timeline for the testing window; including pick up and return of test materials.

Who Takes the ACCESS Test? All students who are identified as Limited English Proficient (LEP) are retested annually to assess language progress. LEP designation is based on the score a student receives on the W-APT (ACCESS Placement Test) or the most recent ACCESS for ELLs test. ALL Students identified as LEP who are enrolled in the district between Feb. 1 and March 8 are required to take the ACCESS assessment. *These students will be included in the Annual Measurable Objective (AMO) calculations. Students enrolling for the very first time during the testing window must be assessed on the W-APT test first, then take the ACCESS. Students enrolling after March 8 are not required to take the ACCESS test and will not be calculated in AMOs.

Sections of the ACCESS Test 1 2 3 LISTENING 25 minutes Can be assessed in a group (no more than 22) and must have a PROCTOR. Can be assessed during the same sitting as Reading. READING 35 minutes Can be assessed in a group (no more than 22) and must have a PROCTOR. Can be assessed during the same sitting as Listening. WRITING 60 minutes Can be assessed in a group (no more than 22) and must have a PROCTOR. Allow 75 total minutes for directions, etc. SPEAKING 15 minutes Individually assessed, does not need a proctor. Give the Speaking Test LAST Allow 75 minutes total time for directions, etc.

Testing Accommodations for ELLs with Disabilities Typical Testing Accommodations Allowed for all sections: Testing in Separate Room Scheduled Extended Time Multiple Test Sessions* (not over multiple days for Speaking) Allowed for Writing Section: Test Administrator Reads Test Aloud in English Allowed for Listening, Reading and Writing: Student Reads to Self Student Marks in Book ***Refer to Page 25 in the North Carolina Policy and Procedure Guide for List***

Refer to Page 25 in the NC Policy and Procedure Guide for Accommodations

Levels of Scores - Tiers Tested

Tier Placement Guidelines Use previous test scores (W-APT™ or ACCESS for ELLs) Placing greater weight on student's reading/writing levels than oral skill levels When in doubt, place the student in the higher tier Tier A For beginning learners For students previously scoring at the lowest level Tier B For most students Have social proficiency but have not mastered academic proficiency Tier C For students approaching grade level proficiency Will likely meet LEP exit criteria Multiple measures should be used in deciding which tier of the test form a student should take. It is important that a student not be given a tier that is too easy for them, or they risk “topping out” of the tier; as such, we would not get an accurate measure of her English proficiency. For additional assistance watch the Tier Placement Tutorial on the WIDA website: www.wida.us. 8

What is MY role as Test Coordinator? Adhere to the testing window – pick up and return materials according to the district plan. Maintain security of materials when materials are being stored. Train test administrators and proctors about security of materials and Testing Code of Ethics. Implement a procedure to accurately account for materials being checked out just before testing and checked in directly after testing. Help develop a testing schedule with your ESL Teacher. (Guidelines will follow) Communicate the ACCESS testing plan with your school coworkers. Help get students to sets sites! Enlist proctors for the group sections of testing and set up appropriate rooms (no cafeteria types of settings). Report any testing irregularities in the OTISS system.

General Security Guidelines Only district and school test coordinators and test administrators (or other authorized staff) may handle secure test materials. Ensure that all test administrators and proctors read the Testing Code of Ethics. Place all secure materials in locked storage. Do not leave materials unattended before or after testing. Do not share any specific test information with students prior to or after testing. Do not copy any test booklets or other secure materials. Elaborate on general guidelines in this slide 10

Setting up a Testing Schedule Remember you can test grade level clusters together, if they are on the same Tier. Group sessions can contain up to 22 students, but younger children may need smaller groups. ACCESS for ELLs Testing Schedule Listening / Reading Sessions (75 minutes) # of Students Total # of Students Writing Sessions Session Day / Time Room # Tier A B Tier C Tier A Tier B C Test Administrator Proctor 1 2 3 4 5 6 7 8 With your ESL teacher, create a testing plan. A copy of your plan must be on file in the Testing Office. Group testing sessions should be scheduled for the morning if possible!

Pg. 16 and 17 in the NC Policy and Procedure Guide Group Testing Notes Pg. 16 and 17 in the NC Policy and Procedure Guide

SCENARIO: Assume a middle school has to test 60 students, all in the same grade-level cluster (6-8). The distribution of the students in the tiers is as such: 15 in Tier A, 30 in Tier B and 15 in Tier C. The Testing Coordinator could set up the following sessions at the scheduled dates and times, preparing rosters for each session. In this plan, all 60 students could be tested in both Listening/Reading and Writing in a total of 8 sessions. This schedule would reflect that there is one Test Administrator at the school, so there would be no simultaneous sessions. If the school had multiple Test Administrators, simultaneous sessions (in different rooms) could be a possibility. Note: Test Coordinators in elementary schools should also indicate the grade level cluster being tested in each session K, 1-2 or 3-5).

Listening / Reading Sessions SAMPLE SCHEDULE ACCESS for ELLs Testing Schedule Listening / Reading Sessions (75 minutes) # of Students Total # of Students Writing Sessions Test Administrator Proctor Session Day / Time Room # Tier A B Tier C Tier A Tier B C 1 Mon. 2/4/13 9am 101 15 K. Greene C. Anderson 2 Mon. 2/4/13 11am 3 Tues. 2/5/13 102 4 5 Wed. 2/6/13 6 7 Thurs. 2/7/13 8 Fri. 2/8/13

Handling and Preparing Test Materials Student Pre-ID labels are shipped with test materials. Check the labels for accuracy of the information. If the information on the label is correct, place it on the front cover of the test book in the designated box. VERIFY the TIER before attaching the label! If the information if incorrect, return the label to testing. You will need to hand code the book according to the instructions in the NC Guide(page 32-39). If there is NO label for a student (a newly enrolled student), you will need to hand code the book according to the instructions in the NC Guide(page 32-39). If you place a label on a booklet in error, follow the directions in the NC Guide (page 32-39). You must complete a Review of Testing Accommodations Form for each child testing with accommodations and keep it on file at the school.

If you must hand code a test booklet… Page 36 in the NC Policy and Procedure Guide is your BFF!

ACCESS Timeline *Test Coordinator Training and pick-up materials from Testing Department: Jan. 28 *Testing Window: Feb. 1 – Mar. 15 *Return all Materials to the Testing Department: Monday, Mar. 18 9:30 – 11:30 One last reminder, There are two ‘manuals’. The WIDA national manual and the NC Policy and Procedures Guide. If there is a discrepancy, we always follow the NC Policy and Procedure Guide!