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Wisconsin Knowledge and Concepts Examination And ACCESS for ELLs Post-Test Workshops May 5, 2009 May 7, 2009 Purpose of the Post-Test Workshops Understanding, Interpreting and Explaining 2008-09 WKCE/WAA Test Results Accessing WKCE Reports Using WSAS On-line Reporting System (Turnleaf)

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Wisconsin Knowledge and Concepts Examination And ACCESS for ELLs

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Wisconsin Knowledge and Concepts Examination

And

ACCESS for ELLs

  • Post-Test Workshops

  • May 5, 2009

  • May 7, 2009


Purpose of the

Post-Test Workshops

  • Understanding, Interpreting and Explaining 2008-09 WKCE/WAA Test Results

  • Accessing WKCE Reports Using WSAS On-line Reporting System (Turnleaf)

  • Adequate Yearly Progress (AYP)

  • ACCESS for ELLs

  • Looking Ahead to Fall 2009


Understanding,Interpreting,andExplaining 2008-09 WKCE/WAA Test Results


WKCE/WAA Reports

  • Individual Profile Report (IPR)

  • School Record Sheet

  • Proficiency Summary

  • Item Response Analysis

  • Item Analysis Summary by Standard

  • Standards Performance Summary

  • Scale Score Summary

  • Extended Writing Sample by Rubric & Student Group

  • 1 & 2 Year Growths

  • Longitudinal Data- Individual Students


Individual Profile Report (IPR)

(sample in your binder)

  • Printed on paper; not available through Turnleaf On-line Reporting System

  • Buildings received two copies for each student (February 2009):

    • One copy for the school (cum folder)

    • One copy for the parent/guardian

  • Students who took the Wisconsin Alternate Assessments received a separate IPR


WKCE - Individual Profile Report (IPR)

Student’s Score

State Percentile Score

Student’s Range of scores

Writing Scores

Framework/Standard


Backside of WKCE Individual Profile Report


WAA - Individual Profile Report (IPR)

Total Points Possible

Student’s Score

Cut Scores

Framework/Standard

Percent correct


Backside of WAA Individual Profile Report


School Record Sheet - WKCE

State

District

School

Student results in alpha order


School Record Sheet – WAA SwDis

State Average

District Average

School Average

Total Points Possible

Student results in alpha order


School Proficiency Summary – WKCE/WAA

Breakdown by Demographic Groups

Unshaded boxes in each row add to 100%


Item Response Analysis – Selected Response (SR)

Percent choosing each optional answer

Correct answer checked

Percent Correct

Depth of Knowledge

Item number


Item Response Analysis – Constructed Response (CR)

Average points awarded

Percent of students scoring at each point value

Possible points


Item Analysis Summary by Standard

Possible points and average points awarded (for each framework/standard)

Demographic groups


Standards Performance Summary

Standards Performance Index by Framework/Standard

A Standards Performance Index (SPI) is an estimate of the number of questions that a student could be expected to answer correctly if there had been 100 questions measuring that content standard on the test. The average SPI is the mean of the SPIs for students tested in that standard.

Demographic groups


Scale Score Summary

Average scale score for each group

Demographic groups


Extended Writing Sample by Rubric

Frequency distribution of points awarded

Type of score

Average points awarded by group

Points possible


Extended Writing Sample by Student Group

Distribution of awarded points

Demographic groups


1 Year Scale Score Growth by Student (Change in Scale Score from 2007-08 to 2008-09)

Demographic data

Demographic data

Change in scale score

Proficiency level/Scale Score


2 Year Scale Score Growth by Student (Change in Scale Score from 2006-07 to 2008-09)

Demographic data

Change in scale score

Proficiency level/Scale Score


Longitudinal Data – Individual Student

Grade/proficiency level/scale score by content area and SPI by framework/standard for 2006-07, 2007-08, 2008-09


Scale Score Continuum LineReading

Gr 3

270

394

430

466

640

B

P

A

280

396

440

489

650

Gr 4

B

P

A

290

401

444

497

690

Gr 5

B

P

A

300

418

457

514

730

Gr 6

B

P

A

310

434

467

523

780

Gr 7

B

P

A

330

445

480

539

790

Gr 8

B

P

A

350

456

503

555

820

Gr 10

B

P

A

B = Basic P = Proficient A = Advanced


Scale Score Continuum LineMath

Gr 3

220

630

392

407

452

A

P

B

240

421

438

484

650

Gr 4

B

P

A

270

445

463

505

680

Gr 5

B

P

A

310

464

485

532

700

Gr 6

B

P

A

330

480

504

555

710

Gr 7

B

P

A

350

483

513

573

730

Gr 8

B

P

A

410

516

541

595

750

Gr 10

B

P

A

B = Basic P = Proficient A = Advanced


WSAS On-Line Reporting System

http://wsasors.turnleaf.com

(on-line Turnleaf Training)


Adequate Yearly Progress

(AYP)


Determining AYP: 2008-09

Schools & districts must meet criteria for four AYP objectives:

95% of total # of students enrolled in the tested grades

Test Participation

74% Proficiency Index (FAY)

Reading

Mathematics

58% Proficiency Index (FAY)

Other Indicator

90% of statewide average or growth:

80% graduation or 85% attendance

(Attendance/graduation)


2008-09 AYP Notification

  • Only districts/schools that are in one or more of the following four categories will be notified in writing of their preliminary AYP status by May 22, 2009:

    • missed AYP for 2008-09, or

    • are identified for improvement at the school or district (SIFI or DIFI), or

    • missed AYP in 2007-08 and have now met AYP in all areas, or

    • were identified for improvement previously and are now in satisfactory status.


100

3-8 testing began 2005-06

80

61%

60

Accelerated annual gains beginning 2010-11

40

20

0

Determining AYP: Annual Measurable Objectives (AMOs)

Required Proficiency by 2013-14= 100%

74%

67.5%

58%

47.5%

% Proficient/Advanced

37%

Reading

Mathematics

2012-13

2013-14

2011-12

2010-11

2001-02

2009-10

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09


Annual Measurable Objectives (AMO)

READING

MATHEMATICS

Starting Point

2001-02

61%

37%

2002-03

61%

37%

2003-04

61%

37%

Intermediate Goal

2004-05

67.5%

47.5%

(Begin new 3-8 tests)

2005-06

67.5%

47.5%

2006-07

67.5%

47.5%

Intermediate Goal

2007-08

74%

58%

2008-09

74%

58%

2009-10

74%

58%

Intermediate Goal

2010-11

80.5%

68.5%

Intermediate Goal

2011-12

87%

79%

Intermediate Goal

2012-13

93.5%

89.5%

Goal: All Proficient

2013-14

100%

100%

Annual Measurable Objectives for Reading and Mathematics

2002-03 through 2013-14

PERCENT OF WI STUDENTS WHO NEED TO SCORE AT PROFICIENT/ADVANCED


Growth and AYP

Some states are beginning to use growth models as part of calculating AYP.

  • WI will be eligible beginning 2008-09.

  • Research studies are under way to explore how our data works with different approaches to growth modeling.

  • Currently approvable growth models used by some states do not produce significantly different results from the current status approach of NCLB.

  • WI is exploring multiple approaches to growth to prepare for potential broader options that might be allowable pending any changes that could come with NCLB reauthorization.


Public Release of Data

  • Public release of WSAS data was April 28, 2009

  • WINSS has been updated


ACCESS for ELLs


The Purpose of ACCESS for ELLs

  • Monitor student progress in English Language Proficiency on a yearly basis (NCLB)

  • Serve as a criterion when English Language Learners have attained full language proficiency


WIDA Consortium


The Levels of English Language Proficiency

5

BRIDGING

4

EXPANDING

3

DEVELOPING

2

BEGINNING

1

Formerly LEP

ENTERING

6

Never LEP

7


ACCESS for ELLs

  • 40 KUSD schools participated in testing

  • 2,025 students were tested

    • 1,253 in elementary

    • 424 in middle school

    • 348 in high school

  • ELL students in KUSD represent nearly 40 different languages

    • Approximately 90% Spanish


ACCESS for ELLs

  • Assessment in each of the four language domains:

    • Listening – multiple choice

    • Reading – multiple choice

    • Speaking – individually administered, scored with speaking rubric

    • Writing – group administered,

      scored with writing rubric


ACCESS for ELLs Scores

  • Raw Scores

  • Scale Scores

  • Proficiency Levels


Teacher Report (bottom portion)


Raw Scores

  • Listening and Reading

    • Based on number of correct items

  • Speaking

    • Based on number of tasks met

  • Writing

    • Based on points received in three components of writing rubric


Teacher Report (top portion)


Scale Scores

  • Allows scores across grades and tiers to be compared on a single scale

  • Each language domain has a separate scale

  • Scale scores range from 100 to 600


Proficiency Levels

  • Interpretive scores (based on scale scores)

    • Range from 1.0 to 6.0

  • Whole number indicates level

    • (1=entering, 2=beginning, etc.)

  • Decimal indicates proportion within proficiency level

    • 1.5 is half way through Level 1 (Entering)


Proficiency Levels

  • Cut scores are based on grade level. No changes from last year.

  • 2005-06 cut scores are different because they were based on grade cluster.

  • Each language domain has separate cut scores.


Composite Scores

  • Oral Language

    • 50% Listening + 50% Speaking

  • Literacy

    • 50% Reading + 50% Writing

  • Comprehension

    • 70% Reading +30% Listening

  • Overall

    • 35% Reading + 35% Writing + 15 % Listening + 15% Speaking


Confidence Bands

  • Represents Standard Error of Measurement (SEM) of scale score

  • Illustrates a student’s possible range of language proficiency based on his test score with a 95% probability of accuracy


Listening and Reading Caps

  • Maximum for Tier A is 4.0

  • Maximum for Tier B is 5.0

  • Unlikely to receive an overall score of 4.0 or 5.0 in Tier A or B, respectively


Non-Scoring Codes

  • Non-scoring codes were available for absent, refused, invalidated, special education

  • Language domain may receive NA (not attempted)

  • Composite scores will not be computed if any language domain is missing


Kindergarten Test

  • Based on PreK–K set of model performance indicators

  • Developmentally appropriate

  • Interactive format


Kindergarten Scores

  • Scale scores now are part of the one continuum ranging from 100-600

    • Previously there were caps on all language domains, except speaking

  • Proficiency levels range from 1.0 to 6.0

    • Previously the maximum overall score on the kindergarten test was 3.7


Kindergarten Proficiency Levels

  • Two Proficiency Levels

    • One for accountability purposes

      • 1.0 to 6.0

    • One for instructional purposes

      • K1.0 to K6.0

      • Based on PreK-K cluster which places more weight on pre-literacy, and less on reading and writing


Kindergarten Teacher Report

Accountability Proficiency Level

Instructional Proficiency Level


Student Roster Report

Language Domains

Composite Scores

Tier Level


School Frequency Report

Language Domains

Composite Scores


Parent/Guardian Report


Parent/Guardian Report

  • Translations available in 21 languages

  • Sample parent letters on-line

  • http://www.wida.us./assessment/ACCESS/ScoreReports/index.aspx


Annual Measurable Achievement Objectives (AMAOs) for ELLs

  • AMAO 1: Progressing in English language acquisition

    • At least 50% of ELLs at Levels 1-4 must meet the required ELP level increase


AMAO 1 for ELLs: Progress


Annual Measurable Achievement Objectives (AMAOs)

  • AMAO 2: Exiting or reaching English language proficiency

    • At least 20% of eligible ELL Students must exit

  • AMAO 3: AYP for ELLs

    • District must meet AYP for the ELL subgroup in reading and math


ACCESS for ELLs1, 2 and 3-year Growth

  • Provided for 2008-09 students tested in your building

  • Growth in Proficiency Level in all Language Domains

  • Growth in Overall Scale Score


ACCESS for ELLs1, 2, and 3-year Growth


Looking Ahead to Fall 2009


Fall 2009 Testing Window

  • Fall 2009 WKCE & WAA-SwD testing window is October 27 – November 28.

  • ACCESS for ELLs testing window is November 30, 2009 – February 12, 2010.

  • Testing windows through 2014-15 are available at http://dpi.wi.gov/oea/calendar.html.


Grade 4/8/10 Test Booklet

  • Switch from two separate booklets to one test booklet

  • Test packing will be easier

  • Prepare students for larger test booklet.


Fall 2009 WAA-SwD

  • Performance-Task assessment

    • Reading and Mathematics at grades 3-8, and 10

    • Science at grades 4, 8, and 10

  • Rater Form Assessment

    • Social Studies and Language Arts/Writing at grades 4, 8, and 10

  • WAA-SwD will be given during the SAME window as the WKCE.


  • Fall 2009 WAA-SwD

    • A student must participate in either the WKCE or the WAA-SwD

    • IEP Team decision

    • Participation Checklist

      • http://dpi.wi.gov/sped/doc/form-i7a.doc


    Participation Checklist


    Accommodations Matrix

    • dpi.wi.gov/oea/pdf/accom08.pdf


    a

    Note: Science has been added to the requirement


    2009-10 NAEP Testing

    • Selected districts and schools will receive notification of NAEP participation in late May.

    • NAEP tests students in grades 4, 8, and 12 in Reading, Math, and Science


    More Information

    DPI Publications:

    http://dpi.wi.gov/oea/publications.html

    Released Items from the WKCE:

    http://dpi.wi.gov/oea/releaseitems.html

    WKCE Elementary School Educator’s Guide:

    http://dpi.wi.gov/oea/pdf/kcedguid06el.pdf

    WKCE Middle School Educator’s Guide:

    http://dpi.wi.gov/oea/pdf/kcedquid06md.pdf

    WKCE High School Educator’s Guide:

    http://dpi.wi.gov/oea/pdf/kcedguid06hi.pdf


    Questions???

    Please contact the Office of

    Educational Accountability

    653-6259

    Andy Lattimore

    Linda Langenstroer

    Renee Blise

    Marti Schultz

    Julie Stancato


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