ACCESS for ELLs Training
®
Jennifer McCabe M.Ed.
Malden Public Schools
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
Workshop Outline
Essential background on the WIDA assessments
Test Administration training
Desire2Learn (D2L) online courseware and training
Group Test Administration Procedures (Listening, Reading, Writing
Tests)
Speaking Test — format and scoring
Kindergarten Test
Monitoring Test Security
Interpreting Scores
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Important Dates: ACCESS for ELLs®
Test Administration Training
09/17/12--12/05/12
Test Ordering
10/13/12--10/29/12
Pre-ID Ordering
10/13/12--10/29/12
State Receives Test Materials
12/10/12
Test Window
01/12/13--02/01/13
Order Additional Materials Deadline 01/18/13
Districts Ship Completed Materials
to MetriTech
02/13/13
Reports Shipped to State
04/12/13--04/09/13*
Correction Window
04/09/13--05/12/13
* Subject to change depending on when all test booklets are received by MetriTech
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WIDA
Management
WCER
SEA Steering
Committee
Test
Development
Center for Applied
Linguistics
& WIDA Test Item
Committee
WIDA Consortium / CAL / MetriTech
PDSR
MetriTech, Inc
Standards
Development
Margo Gottlieb &
WIDA Standards
Committee
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The WIDA Consortium States
Alabama
Delaware
District of Columbia
Georgia
Illinois
Kentucky
Maine
New Hampshire
New Jersey
North Dakota
Oklahoma
Pennsylvania
Rhode Island
Vermont
Wisconsin
Massachusetts
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Testing
Responsibilities &
Procedures
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Facilitator/DAC Responsibilities
Coordinate test administration activities within the state or
district
Coordinate with WIDA administrators, MetriTech, and the
Center for Applied Linguistics
Schedule the testing dates and ordering booklets
Enroll test administrators in the online training course and/or
providing alternative means of training
Certify test administrators
Arrange for reporting and dissemination of testing results.
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Coordinator Responsibilities
Direct assignment of students to tiers
Receive, secure, distribute, and return test materials
Arrange and schedule test sessions and generally
oversee all aspects of test administration
Assure that test administration is performed by properly
trained test administrators
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Test Administrator Responsibilities
Assure accuracy of student demographic information
on test labels
Administer parts of the ACCESS for ELLs® test for
which he/she is certified
Group test (Listening, Reading, Writing)
Speaking test
Kindergarten test
Secure test materials
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Training for
®
ACCESS for ELLs
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Why do the online course?
Do training in own time
Refer back many times if necessary
Access to sample items
Access to sound files and scoring rationale to calibrate
for rating speaking
Download and print Test Administration Manual
Participate in the Discussions Board
Take quizzes for certification
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Certification
Separate certifications in:
Group administration
Speaking test administration
Kindergarten administration
Certification is based on successful quiz completion
(80%)
Qualifications checked by facilitators through Grade
menu
Certification process handled by state
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www.wida.us
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Opening the D2L ACCESS training course
Remember
to click on
the + if the
course does
not appear.
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Note menu of options
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Make use of the sounding board to
post questions, comments, ideas,
and issues; feel free to respond to
your colleagues’ postings as well.
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The WIDA Standards
and the ACCESS for
ELLs® Test
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Centrality of the ELP Standards
Classroom
Assessment
Framework
Large-Scale
Assessment
Framework
English Language
Proficiency
Standards
& Performance
Definitions
Model
Performance
Indicators:
Classroom
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Model
Performance
Indicators:
Large-Scale
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Overall Organization of Standards
Frameworks for Classroom & Large-Scale Assessment (2)
English Language Proficiency Standards (5)
Language Domains (4)
Grade Level Clusters (4)
Language Proficiency Levels (5)
Model Performance Indicators
Model PIs are the lowest level of
expression of the standards
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The WIDA ELP Standards
Standard 1—SI
English language learners communicate in English for social and instructional
purposes in the school setting.
Standard 2— LA
English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts.
Standard 3—MA
English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Math.
Standard 4—SC
English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.
Standard 5— SS
English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Social Studies.
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Five Levels of English Language
Proficiency
5
BRIDGING R
4
3
2
1
6
EXPANDING
DEVELOPING
BEGINNING
E
A
C
H
I
N
G
ENTERING
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Criteria for Proficiency Level Definitions
6
1
2
ENTERING
BEGINNING
3
DEVELOPING
4
5
EXPANDING
BRIDGING
REACHING
Linguistic Complexity: Extent of functional language (text or
discourse)
Vocabulary Usage: Comprehension and use of the technical
vocabulary of the content areas
Language Control: Comprehension and use of phonological,
syntactic, and semantic structure & rules
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Organization of PI’s within Standards
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Individual Model Performance
Indicators (PIs) as Basis of Test Items
Single PI
from strand
Classify living
organisms (such as
birds and
mammals) by using
pictures or icons
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Sequence of Model PI’s within a
Theme Folder
Match sources of
data depicted in
tables, charts, or
graphs from
scientific studies
with research
questions
Extract information
on the use of data
presented in text
and tables
Interpret data
presented in text
and tables in
scientific studies
Model PI’s for a Tier B Theme Folder for 9-12
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ACCESS for
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®
ELLs
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WIDA Assessment Tools
W-APT™ (Placement Test)
ACCESS for ELLs®
Secure, large-scale test
Three tiers for each grade level cluster
Tier A: Proficiency levels 1-3
Tier B: Proficiency levels 2-4
Tier C: Proficiency levels 3-5
Approximately one third of the items replaced annually
Administered once per year to satisfy NCLB accountability
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Test Alignment with Proficiency Levels
1
2
3
4
5
ENTERING BEGINNING DEVELOPINGEXPANDING BRIDGING
W-APT™
Tier A
Tier B
Tier C
Annual ACCESS for ELLs®
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Tier Placement
Follow Criteria for Tier Placement (available in
Informational Handbook and at www.wida.us)
Use previous test scores
Use teacher judgment
Keep in mind 70-80% will be Tier B
When in doubt, place the student in the higher
tier
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ACCESS Administration Times
and Weights
Listening (15%):
20-25 minutes, machine scored
Test Times
Speaking,
15
Listening,
25
(Minutes)
Reading (35%):
35-40 minutes, machine scored
Listening
Reading
Writing
Speaking
Writing, 60
Reading, 40
Writing (35%):
Up to 1 hour, rater scored
Test Weights
Speaking,
15%
Listening,
15%
(Percent)
Speaking (15%):
Up to 15 minutes, administrator
scored
Listening
Reading
Writing
Speaking
Writing,
35%
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Reading,
35%
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Structure of ACCESS for ELLs
A (adaptive)
K
Grade Level
and Tier
1-2
ABC
3-5
ABC
6-8
ABC
9-12
ABC
Listening — group admin, machine scored
Domains
Reading — group admin, machine scored
Speaking — individual admin, adaptive, TA scored
Writing
— group admin, rater scored
100 (roll-out Spring 2005)
Forms
101 (roll-out Spring 2006)
102 (roll-out Spring 2012)
103 (roll-out Spring 2013)
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Administering Group
Components
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Test Administration Overview
Listening and Reading are administered together in one
group session (approximately 75 minutes)
Writing is administered in a separate group session
(approximately 75 minutes)
15-20 students per group session
Speaking is administered individually
All test sessions must occur within state’s testing window
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Listening Test
Multiple choice
20-25 minutes
Thematically organized
Scripted
Group administered
Machine scored
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Reading Test
Multiple choice
35-40 minutes
Thematically organized
Group administered
Machine scored
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Examining Reading Items
Across a Strand
Language Arts, Reading, Grades 3-5
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Sample Item
Reading, LA, Grades 3-5, Tier C, P3-5
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Items Tied to Performance Indicators:
Tier C Items
#11: “To Jessica, he was the best dog in the world.” This sentence
shows Jessica’s opinion. Which of the following also shows an
opinion?
PI (p3): Identify language associated with stating opinions found in
fiction or non-fiction text.
#12: When Jessica saw the sign for the lost dog, why did she believe it
was Blue?
PI (p4): Differentiate between statements of fact and opinion found in
various reading selections.
#13: Why does the woman say at the end of the story, “He’s your dog,
all right!”?
PI (p5): Identify author’s reasons or intent for selecting facts or
opinions found in fiction or non-fiction from grade-level language arts
text.
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Reading Items Adapted for Tier A
Simpler text and more graphic support
Items at proficiency levels 1, 2, and 3
For example:
1. Which is Blue?
PI (p1): Match labels or identify facts from pictures and
phrases.
2. “I know he has white spots.” Which words in this sentence tell
you it is a fact?
PI (p2): Identify language associated with stating facts found
in short fiction or non-fiction text supported by pictures or
graphics
3. [Same item from Tier C] “To Jessica, he was the best dog in
the world.” This sentence shows Jessica’s opinion. Which of
the following also shows an opinion?
PI (p3): Identify language associated with stating opinions
found in fiction or non-fiction text.
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Writing Test
Up to 1 hour
4 tasks per tiered form:
1. SI
2. MA
3. SC
4. Integrated Task on Tiers B and C
(combines LA/SS/SI)
Writing task is modeled for child
Rater scored (by MetriTech)
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Sample Item: Writing Grades 6-8
LA Writing PI — 6-8 P5
Defend positions or stances
using original ideas with
supporting details
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Speaking Test
Up to 15 minutes per student
No tiers – adaptive format
Individually administered
3 parts per form:
SI
LA/SS
MA/SC
Scored by test administrator
Qualitative ratings assigned according to
Speaking Rubric
Numeric score calculated by MetriTech
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Navigating the Speaking Test
(Grades 1-12)
Part C
Part B
Part A
T1
T1
T2
T2
T2
T3
If score on
level is ?,
Meets, or
Exceeds,
go to next
level task.
If score on
level is
Approaches
or No
Response,
go to Task 1
of Part B.
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END
T1
T3
T3
If score on
level is ?,
Meets, or
Exceeds,
go to next
level task.
If score on
level is
Approaches or
No Response,
go to Task 1 of
Part C.
T4
T5
If score on
level is ?,
Meets, or
Exceeds,
go to next
level task.
T4
T5
If score on
level is
Approaches or
No Response,
stop the
Speaking Test.
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Speaking Picture Cue Booklet
Picture Cue booklets are printed two sided and bound in a flip chart format. The
picture cue faces the student and the script faces the test administrator. The
script also includes a thumbnail graphic of what the student is seeing.
Script Side
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Picture Cue Side
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Sample Item: Speaking
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Speaking Task: SI, 3-5, Level 1
First let’s talk about things people do outside.
This is a picture of people in a park. I’m
going to ask you some questions about this
picture.
Q1: (Point to TREE) What is this?
Q2: (Point to BALL) What is this?
Q3: (Point to DOG) What is this?
PI:
Respond to WHquestions
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Q4: (If necessary) What else do you see in this
picture (OR) What other things do you see in
this picture?
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Speaking Task: SI, 3-5, Level 2
Now listen carefully. I’ve just asked you some
questions about this picture. Now I want you to
ask me some questions about it. (OR) Pretend
you are the teacher and want to ask me some
questions about this picture. For example, you
could ask me, “Where are the people?” OK?
Q1: (Point to BOY ON BIKE) What do you want to
know about him? (OR) Ask me a question about
him.
PI:
Ask and respond
to questions
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Q2: (Point to PICNIC TABLE) What do you want
to know about this? (OR) Ask me a question
about this.
Q3: What other things do you want to know
about his picture? (OR) What’s another
question you can ask me about (anything in)
this picture?
(Answer student’s question.)
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Speaking Task: SI, 3-5, Level 3
Now let me tell you something about these
children. (Point to CHILDREN PLAYING
CATCH) Their names are Alex and Leticia.
They like to play catch.
Q1: Do you like to play catch?
Q2: (If “Yes”) What else do you like to do?
Q3: (If “No”) What do you like to do?
PI:
Exchange
personal
information
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Q4: What do you like about __________?
(OR) Tell me something about ___________.
Q5: (If necessary) Tell me more.
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Navigating the Test
Part 1: SI
Part 2: LA/SS
T1
Part 3: MA/SC
T1
T1
T2
T2
T2
T3
If score on
task is ?,
Meets or
Exceeds,
go to next
task.
If score on
task is ?,
Meets or
Exceeds,
go to next
task.
or
If score on
task is
Approaches or
No Response,
go to Task 1 of
Folder B.
or
If score on
task is
Approaches or
No Response,
go to Task 1 of
Folder C.
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T3
T3
T4
T5
If score on
task is ?,
Meets or
Exceeds,
go to next
task.
or
T4
T5
If score on
task is
Approaches or
No Response,
stop the
Speaking Test.
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Task Level Expectations
Every task and question asked the student is based on a
set of expectations for what the response will look like.
Areas of speech around which scoring expectations are
based
Linguistic Complexity
Expectations of the quantity and organization of the student’s verbal
response
Vocabulary Usage
Expectations of the student’s use of appropriate vocabulary for grade level
and proficiency level
Language Control
Expectations of the student’s control of English grammar, word choice in
context, and the English sound system
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The Scoring Scale
Speaking Test Scoring Scale
Exceeds
Meets
Exceeds task level expectations in quantity and/or quality
Meets all task level expectations in quantity and quality
Approaches
Approaches task level expectations, but falls short in quantity
and/or quality
No Response
No response; response incomprehensible; student unable to
understand directions
“Meets” is highlighted on the scale to emphasize that a task is designed to
elicit speech that will meet expectations of the proficiency level it targets.
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Scoring Rules
A rating of Meets or Exceeds each receives a point
value of 1.
There are no extra points awarded a score of Exceeds.
The Exceeds rating indicates a strong expectation that the
student will be able to respond with at least a Meets rating to
the following task in the test.
A rating of Approaches or No Response each receives
a point value of 0.
The 0 point value reflects the fact that the student could not
meet one or more of the requirements of the scoring rubric.
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Scoring Rules
If in doubt between a score of Meets or Approaches,
you can mark in the center column below the question
mark (?) on the score sheet and administer the next
task.
 If the student gives a performance that meets the task level
expectations on the next task, assign that task a score of Meets,
and go back and assign the task, previously scored a question
mark, a score of Meets.
 If the student gives a performance that very clearly fails to meet
the task level expectations on the next task, it is most likely that
the performance was also deficient on the previous task.
Assign the current task a score of Approaches or No Response
as appropriate, and go back and assign the task in question a
score of Approaches.
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The Scoring Sheet
The Speaking Test Scoring Sheet is found as the last page of the
student test booklet.
In some states that have a longer test window for the speaking test
than for the other tests, the Speaking Test Scoring Sheet is a
separate document.
Test administrators must make a mark on the scoring sheet
immediately after the student responds to the last question in a
task.
The mark represents the student’s performance on the complete
task, not individual questions on the task.
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The Scoring Sheet
The scoring sheet should be
filled out completely; that is, a
score for each of the 13 task
items must be marked.
Any task not administered
because the student has reached
a ceiling level within a part
should be marked as Not
Administered.
If a “?” is marked for a task and
resolved with a Meets or
Exceeds by administering the
following task, it is not necessary
to erase the mark.
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Speaking Test Materials
Rubrics
Scoring sheet
Samples—sound files
Scored sheets with rationale and transcript
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Kindergarten
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Kindergarten Test
All components individually administered
All components adaptive—stop a test component when
child reaches his/her ceiling
All responses, except for Writing section, recorded by TA
TA scores all components, including Writing, during
administration
Averages 30 minutes per student for all components
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Accommodations for SwD

In general, accommodations for students with
disabilities are allowable, as outlined in IEP.

Accommodations must not invalidate the test
construct.

See Accommodations section of the Test
Administration Manual for a list of allowable
accommodations for the ACCESS test.
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Logistics
Test administrators
Teachers
Other professional staff
Aides?
Students must be grouped by grade level cluster and tier. Tiers
cannot be combined.
Keep the test secure
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Managing Test Security &
Test Operations
for the ACCESS for
ELLs® Testing Window
2012-2013
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Objective
To learn about test security procedures
To explain and clarify the roles and responsibilities of
those involved in testing
To explain and clarify how to handle various possible
security situations
To know what to expect when your test shipment
arrives
Which materials arrive at the district? The school?
How do I keep track of my shipment or order more
materials?
How do I draft a security checklist?
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Security Plan: General Overview
Roles and Responsibilities
Our state/district/school security plan and testing dates
District-level security
Materials
Follow-up
Procedures
Checklists
School-level security
Materials
Follow-up
Procedures
Checklists
Contact information for MetriTech
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General Security Guidelines
Only test administrators or other authorized staff
may handle secure test materials.
Place all secure materials in locked storage.
Do not leave materials unattended before or after
testing.
Do not share any specific test information with
students prior to or after testing.
Do not copy any test booklets or other secure
materials.
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Roles and Responsibilities (1)
District Assessment Coordinator
 Serve as main contact with MetriTech, Inc.
 prepares list of grades to be tested in each school, list of
testing materials required by each school, and testing schedule
of each school
 Coordinates ordering and distribution of test materials to the
schools and returning of test materials to MetriTech
 Takes inventory of materials distributed and returned
 Responsible for training School Assessment Coordinators &
Test Administrators on test administration and security
 Anticipate and answer questions from school assessment
coordinators at your schools
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Roles and Responsibilities (2)
Test Coordinator (at school-level)
 Take inventory of boxes immediately upon their arrival from the
District Assessment Coordinator
 Verify that there are enough testing materials
 Request additional needed testing materials from MetriTech if
necessary
 Coordinate and distribute test materials in your school;
 Take inventory of materials that are returned to District Test
Coordinators
 Remind Test Administrators that all test materials are to be
kept secure and confidential
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Roles and Responsibilities (3)
Test Administrators
 Complete online training course and certification through
Desire2Learn system (www.uwosh.edu/d2l)
 Become familiar with procedures in Test Administration Manual for
test accommodations for ELLs with disabilities
 Fill out the demographic student information on each test booklet (if
pre-ID labels were not ordered)
 Administer the components of ACCESS for ELLs® for which you are
certified (Kindergarten/Group Components/Speaking)
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Materials Received by the District
District Packing List
Each school’s Packing List
Your state’s schedule
Test Administration Manuals (1 per set of 20 test
booklets)
Test Administration Scripts Speaking Test Picture
Cue Booklet/Script (1 per set of 8 booklets ordered
per grade-level cluster)
10 % overage of Listening, Reading and Writing
test booklets
Return instructions and labels
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Sample District Security Checklist
Grade
Materials
Kindergarten
Test Booklets
# of copies
Administrator’s scripts
1-2 Tier A
Test Booklets
Administrator’s scripts
1-2 Tier B
Test Booklets
Administrator’s scripts
1-2 Tier C
Test Booklets
Administrator’s scripts
1 -2
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Speaking Tests
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Materials for Each School
School Packing List
Grade/Tier Header Sheets
Documentation of Materials Not Returned form
District and School Test Administration Manuals
(1 per set of 20 test booklets)
Speaking Tests for each grade-level cluster;
Listening, Reading and Writing test booklets and
scripts for each grade/tier tested
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School Procedures Upon Receipt
of Test Materials
Divide test booklets into groups for each scheduled testing session
Test booklets may not be distributed prior to testing session
Students must use Number 2 pencils; the scanning equipment
used to score answer documents will not read anything but
Number 2 pencil marks
Place pre-ID labels containing the student demographic information
in the box on the front cover of the test booklet
If pre-ID labels were not ordered or if any label contains incorrect
information, the student demographic information must be filled in by
hand; school test coordinator will give District Code number and
School Code number to test administrators
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Sample School Security Checklist (Part 1)
School Security Checklist
ACCESS for ELLs® Check List
Spring 2012
District:________________ School:___________________
DIRECTIONS: The School Test Coordinator must make sure that the test
administrator has signed the Agreement to Maintain Confidentiality
before issuing secure test materials. The test administrator must date
and sign this form when secure test materials are issued. The School
Test Coordinator must sign this form when secure test materials are
returned.
NOTE: The School Test Coordinator should keep one copy of all completed
forms and return the original to the District Test Coordinator with the
secure test materials.
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School Security Checklist (Part 2)
Grade
Materials
Kindergarten
Test Booklets
# of copies
Receiving Test
Administrator’s
Signature
Date & Time
Received
School Test
Coordinator’s
Signature
Date and
Time
Returned
Administrator
scripts
1-2 Tier A
Test Booklets
Administrator
scripts
1-2 Tier B
Test Booklets
Administrator
scripts
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MetriTech Contact Information
Telephone: (217) 398-4868
Toll-Free: (800) 747-4868
Fax: (217) 398-5798
E-mail: wida@metritech.com
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Interpreting ACCESS for ELLs® Results
Be familiar with the ELP Performance
Definitions
Target certain reports to specific
stakeholders
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Consider summarizing or consolidating the
suggestions for using the information from
each score report according to target
audience.
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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.
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Types of Scores
Raw Scores---by ELP Standard
Scale Scores
Vertically scaled K-12 (100-600)
Scale scores for each language domain are
separate
English Language Proficiency Level (1.0-6.0)
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Scores
Language Domains—Listening, Speaking, Reading, and
Writing
Composite Scores
Oral Language (50% L + 50% S)
Literacy (50% R + 50% W)
Comprehension (30% L + 70% R)
Overall (15% L + 15% S + 35% R + 35% W)
NA (Not Attempted)=Absent
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Types of Reports
Individual Student Parent/Guardian
Teacher
Student Roster
School Frequency Report by Grade
District Frequency Report by Grade
Electronic data from MetriTech
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What does the parent report tell us?
Information about the student’s English language
proficiency in relation to the WIDA ELP Standards—NOT
information on the student’s academic achievement
Indicates the extent to which a student has acquired
listening, speaking, reading and writing—reflective of a
test given annually.
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How do we use this information?
Standards-based results help inform curriculum,
instruction and assessment of ELLs.
The Overall Score summarizes student’s global
language proficiency.
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 standards
Individual report components offer a starting point for
differentiating instruction and assessment.
Rubrics in Interpretative Guide—Writing and
Speaking—criteria with rubrics scaffold across the
levels of language proficiency and may be used in
assessing classroom tasks and projects throughout the
year.
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Using this information?
Examine scores from each language domain within a
grade level cluster to detect patterns. (To what extent are
there differences in student performance between the
language domains, and are these differences attributed to
second language development or delivery of instructional
services?)
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Continued:
Inform school and district improvement plans for ELLs.
A starting point for grouping students for support services
according to their Overall Score or by their profiles
according to language domains.
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How to use this information
Frequency reports for two consecutive years provide crosssectional data (unless the set of students from one year to the
next is identical, which is highly unlikely.)
If data in this report are used to make cross-sectional
comparisons, this is applicable across grade level clusters, as
ACCESS for ELL’s is a vertically scored test, k-12.
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In communicating results of this report, use both the
numbers and their corresponding percents. If numbers
are low, the percent may appear distorted if shown in
isolation.
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How do we use this information?
This report may serve as a district’s estimate of the number
and/or percent of students who have met criterion for Annual
Measurable Achievement Objectives (AMAO’s).
Data can be shared with local boards of education or
community groups.
Information will be useful in planning, designing, or
restructuring program services.
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Guide and
Parent/Guardian
Report Translation
available on the
WIDA Website
(www.wida.us)
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For more information, please contact the WIDA
Hotline:
1-866-276-7735 or www.wida.us/helpform
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
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