ACCESS for ELLs 2.0 - PowerPoint Presentation

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 Slide30
Slide31

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/