Using data to drive
instruction
ESL Program
Asheboro City Schools
Welcome!!
Today’s big picture

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Celebrations/new comers
Housekeeping
AIG/ESL
Summer Collaboration
Big Picture

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School Goals
Review of ACCESS Score Reports
Using ACCESS Scores to Plan for
Instruction
Reflection
Housekeeping

Lori
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Rosters,etc.
Burning questions
Wida

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W-APT
Cut scores
Parent Letters
Can DO descriptors
Standards

WIKI
Housekeeping

TESOL for ALL
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Grant
Heritage Language Academy
Parents, etc
Housekeeping


EC/ESL protocol
Modifications

Continue to use current form
Asheboro City Schools
Testing Accommodations for LEP Students
Form 6-(Elementary/Middle)
Procedure 3410.04
Revised 5/06
The intent of this form is to put the Asheboro City Schools in compliance with the NC Guidelines for Testing
Students with Limited English Proficiency (hereafter referred to as the Guidelines). This form is to be forwarded to
the LEA Testing Coordinator for approval. If approved, this form is valid for one school year and a copy must be
placed in the student’s red ESL folder. The use of testing accommodations must be consistent with those
modifications used during instruction and classroom testing. The student must be in the ESL program in order for
testing accommodations to be requested.
Student Information – this section is to be completed by the referring classroom teacher(s)
Student’s Name________________________________________________________________
School_______________________________________________________Grade___________
Date of enrollment in Asheboro City Schools________________________________________
Date of enrollment in US schools__________________________________________________
Indicate with a check mark those accommodations which the student is to receive.
Assessment
SR*
SET*
MTS*
RA*
Local Cognitive Abilities (grades 3 & 5)
NA
NA
**
Local Iowa Tests of Basic Skills
NA
**
NC Computer Skills (grade 8)
NC EOG Reading (grades 3-8)***
***
NC EOG Math (grades 3-8)
NC Pretest Reading (Grade 3)***
***
NC Pretest Math (Grade 3)
NC Writing (grades 4 & 7)
NC End-of-Course
Algebra 1 (grade 8)
RAUR*
Dict.*
RATS*
NA
NA
*These modifications are explained in detail in the Handbook, pages 8-16, as well as in all NC Test Administrators Manuals.
Abbreviations are as follows: SR = testing in a separate room; SET = scheduled extended time;
MTS = multiple test sessions Same amount of time as regular administration; RA = test administrator reads test aloud; RAUR;
Read Aloud Upon Request, RATS: Read Aloud to Self; Dict. = English/native language dictionary or electronic translator.
**CogAts RA means Repeating of Directions as many times as is necessary for the student to understand what they are
supposed to do.
**ITBS RA means: Directions may be read aloud as many times as is necessary to inform students of proper procedures to
follow in responding. Exceptions are the test items directions for Word Analysis and Listening at Level 9
***Read aloud modification is NOT permitted for any NC reading test.
+
Signature(s) of teacher(s) making this request_________________________________________
My signature attests that I am using the classroom modifications and testing accommodations for this
student during daily classroom instruction.
+
++
Signature of Principal___________________________________________________________
My signature approves the use of these accommodations for this student and verifies the use of these
accommodations during daily classroom instruction.
++
+++
Signature of ESL Coordinator____________________________________________________
My signature verifies that this student is in the ESL program and qualifies for testing
accommodations.
+++
++++
++++
Signature of Testing Coordinator_________________________________________________
I have approved the use of these accommodations for this student.
Housekeeping

Other forms?

Case by case bases
Something else
AIG/ EC
Pam Johnson
EC Director
Summer Collaboration

Districts goals
Districts goals

http://acsacre.wikispaces.com/
Essential Questions:



How do we facilitate and support
collaborative planning?
What are our shared expectations?
Are there protocols that could be helpful?
Clarifying objectives:
1. Understanding the characteristics of
effective collaboration and the focus of
collaborative conversations.
2. Selecting and using ‘tools’ that support
collaboration.
2. How will we
deliver quality
instruction so
students learn
at a high level?
Instruction
1. What do we
want students to
know,
understand and
be able to do?
Guaranteed and
Viable
Curriculum
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
Essential Standards
•Prioritized and
focused
•Aligned with 21st C.
skills
•Integrated
•Chosen for
endurance,
readiness and
leverage
•Driven by Revised
Bloom’s Taxonomy
•Measurable and
concise
1. What do we
want students to
know,
understand and
be able to do?
Guaranteed and
Viable
Curriculum
2. How will we
deliver quality
instruction so
students learn
at a high level?
Instruction
•Classroom Instruction That Works (Marzano)
•Literacy across the curriculum
•21st Century Skills
•Project and Problem-Based Learning
•Learning Centered Environment
•Differentiation
Summative
Benchmark
Formative
Collaborative Planning
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
Essential Standards
•Prioritized and
focused
•Aligned with 21st C.
skills
•Integrated
•Chosen for
endurance,
readiness and
leverage
•Driven by Revised
Bloom’s Taxonomy
•Measurable and
concise
1. What do we
want students to
know,
understand and
be able to do?
Guaranteed and
Viable
Curriculum
2. How will we
deliver quality
instruction so
students learn
at a high level?
Instruction
•Classroom Instruction That Works (Marzano)
•Literacy across the curriculum
•21st Century Skills
•Project and Problem-Based Learning
•Learning Centered Environment
•Differentiation
Summative
Tier 3
Benchmark
Pyramid of
Intervention
Formative
Tier 2
Core for
All
Students
Collaborative Planning
Progress Monitoring
3. How will we
know if students
have learned
what we want
them to know,
understand and
be able to do?
Assessment
Tier 1
4. How will we respond when
students do not learn? What will we
do for students who have already
learned or have learned more?
4. How will we respond when
students do not learn? What
will we do for students who
have already learned or have
learned more?
ESL Summer Collaboration
Juan, Martin, Rosemary, Martha, Beth,
Graham. . . .
Possible priorities for ESL program
improvement in the 09/10 school
year
Collaboration - Faculty
Administrators

Take a leadership role (RTI, Leadership
Committee, Staff Development at school site)
- Share test results, data analysis, cluster
info, news in ESL, testing modifications.
- Contribute to meeting School
Improvement Plan Goals.
Mainstream Teachers
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Maintain on-going dialogue.
Plan effective clustering using different sources of
data (WIDA, EOG/EOC scores, benchmarks,
guided reading)
Increase knowledge of Standard Course of Study.
Guide teachers to modify lessons and tests.
Assist in transition of students (meet with teachers
at the end of school year)
Assist ALL students during inclusion (not just ELLs)
Colleagues/Peers



Have meetings to share ideas/concerns
about best practices and reflect on progress
and areas of need.
Meet with ESL teachers when students
transition to Middle and High School.
Form and ESL Council to discuss the ESL
Program and its goals.
Intervention - Students
Use various data to determine services
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Grades
School assessments
SRI
Benchmark level
Portfolios
Lexiles
EOG/EOC scores
WIDA
RTI /teacher recommendations
Address Consultative students’ needs


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Meet with students at the beginning of the
year/semester to establish a relationship
Have on-going conversations with teachers to
discuss progress/problems
Make parents aware of the ESL services
available and the possibility of changing
services
Levels of services
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Self-contained ESL class
Inclusion
Sheltered Instruction
Pull-out (High School)
Consultative
Change ESL services

Flexibility as needed
Communication - Home
Direct Communication
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Meet face-to-face with consultative students
Stay in contact with parents via telephone
Use home visits when necessary
Promote the idea of an ESL parent liaison to
ensure parents are informed
Develop a website that details goals and
expectations


Helpful links
Spanish option
Emphasize Parent Nights
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Organize multiple parent nights
Use Connect Ed to ensure maximum
participation
Speak to parents about the culture of the school
Speak to parents about school expectations
Provide child care
Refreshments
Make sure parents know how to contact you
Make sure parents are comfortable contacting
you
School Goals
2. How will we deliver high quality instruction so
students learn at high levels?
INSTRUCTION
Pyramid of
Intervention
Core for All
Students
Tier 3 3
3 3
1. What do we want students to know,
understand, and be able to do?
GUARANTEED AND
VIABLE CURRICULUM
3. How will we know if students have learned
what we want them to know, understand, and be
able to do?
ASSESSMENT
Tier 2
Tier 1
4. How will we respond when students do not learn? What will
we do for students who have already learned or have learned
more?
Essential questions:
What are our priorities for ESL school improvement for 2009-2010?
What is our plan of action for achieving these priorities?
What will our school district look like three years from now if we
accomplish these priorities?
ACCESS for ELLs Score
Report Interpretation
ESL Program
Asheboro City Schools
Developed by the Center for Applied Linguistics
Today’s Topics



Overview of the Structure of ACCESS
Review of ACCESS Score Reports
Using ACCESS Scores to Plan for
Instruction
Test Overview
Review: Purposes of ACCESS for
ELLs®

On an annual basis, monitor the progress of ELLs’
English language proficiency in grade levels K-12

Establish when ELLs have attained English
language proficiency

Inform classroom instruction and assessment

Provide a reliable and valid data source for
accountability and aid in decision-making
Blue sheetmance Definitions
6-
At this level, English language learners process, understand, produce or
use: 
specialized or technical language reflective of the content area at grade level
Reaching
5Bridging
4Expanding
3Developing
2Beginning
1Entering
42
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a variety of sentence lengths of varying linguistic complexity in extended oral or written
discourse as required at the specified grade level
oral and written communication of English comparable to that of English proficient peers
the technical language of the content areas;
a variety of sentence lengths of varying linguistic complexity in extended oral or written
discourse, including stories, essays, or reports;
oral or written language approaching comparability to that of English proficient peers
when presented with grade level material
specific and some technical language of the content areas;
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple,
related paragraphs;
oral or written language with minimal phonological, syntactic, or semantic errors that do
not impede the overall meaning of the communication when presented with oral or written
connected discourse with occasional visual and graphic support
general and some specific language of the content areas;
expanded sentences in oral interaction or written paragraphs;
oral or written language with phonological, syntactic, or semantic errors that may impede
the communication but retain much of its meaning when presented with oral or written,
narrative or expository descriptions with occasional visual and graphic support
general language related to the content areas;
phrases or short sentences;
oral or written language with phonological, syntactic, or semantic errors that often impede
the meaning of the communication when presented with one to multiple-step commands,
directions, questions, or a series of statements with visual and graphic support
pictorial or graphic representation of the language of the content areas;
words, phrases, or chunks of language when presented with one-step commands/directions,
WH-questions, or statements with visual and graphic support
ACCESS for ELLs®: Types of Scores
ACCESS for ELLs® Scores
Raw
Scale
(100 to 600)
ELP Levels
(1.0 to 6.0)
ACCESS for ELLs® Scores
ACCESS for ELLs® Scores
Listening (L)
Speaking (S)
Reading (R)
Writing (W)
Composite Scores
Oral = L + S
Literacy = R + W
Comprehension = .3 L + .7R
Overall = .15L+.15S+.35R+.35W
ACCESS for ELLs® Score Reports
There are 5 ACCESS Score Reports:
1.
2.
3.
4.
5.
45
District Frequency Report
School Frequency Report
Student Roster Report
Teacher Report
Parent/Guardian Report
Score Reports Available
Score
Report
1. Parent/
Guardian
Audience or
Stakeholder
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2. Teacher

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3. Student
Roster

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
4. School
Frequency


5. District
Frequency



Types of Information
Students
Parents/ Guardians
Teachers
School Teams
Proficiency levels for each language domain
Overall Score Comprehension
Available in multiple languages on the WIDA website
Teachers
Administrators
School Teams
Individual student’s scale scores and language
proficiency levels for each language domain, and
four composites Raw scores for Comprehension
Tasks, Speaking, and Writing Tasks by English
language proficiency standard
Teachers
Program Coordinators/
Directors
Administrators
Scale scores and language proficiency levels for
each language domain and four composites by
school, grade, student, Tier, and grade level cluster
Program Coordinators/
Directors
Administrators
Number of students and percent of total tested at
each proficiency level for each language domain and
four composites within a school
Program Coordinators/
Directors
Administrators
Boards of Education
Number of students and percent of total tested at
each proficiency level for each language domain and
four composites by proficiency levels for grades
within a district
46
Where are the reports for my school?

Teacher reports


Parent Guardian report


Will be given at beginning of school year
Student Roster report and student frequency
report


Given to ESL teachers on June 5th
In your data notebooks
Observe how your reports compare to the
samples and consider the implications to your
School
What does the District
Frequency Report tell us?
The District Frequency Report lists the numbers of
students tested in each domain ( listening, etc) of
ACCESS by grade level within a district.
Score Report
District Frequency
Audience or Stakeholder
Types of Information
 Program
Coordinators/
Directors
 Administrators
 Boards of Education
Number of students and percent of
total tested for each language
domain, Oral Language, Literacy,
Comprehension, and Overall Score
by proficiency levels for grade levels
within a district
48
Use of District Frequency Report

Indicates number of students and percent of total tested
for language domains (including the range of scale
scores), Comprehension, Oral Language, and Literacy by
proficiency levels for grade levels within a district.

Based on an individual state’s criteria for “attainment” of
English language proficiency and its definition of cohort
groups, this report may serve as a district’s estimate of
the number and/or percent of students who have met that
criterion for Annual Measurable Achievement Objectives
(AMAOs).
49
What does the School
Frequency Report tell us?
The School Frequency Report lists the numbers of
students tested in each domain of ACCESS by grade
level within a school.
Score Report
School Frequency
Audience or Stakeholder
 Program
Coordinators/
Directors
 Administrators
Types of Information
Number of students and percent of
total tested for each language
domain, Oral Language, Literacy,
Comprehension, and Overall Score
by proficiency levels for grade levels
within a school
63
Use of School Frequency Report

Indicates number of students and percent of
total tested for language domains (including
range of scaled scores), Comprehension,
Oral Language, and Literacy by proficiency
levels for grade levels within a school

School Frequency Reports for two
consecutive years provide cross-sectional
data
Use the information contained in the report to
gain a sense of the school-wide effort in
educating English language learners

64
% of Total Students
Tested who scored at
each ELP level by
Domain and
Composite
Number of Students Tested
who scored at each ELP level
by Domain and Composite
Highest &
Lowest Scores
Total
Tested
65
School Frequency Report
66
K conversation





Few not on grade level ( K assessment)
Length of test
Acquisition VS learning
First RTI Assessment wall to provide
“essential” services.
Different screeners

Dial 3,etc.
rd
3


grade conversation
82% above at or above expanding
Intensity of intervention
th
4

Speaking accountability



grade
BICS and CALP
New teachers
Less intervention
th
5




grade conversation
100% 5 and 6 in Reading except for one
student
Placement of students
Low on Academic Language
Holistic approach
What does the Student Roster
Report tell us?
The Student Roster Report lists the scale scores and
proficiency levels for a group (or class) of students.
Score Report
Student Roster
Audience or Stakeholder
 Teachers
 Program
Coordinators/
Directors
 Administrators
Types of Information
Scale scores and proficiency levels
for each language domain, Oral
Language, Literacy, Comprehension,
and the Overall Score by school,
grade, student, Tier, and grade level
cluster
77
Student Roster Report
Tier
Cluster
Scale Score and
ELP Level by
Domain
Scale Score and ELP
Level by Composite:
Oral Language,
Literacy,
Comprehension and
Overall
78
Use of Student Roster Report
( Best use of CD data)

District administrators may examine scores from each language
domain within a Tier and grade level cluster to detect any patterns.

To what extent are there differences in student performance between
the language domains? Are these differences attributed to second
language development or delivery of instructional services?

Development of school and district improvement plans for ELLs;
development of school staffing plans and scheduling

A starting point for grouping students for support services
according to their Overall Score or by their profiles according to
language domains (ex: homogeneous groupings for reading in
elementary schools, Math clusters, Language Arts Clusters).
79
School Name
School Number
Student Last Name
Student First Name
Student
Middle
Initial
Birth Date
Gender
State Student ID
District Student ID
Grade
4
5
6
7
8
9
10
11
12
13
14
Asheboro HS
304
ADAME
JORGE
Asheboro HS
304
ALMEIDA
Asheboro HS
304
Asheboro HS
A
Ethnicity
Native
Language
Date First
Enrolled
Length of Time in
LEP/ELL Program
Title III
Status
15
16
17
18
19
20
Cluster Tier
11241993
M
761304000597634
761304000597634
09
9
C
H
045
07012004
00
RUBEN
04261994
M
761304001197972
761304001197972
09
9
B
H
45
07012005
05
BALLESTEROS
JOSE
08131993
M
761304000843792
761304000843792
09
9
B
H
045
07012000
00
304
BARRERA
ALEJANDRO
B
11251991
M
761304000592795
761304000592795
09
9
B
H
045
07012004
00
Asheboro HS
304
BENITEZ
MISAEL
D
11251993
M
761304000593925
761304000593925
09
9
B
H
045
07012004
00
Asheboro HS
304
CADENA
IRENE
04271994
F
761304000818699
761304000818699
09
9
B
H
045
07012006
00
Asheboro HS
304
CARDENAS
JOSE
03181993
M
761304000798660
761304000798660
09
9
A
H
45
07012004
06
Asheboro HS
304
CASTILLO
KARINA
06021993
F
761304000593322
761304000593322
09
9
B
H
45
07012005
05
Asheboro HS
304
CASTILLO
WENDY
06021993
F
761304000593323
761304000593323
09
9
B
H
045
07012000
00
Asheboro HS
304
DOMINGUEZ
LUIS
A
06021994
M
761304000592274
761304335900717
09
9
B
H
045
07012004
00
Asheboro HS
304
ENCISO
SANDY
L
02101994
F
761304000592254
761304000592254
09
9
B
H
045
07012004
00
Asheboro HS
304
ESCOTO
MONICA
F
05261993
F
761304001526204
761304001526204
09
9
B
H
045
07012009
00
Asheboro HS
304
ESTEVES
YARELI
B
07091994
F
761304000898459
761304000898459
09
9
B
H
045
07012007
00
Asheboro HS
304
ESTRADA
JOSE
L
08111992
M
761304000594025
761304000594025
09
9
B
H
045
07012004
00
Asheboro HS
304
GONZALES SANCHEZ
JOSE
08121993
M
761304001544127
761304001544127
09
9
B
H
45
07012005
05
Asheboro HS
304
GONZALEZ ORTEGA
LUIS
A
02111992
M
761304001540276
761304001540276
09
9
B
H
045
07012009
00
Asheboro HS
304
GUZMAN
DIANA
C
09231994
F
761304001545815
761304001545815
09
9
B
H
045
07012005
00
Asheboro HS
304
HERNANDEZ
CHRISTIAN
A
06021994
M
761304000592702
761304626744783
09
9
B
H
045
07012004
00
Asheboro HS
304
HERNANDEZ
JUAN
D
11081993
M
761304000593979
761304000593979
09
9
B
H
45
07012004
06
Asheboro HS
304
HERNANDEZ
MIRIAM
08251993
F
761304000593341
761304000593341
09
9
B
H
045
07012004
00
Asheboro HS
304
HERRERA
LUPITA
08261994
F
761304000592744
761304628444198
09
9
B
H
45
07012004
06
M
E
What does the Teacher Report tell us?
The Teacher Report contains individual data for one
student.
Score Report
Teacher
Audience or Stakeholder
 Teachers
 Administrators
Types of Information
Individual student’s scale scores and
proficiency levels for each language
domain, Oral Language, Literacy,
Comprehension, and Overall Score;
raw scores for Comprehension
Tasks, Speaking, and Writing Tasks
by English language proficiency
standard
82
Student’s
Scale Score
by Domain
Student’s
Scale
Composite
Scores
Student’s
Comprehension
by Standard
(Raw)
Student’s
Writing
Performance by
Standard
(Raw)
Demographic
Information About
the Student
Student’s ELP
Level by
Domain
Student’s
Composite
Scores
Student’s Speaking
Performance by
Standard
(Raw)
Description of
the ELP Levels
Teacher Report (top)
84
Teacher Report (bottom)
Raw Scores
by Standard
85
Teacher Report cont’d: Writing Tasks
Writing raw scores are presented by standard next
to the maximum number of points for the given
standard(s) and scoring category reported
86
Considerations on the use of ACCESS for
ELLs® Reports
1.
Target certain reports to specific audiences
2.
Offer Professional Development on how to understand and use the
information on the reports
3.
Consider summarizing or consolidating the suggestions for using
the information from each score report according to target audience
4.
Look at different configurations of data in the reports for individual
and group placement or to develop a plan for organizing services
for English Language Learners for the coming school year
5.
Archive copies of the interpretive guide along with copies of the
score reports so that new personnel for the 2007-08 academic year
can become acclimated with data from ACCESS for ELLs®
Reports for your school
Now that the score reports have been
described, take 5 minutes to look at the
reports you have with you in your data
notebook. Consider questions:


How will you summarize the data for different
audiences?
How can we best use this data?
Group Activity
Now let’s look at two student profiles. The
following students are all in the 5th grade.
Tenzin took a Tier A test, and Marietta
took a Tier C test.
All two students received an Overall
Composite score of 2.9.
89
Activity: Tenzin
What are Tenzin’s strengths?
Weaknesses?
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Activity: Marietta
What are Marietta’s strengths?
Weaknesses?
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Sources for this presentation include:
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“Collaborating to Meet the Needs of English
Language Learners Trainer’s Manual,” WIDA
Consortium, ©Board of Regents of the
University of Wisconsin System, 2007.
Clarke, Jessica “A Guide to ACCESS for
ELLs Score Interpretation,” 2007.
Cranley, Elizabeth. “ACCESS for ELLS®
Interpreting the Results,” 2007.
ACCESS for
Guide
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®
ELLs
Interpretive
The ACCESS for ELLs® Interpretive Guide
for Score Reports (M. Gottlieb, April 2007)
contains detailed information on the use of
scores from this assessment.
Recommendation: Download the full
document
(61 pages) from www.wida.us
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Breathing life into Student Reports
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With your group, decide on whom you would like
to focus: Student A or Student B
What are some of the areas in language in which
Student A or B needs support
What are some strategies teachers may use with
this student?
What additional information may be helpful?
What are some additional resources you may
use?
Now – Look at Score Reports from you
school
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Reviewing Tenzin’s and Marietta’s score
reports as in the previous exercise provided
an example of how a teacher might use the
scores in the classroom. Look at the score
reports from your school. How might you
encourage/use score reports in your school?
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Will others need to be trained/encouraged to use
the score reports?
What strategies might administrators use to
encourage score use in instruction?
How do we use this information?
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Standards-based results help inform
curriculum, instruction and assessment of
ELLs
The Overall Composite Score summarizes
student’s global language proficiency
ESL department suggests the use of the
Comprehension scores for placement
Domain subscale scores allow for
examination of strengths and weakness by
domain
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Raw scores by standards allow for
examination of strengths and weakness by
content area language
Individual report components offer a starting
point for differentiating instruction and
assessment
Writing and Speaking Rubrics in
Interpretative Guide - criteria within rubrics
scaffold across the levels of language
proficiency and may be used in assessing
classroom tasks and projects throughout the
year
Programmatic Implications (1)
High scores (Levels 5-6) may indicate a need for
Monitoring or Targeted Support. School teams
should consider:
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Does this student have the language skills necessary to
access the content in the mainstream classroom without
additional language support services? What additional
evidence is needed to make a determination?
If the student’s English proficiency is weak in a particular
language domain (e.g., Writing)?
If the student’s English proficiency is weak in a particular
standard area (e.g., the language of Social Studies)?
 If so, consider additional content language support.
Inclusion
Skills deficit
Frontloading
Programmatic Implications (2)
Mid-level scores (Levels 3-4) may indicate a need
for 1-3 more years of ELL support services.
School teams should consider:
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A balanced, long-term approach that focuses on
grade-level academic standards and English
proficiency standards, and utilizes strategies that
increase comprehension and communication in
English (e.g., sheltered instruction, frontloading)
Enhancement of both oral language and literacy
development
Providing L1 instruction where feasible
Programmatic Implications (3)
Beginner level scores (Levels 1-2) may need 5 or
6 more years of ELL support services. School
teams should consider:
 Providing targeted communicative / social &
instructional English briefly
 Intense skills intervention
 Is it a language issue, when scores are
stagnant over a 3 year period?
 Using content-based strategies (e.g., sheltered
instruction) and L1 instruction, if possible
 Scaffolding within programs and school
 Graphic support
 Peer support
101  Supplemental and modified materials
Plus/Deltas