and Alternate ACCESS for ELLs English Language Learners ELL Students with Disabilities SWD BilingualESOL ESE Program January 2016 Review of Accommodations for ELL students with disabilities ID: 538124
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Slide1
ACCESS for ELLs 2.0and Alternate ACCESS for ELLs
English Language Learners (ELL)
Students with Disabilities (SWD)
Bilingual/ESOL ESE Program (January 2016)Slide2
Review of Accommodations for ELL students with disabilities participating in the administration of ACCESS for ELLs 2.0Overview 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
Training ObjectivesSlide3
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)]
Slide4
Questions to Guide the Decision-Making Process to Determine Whether a Student Takes FSA or Florida Standards Alternate Assessment for Third – Twelfth Grade StudentsSlide5
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
Slide6
How is it determined that ELL SWD will participate in the administration of the Alternate ACCESS for ELLs
Third – Twelfth Grade Students
?Slide7
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 PlansSlide8
Accommodations are intended:To provide testing conditions that do not result in changes to what the test measuresTo provide comparable test results to those students who do not receive accommodationsSources: ACCESS for ELLs 2.0 Paper Test Administrator Training
ACCESS for ELLs 2.0 Accessibility and Accommodations GuidelinesELL SWD ACCOMMODATIONSSlide9
Do not affect the validity or reliability of the interpretation of the scores for their intended purposesAccommodations must be based on the
student’s needs and documented in the IEP
or 504 Plan and used on a daily basisTest administrator must grid the accommodation(s) implemented in Box 20 of the student response booklet.
(
S
ource ACCESS for ELLs 2.0 Florida Department of Education Test Administration Manual Addendum 2015-2016)
ACCOMMODATIONSSlide10
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
ELL SWD ACCOMMODATIONSSlide11
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 AdministratorExplain/clarify test directions in English by Test AdministratorClarify 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
Presentation Accommodations (for all ELLs)Slide12
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)
ELL SWD ACCOMMODATIONSSlide13
Student reads test aloud to self (but must not disturb or interfere with other test takers)Test administrator monitors placement of responses in test bookletResponse Accommodations (for all ELLs)Slide14
The following accommodations are ALLOWED for use with ACCESS for ELLs 2.0Test Environment/Setting:(ESE ELLs only)
Test may be administered by school personnel in non-school setting (NS)
ELL SWD ACCOMMODATIONSSlide15
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 groupIn a separate roomWith preferential seating of adaptive seatingIn study carrelIn a space with special lightingIn 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)
Test Environment/Setting (for all ELLs)Slide16
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]ELL SWD ACCOMMODATIONSSlide17
Frequent or additional supervised breaksTest administered in short segments (i.e., administer brief section of each test at a time)
Timing/Scheduling (for all ELLs)Slide18
Audio aidsTools include amplification devices, noise buffers, or white noise machines (provided by the school or student)Highlighters, colored pencils, or crayonsA 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 textPlace marker or device must be blank/emptySource: ACCESS for ELLs 2.0: Paper Test Administrator Training
(October 26, 2015)
ACCESSIBILITY TOOLS FOR ALL ELLsSlide19
Low-vision aids or magnification devicesA tool which the student can use to increase the size of graphics and text in the test bookletColor overlayA tool (such as a color acetate transparency) which the student can place over the test booklet pageEquipment 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
ACCESSIBILITY TOOLS FOR ALL
ELLsSlide20
Read aloud of test items on the Reading testTranslate test items into a language other than EnglishSign test items, passages, and/or response option (answer choices)Oral Reading of test items in a language other than EnglishBilingual word-to-word dictionaryStudent responds to test questions in a language other than English
Accommodations NOT allowed for use with ACCESS for ELLs 2.0Slide21
Accommodations are listed according to four types: Presentation, Response, Test Environment/Setting, and Timing/SchedulingAccommodation types are aligned to specific ACCESS for ELLs 2.0 test domainsThe following link aligns the accommodations to the test domains:https://www.wida.us/assessment/WIDA_AccessAccDescriptions.pdf
Allowable Accommodations for Specific
D
omainsSlide22
ACCESS for ELLs 2.0 is available either in contracted or uncontracted Braille in the domains of reading and writingWIDA will provide “hard copy” tactile Braille assessments for ACCESS for ELLs 2.0Accommodations 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)
ELLs with Visual ImpairmentsSlide23
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
ELLs with Visual ImpairmentsSlide24
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
ELLs with Visual ImpairmentsSlide25
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.
ELLs with Visual Impairments
Return of Special Test DocumentsSlide26
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)
Deaf or Hard of Hearing ELLs Slide27
LISTENING SECTIONStudents who are deaf and receive language input only through signing should be exempt from the Listening sectionFor 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
Deaf or Hard of Hearing ELLs Slide28
SPEAKING SECTIONStudents 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
Deaf or Hard of Hearing ELLs Slide29
READING and WRITING SectionsTest 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 questionsDeaf or Hard of Hearing ELLs Slide30Slide31
Alternate ACCESS for ELLsSlide32
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
Overview of Alternate Access for ELLs Slide33
Recommended order of Language Domains for administration: Listening – Reading – Speaking
–
WritingFour 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 tieredELD Levels: A1-A3 and P1-P3 (P3 in Writing)Tasks based on: Alternate Model Performance IndicatorsIt must be administered individually
(test administrator and student) and immediately scored.
Overview of Alternate Access for ELLs
continuedSlide34
Alternate ACCESS Proficiency LevelsSlide35
Who Should Administer the Alternate ACCESS for ELLs?
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 supportsSlide36
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
)
Be familiar with accommodations that may be used during administration Slide37
Test Materials (Page 61 of Test Administrator’s Manual)Test Administration ManualTest Administrator’s Script
Test Booklet (legal size paper)
Student Response BookletAlternate ACCESS for ELLs:
Speaking Rubric (Page 83 of TAM)
Writing Rubric (Page 95 of TAM)Slide38
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
Guidelines for Accommodations on the Alternate Access
for ELLsSlide39
Features of the testScripted cues and repetition in the listening and reading sectionsModeled tasks in the writing sectionRepetition and multiple opportunities for students to demonstrate their proficiency
Produce the most valid results of students’ abilities as possible.Slide40
Alternate ACCESS for ELLs Administration Overview
Test Section
Number of Tasks
Range of Levels
Listening
9
A1-A3; P1- P2
Reading
9
A1-A3; P1- P2
Speaking
Part A
8
A1-A3; P1- P2
Part B
Writing
Part A
10
A1-A3; P1- P3
Part B
Part
CSlide41
How to read the script
This is a sample of the script
Read aloud Black BOLD textSlide42
Prior to administering test fill out Additional Student Information data form located in the Student Response Booklet.Administer each section separately and in one sessionAll
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.
General Test Administration ProceduresSlide43
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
Alternate ACCESS for
ELLs:
Stopping CriteriaSlide44
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 BookletAlternate ACCESS for ELLs: Stopping CriteriaSlide45
AdministrationFollow Moving ON
box at the end of each taskSlide46
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 CTime: 20 minutes (approximately)
Scoring: Correct or IncorrectSlide47
Administration of Listening Tasks
Next Task
Next Task
Next TaskSlide48
Listening AdministrationFollow Moving ON
box at the end of each taskSlide49
Ending the Listening SectionAfter administering last task (9)
OR
The student responded incorrectly or did not provide a response for 3 consecutive tasksSlide50
ScoringTest administrator scores each task after the completion of the entire task
Follow the scoring key in the Student Response Booklet.
T
he Test Administration Manual gives specific guidelines for scoring the listening section.Slide51
Listening Scoring SheetSlide52
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 IncorrectSlide53
Reading Test Guidelines
Keep the test going at a steady pace
Follow the Test Administrator Script exactlyPractice reading the tasks aloud ahead of time
Give student non-evaluative, positive feedbackSlide54
Administration of Reading Tasks
Next Task
Next Task
Next TaskSlide55
AdministrationFollow Moving ON box at the end of each taskSlide56
Ending the Reading SectionAfter administering the last task (9)
ORThe student responded incorrectly or did not provide a response for 3 consecutive tasksSlide57
ScoringTest administrator scores each task after the completion of the entire task
Follow the scoring key in the Student Response Booklet
T
he Test Administration Manual gives specific guidelines for scoring the reading section.Slide58
Reading Scoring SheetSlide59
Speaking Test OverviewFormat: 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 3Time: 20 minutes (approximately)
Scoring: Meets or ApproachesSlide60
Speaking Test Guidelines
Keep the test going at a steady pace
Follow the Test Administrator Script exactlyPractice reading the tasks aloud ahead of time
Give student non-evaluative, positive feedback
Can repeat a question if a student asks you to repeat itSlide61
Task
Question 2
Question 3
Question 2
Question 1
Next Task
Administration of
Speaking Tasks
Next Task
Next TaskSlide62
Administration of Speaking TestsFollow Moving ON box at the end of each taskSlide63
Ending the Speaking SectionEnd 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 tasksSlide64
ScoringTest 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)Slide65
Speaking Rubric – Page 83 of TAMSlide66
Scoring of Speaking Section Slide67
Speaking Scoring SheetSlide68
Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1-A3 and P1-P3Within each Part there are a set of TasksTasks are modeled for students
Time: 20 minutes
(approximately)
Scoring: Meets or Approaches
Writing Test OverviewSlide69
Writing Test Guidelines
Keep the test going at a steady pace
Follow the Test Administrator Script exactlyPut the Student Response Booklet in front of the student
Have pre-sharpened pencils
Assistive devices need to be available and ready to useSlide70
Administration of Writing Tasks for Parts A and Part BPart 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. Slide71
AdministrationFollow Moving ON box at the end of each taskSlide72
Scoring of Writing SectionTest administrator scores each response and records the score in the Student Response Booklet
T
he Test Administration Manual gives specific guidelines for scoring the writing section.
No partial credit can be given on any writing tasks.Slide73
Scoring Parts A and B – Writing SectionSlide74
Scoring Boxes for Parts A and B – Writing SectionScoring boxes are placed at the bottom left side of the Student Response booklet for each the corresponding Writing Task. Slide75
Administration of Writing Tasks for Part CPart 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. Slide76
Writing Rubric for Part CSlide77
Scoring Boxes for Part CScoring boxes are placed at the bottom left side of the Student Response booklet for each the corresponding Writing Task. Slide78
Ending the Writing SectionEnd 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
MeetsSlide79
QUESTIONS ???
WIDA
https://www.wida.us/standards/Slide80
Questions ?
For further information, please contact:
Bilingual/ESOL Exceptional Student Education Program
(305)274-8889
Dr. Rosalia F. Gallo, Instructional Supervisor,
rgallo@dadeschools.net
Sylvia Crespo, Bilingual Assessor,
srcrespo@dadeschools.net
Juana Perez de
Alejo
, Bilingual Assessor,
jmperez@dadeschools.net
Malena
Escobar-Matamoros, Bilingual Assessor,
maescobar@dadeschools.net
Isabel Lopez-Trudelle, Bilingual Assessor,
isabellopez@dadeschools.net
Danielle Joseph, Bilingual Assessor,
daniellejoseph@dadeschools.net
Debbie Sosa, Bilingual Assessor,
debbiesosa@dadeschools.net
Raquel Fernandez, Bilingual Assessor,
RFernandez3@dadeschools.net
Rosa Duarte, Bilingual Assessor,
rduarte@dadeschools.net
WEB SITE
:
Division of Special Education; click on Programs; click on Bilingual
http://ese.dadeschools.net/ESOL_ESE/