1. Interpreting ACCESS Scores
Course Objective 3

2. ACCESSS Composite Scores
LITERACY Composite
ACCESSS Composite Scores
Reading
Writing
Listening
Speaking
Overall Composite:
Reading 35%
Writing 35%
Listening 15%
Speaking 15%
COMPREHENSION Composite
ORAL LANGUAGE Composite

3. Sample Report
The new Individual Student Reports (ISRs) combine the features of the previous Teacher Report and Parent/Guardian Report
Color copies of the ISR
Enhanced visuals with bar graphs
Combined scale score and confidence band information
Proficiency Level Descriptions for each language domain

4. Interpreting ACCESS Scores
Scale Scores are on a vertical scale so students’ progress can be monitored over time and across grade levels.
Proficiency Level (PL) is reported as a whole number followed by a decimal.
PL is NOT the same as grade level equivalent.
© 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium –

5. Example – Scale Score v Proficiency Level
Scale score of 302
5th grade – 2.3
4th grade – 3.0
3rd grade – 3.7

6. How Can Teachers use WIDA ACCESS Results to Plan Supports for EL Students?
Utah’s ACCESS Data Gateway Tool
Course Objective 4

7. USOE’s ACCESS Data Gateway Tool
Available to ALL TEACHERS through the Data Gateway
Target for Adequate Growth
Progress over time
Performance Definitions
Language domain scores
Can-Do Descriptors

8. What is Adequate Progress?

9. Adequate Progress Over Time
In looking at this student’s WIDA Overall Composite Scale Scores, it may be noted that the student is making progress over time. This reinforces that core instruction should meet student’s need in Tier 1 and there is not a need for intervention. However, it may still be helpful to review the WIDA Domain Analysis in order to understand the areas of strength and areas of focus.
(c) Fairfax County Public Schools 2014

10. ACCESS & Data Gateway

11. Was Adequate Progress Made?
2.8
2.8
The big question: “Is the student making adequate progress with sufficient supports in place?” You can only do this by defining criteria

12. Lack of Adequate Progress or Long-Term ELs

13. Domain Analysis: Strengths and Weaknesses
The red line shows her over all composite score as a reminder for you.
Now let’s look at all of the domains for strengths and weaknesses.
Judy has comparative strengths in listening and speaking, and her reading and writing are not as strong. She was on the trajectory to make progress in 2011/12, but then something has happened during the last two year.
Do we need an intervention? Possibly. Do we need to review what happened in core instruction? Possibly.
Think about what we know about progress over time and what would be a reasonable expectation, but we need more data points for her in the context of her language acquisition. We begin our investigation as an RI core team.
At this point, we need to look to deeper at what her area of need is. We will need to consider multiple data sources. In slide 34 there was a list of multiple data sources. But there are other sources to consider for our ELs, such as the ones shown in slide 7, the key condierations for English Learners.
Let’s look next at Judy’s Can Do descriptors. (next slide)

14. Can-Do Descriptors

15. Access Results as Universal Screener
Student
2014
2015
2016
2017
Student 1
Met
Student 2
Student 3
Not Met
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
A deliberate review of WIDA data is a starting point for Tier 2 screening. When students are not making progress, it may be time to delve deeper and look at each student’s needs. For example, as an RI team, we might want to look a little deeper at students not making progress according to the VDOE’s WIDA progress benchmarks.

16. Learning Task #4: Sample Student Report
1. Download the sample student reports from Canvas
2. What does the data tell you about the students?
3. What accommodations could be made in the classroom for them to access grade-level content?