1. ALTERNATE ACCESS FOR ELLS GRADES 1-12 WEBEX TRAINING FEBRUARY 24, 2012 Chris Williams 1

2. Today’s Objectives  To become aware of the relationship between the ELP standards and the Alternate ACCESS for ELLs test  To develop awareness of the structure and administration procedures of Alternate ACCESS for ELLs  To understand the organization and format of each component of the assessment (Listening, Reading, Speaking and Writing)  To learn the procedures for administering and reliably scoring the tests 2

3. Relationship between the WIDA ELP Standards and Alternate ACCESS for ELLs 3

4. ELP Standards Academic Language Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies 4

5. ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator Organization of the ELP Standards 5

6. ELP Standards Grade Level Clusters Language Domains Alternate English Language Proficiency Levels Alternate Model Performance Indicators Organization for Alternate ACCESS for ELLs 6

7. Five Grade-Level Clusters 1-23-56-8 9-12PreK-K 7

8. Listening Speaking Reading Writing Process, understand, interpret and evaluate spoken language in a variety of situations Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Engage in written communication in a variety of situations for a variety of purposes and audiences Engage in oral communication in a variety of situations for a variety of purposes and audiences Language Domains 8

9. Alternate ACCESS Proficiency Levels 9

10. Organization of AMPIs AMPI STRAND 10

11. Overview of Alternate ACCESS for ELLs 11

12. What is Alternate ACCESS for ELLs  A new test developed specifically for students identified as English language learners with significant cognitive disabilities  Based on the WIDA Alternate English language proficiency levels  A paper and pencil assessment  All components of the tests are individually administered 12

13. Purpose of Alternate ACCESS for ELLs  Provides ELLs with significant cognitive disabilities an opportunity to demonstrate their English language proficiency:  in Listening, Speaking, Reading, and Writing  in four English Language Proficiency (ELP) standards  social and instructional language  the language of language arts  the language of mathematics  the language of science  Meets the No Child Left Behind Act (NCLB; 2001) and Individuals with Disabilities Education Improvement Act (IDEA; 2004) accountability requirements 13

14. Who should take the Alternate ACCESS for ELLS  Only ELLs with significant cognitive disabilities.  Typically this includes students that have one or more of the existing categories of disabilities under IDEA (e.g.; intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)  Students whose cognitive impairments may prevent them from attaining grade level achievement standards. (adapted from U. S. Department of Education: Alternate Achievement Standards of Students with the Most Significant Cognitive Disabilities Non Regulatory Guidance, August 2005) 14

15. Criteria for Selecting Students  Student has been identified as an ELL  Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g.; intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)  Student is participating in alternate curriculum and in state-wide alternate accountability assessments  IEP team recommended the assessment after considering all three criteria above 15

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17. Roles and Responsibilities of TA Test Administrators (TA)  Complete the Administration Code and Inclusion of Special Populations Training  Read the Test Administration Manual (TAM)  Complete online Alternate ACCESS for ELLs quiz on the WIDA Website (www.wida.us) with at least a score of 80% or higherwww.wida.us  Be familiar with accommodations that may be used during administration 17

18. Student Response Booklet-Front 18

19. Student Response Booklet-Back 19

20. Accommodations 20

21. Alternate ACCESS for ELLs®  2011-12 ACCESS Testing Schedule 21

22. Alternate ACCESS for ELLs® Ordering 22

23. Alternate ACCESS Ordering 23 Ordering window for Alternate ACCESS is February 13- March 2 MetriTech sent every DAC an e-mail on instructions for ordering their ACCESS materials and passwords DACs have to go to the MetriTech site to order ACCESS materials Do not over order; only order what the district needs

24. BAC Responsibilities 24

25. ACCESS for ELLs® Administration 25 New personnel to your district will need their own ACCESS Training password. Do not share your ACCESS passwords. Districts will need to contact Chris Williams for ACCESS passwords. It is a secure test. Use a # 2 pencil, pens aren’t permitted. Grade/Tier Header sheets may be duplicated. Manuals, test materials and other forms can’t be duplicated. Test booklets may not be distributed to teachers and administrators prior to the testing dates.

26. DAC Responsibilities 26

27. Test Security 27

28. 28 Test will be Form 100 Administered individually Test Administrator scores all section No tier levels English Language Proficiency Levels A1- Initiating A2- Exploring A3- Engaging ACCESS Levels 1-3 Grade level clusters: 1-2, 3-5, 6-8, and 9-12

29. Test Materials  Test Administration Manual  Test Administrator Script  Test booklet (legal size paper)  Student Response booklet  Alternate ACCESS for ELLs Speaking and Writing Rubrics 29

30. Test Components and Sequence 30

31. Unique Features of the test  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 31

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33. Test Administration Overview: Listening Reading Speaking Writing 33

34. Listening Test Overview  Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1 and 2  Every task contains 3 cues- CUE A, CUE B, and CUE C  Time: 20 minutes*  Scoring: Correct or Incorrect 34

35. Listening Test Guidelines  Keep the test going at a steady pace  Follow pause times given in the script  Follow the Test Administrator Script exactly  Practice reading the tasks aloud ahead of time  Give student non-evaluative, positive feedback 35

36. Administration of Listening Tasks Task Cue ACue BCue C 36

37. Administration  Follow Moving ON box at the end of each task 37

38. Ending the Listening Section  After administering last task (9) OR  The student responded incorrectly or did not provide a response for 3 consecutive tasks 38

39. Scoring  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. 39

40. Listening Scoring Sheet 40

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42. Test Administration Overview: Listening Reading Speaking Writing 42

43. Reading Test Overview  Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1-2  Every task contains 3 cues- CUE A, CUE B, and CUE C  Time: 20 minutes*  Scoring: Correct or Incorrect 43

44. 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 44

45. Administration of Reading Tasks Task Cue ACue BCue C 45

46. Administration  Follow Moving ON box at the end of each task 46

47. Ending the Reading Section  After administering last task (9) OR  The student responded incorrectly or did not provide a response for 3 consecutive tasks 47

48. Scoring  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. 48

49. Reading Scoring Sheet 49

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51. Test Administration Overview Listening Reading Speaking Writing 51

52. Speaking Test Overview  Format: Contains 2 Parts: Part A and Part B that correspond to the AMPI levels A1-A3 and MPI levels 1 and 2  Within each Part there are a set of Tasks Each Task contains 3 questions: Question 1, Question 2, and Question 3  Time: 20 minutes*  Scoring: Meets or Approaches 52

53. 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 53

54. Administration of Speaking Tasks Task Question 1Question 2Question 3 54

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

56. Ending the Speaking Section  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 56

57. Scoring  Test administrator scores each response and records the score in the SRB  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 57

58. Scoring 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 58

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60. Speaking Scoring Sheet 60

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62. Test Administration Overview: Listening Reading Speaking Writing 62

63.  Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1-A3 and MPI levels 1, 2 and 3  Within each Part there are a set of Tasks  Tasks are modeled for students  Time: 20 minutes*  Scoring: Meets or Approaches Writing Test Overview 63

64. Writing Test Guidelines  Keep the test going at a steady pace  Follow the Test Administrator Script exactly  Put the SRB in front of the student  Have pre-sharpened pencils  Assistive devices need to be available and ready to use 64

65. Task 5Task 6Task 7Task 8Task 1Task 2Task 3Task 4 Administration of Writing Tasks for Parts A and B Part A Part B The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C. Part C 65

66. Administration  Follow Moving ON box at the end of each task 66

67. Scoring  Test administrator scores each response and records the score in the SRB  The Test Administration Manual gives specific guidelines for scoring the writing section.  No partial credit can be given on any writing tasks. 67

68. Scoring Parts A and B 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 68

69. Scoring Sheet for Parts A and B 69

70. Administration of Writing Tasks for Part C Task 9 Task 10 Part C The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C. 70

71. Writing Rubric for Part C 71

72. Scoring Sheet for Part C 72

73. Ending the Writing Section  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 73

74. Questions 74

75. Alternate ACCESS for ELLs Forms 75

76. Order Form 76

77. Test Security Policy 77

78. Master Materials List 78

79. Documentation of Materials Not Returned 79

80. Packing Materials 80

81. Unused and Non Scorable Test Materials 81

82. Confidentiality Agreement 82

83. Shipping Form 83

84. School Materials List 84

85. Additional Materials Order Form 85

86. School Header Sheet 86

87. Alternate ACCESS for ELLs Resources 87

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92. Certification  Test administrators will need to complete the Alternate ACCESS for ELLs certification quiz prior to administering the test.  The quiz is located within your personal training course account on the WIDA website. 92

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95. Chris Williams Office of Assessment and Accountability Division of Support and Research Chris.williams@education.ky.gov (502) 564-4394 WIDA Help Desk 1-866-276-7735 or help@wida.ushelp@wida.us World Class Instructional Design and Assessment, www.wida.us Center for Applied Linguistics, www.cal.org Metritech, Inc., www.metritech.com 95