Using Data from ACCESS for ELLs

1. Driving Instruction and Differentiation Using Data fromACCESS for ELLs® Good morning/afternoon. Welcome to the second ESOL/Title III Professional Learning Session presented by the Office of World Languages. My name is _________________________. I am (provide brief description; including work site(s) and capacity within the Office of World Languages). The purpose of today’s presentation is [click to advance slide]…Good morning/afternoon. Welcome to the second ESOL/Title III Professional Learning Session presented by the Office of World Languages. My name is _________________________. I am (provide brief description; including work site(s) and capacity within the Office of World Languages). The purpose of today’s presentation is [click to advance slide]…

2. 2 I. To provide a brief refresher on ACCESS/data reporting; II. To examine immediate applications of ACCESS test data; III. To know the general and specific implications for curriculum development and delivery of support services; and IV. To become familiar with aligning GPS/WIDA standards for differentiated instruction. Agenda [read verbatim. After bullet IV, begin with description of ACCESS for ELLs. Click to advance][read verbatim. After bullet IV, begin with description of ACCESS for ELLs. Click to advance]

3. WIDA Consortium / CAL / Metritech 3 Test Alignment with Proficiency Levels ACCESS for ELLs® stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the World Class Instructional Design and Assessment (WIDA) Consortium's approach to instructing and evaluating the progress of English language learners. ACCESS for ELLs is used to determine the English language proficiency levels and progress of ELLs in the domains of speaking, listening, reading, and writing. ACCESS for ELLs five main purposes are to: determine the English language proficiency level of students; provide districts with information that will help them evaluate the effectiveness of their ESOL programs; provide information that enhances instruction and learning in programs for English language learners; assess annual English language proficiency gains using a standards-based assessment instrument; provide data for meeting federal and state requirements with respect to student assessment. The three tiers of the ACCESS for ELLs test are calibrated to best serve ELLs at the boundaries indicated on the figure. It is expected that the majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to exiting from ELL status. Emphasize: Using the KW-APT to place students for 1st semester—score is descriptive, not numeric. A numeric value will be given once the student tales ACCESS in the spring. ACCESS for ELLs® stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the World Class Instructional Design and Assessment (WIDA) Consortium's approach to instructing and evaluating the progress of English language learners. ACCESS for ELLs is used to determine the English language proficiency levels and progress of ELLs in the domains of speaking, listening, reading, and writing. ACCESS for ELLs five main purposes are to: determine the English language proficiency level of students; provide districts with information that will help them evaluate the effectiveness of their ESOL programs; provide information that enhances instruction and learning in programs for English language learners; assess annual English language proficiency gains using a standards-based assessment instrument; provide data for meeting federal and state requirements with respect to student assessment. The three tiers of the ACCESS for ELLs test are calibrated to best serve ELLs at the boundaries indicated on the figure. It is expected that the majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to exiting from ELL status. Emphasize: Using the KW-APT to place students for 1st semester—score is descriptive, not numeric. A numeric value will be given once the student tales ACCESS in the spring.

4. 4 Score Reports & Stakeholders This slide is a summary of all the reports from ACCESS for ELLs. , but you will be looking at the parent and teacher reports in detail, so you may not want to take too much time on this specific slide. You can mention, that this concise summary comes from the Interpretive Guidelines sent to each school and explained in detail at www.wida.usThis slide is a summary of all the reports from ACCESS for ELLs. , but you will be looking at the parent and teacher reports in detail, so you may not want to take too much time on this specific slide. You can mention, that this concise summary comes from the Interpretive Guidelines sent to each school and explained in detail at www.wida.us

5. 5 Student’s parent or guardian gets the report Provided in English and 18 additional languages (visit www.wida.us) A letter to accompany the report in parents’ primary language is suggested Other stakeholders – student, teachers, school teams Student’s parent or guardian gets the report Provided in English and 18 additional languages (visit www.wida.us) A letter to accompany the report in parents’ primary language is suggested Other stakeholders – student, teachers, school teams

6. 6 Teachers and other stakeholders, such as administrators, have access to this report The Overall Score summarizes student’s global language proficiency and allows examination of strengths and weakness by domain Individual report components offer a starting point for informing the areas of curriculum, instruction and assessment of ELL’s. Suggestions for the differentiation across levels of language proficiency can be found in the strands of the model performance indicators Rubrics in Interpretative Guide –Writing and Speaking –scaffold across levels of language proficiency and may be used in classroom instruction and assessment throughout the year Teachers and other stakeholders, such as administrators, have access to this report The Overall Score summarizes student’s global language proficiency and allows examination of strengths and weakness by domain Individual report components offer a starting point for informing the areas of curriculum, instruction and assessment of ELL’s. Suggestions for the differentiation across levels of language proficiency can be found in the strands of the model performance indicators Rubrics in Interpretative Guide –Writing and Speaking –scaffold across levels of language proficiency and may be used in classroom instruction and assessment throughout the year

7. Action Steps Students may not be exited until CRCT scores return, BUT. . . . ACCESS for ELLs data may be used: To determine AYP, AMAOs, program integrity To make curriculum development decisions for summer school placement for immediate ESOL program placement in the other 21 WIDA consortium states for ESOL program exit Therefore, teacher/parent reports should be kept in PR folders. PR folders must be kept up to date! Once ACCESS results are returned, they may be used for the following action steps. Be sure to emphasize the importance of keeping copies of the various reports in the student’s PR Folders. Once ACCESS results are returned, they may be used for the following action steps. Be sure to emphasize the importance of keeping copies of the various reports in the student’s PR Folders.

8. When are Students Ready to Exit? Tier C only! Score of at least Level 5. Pass the CRCT in Reading comprehension (reading on or above grade level) *Exiting decisions should always be supported by additional data! [Students are ready to exit the ESOL program when the following conditions have been met]. [Students are ready to exit the ESOL program when the following conditions have been met].

9. Exiting Paperwork Language Assessment Conference (LAC) Required document for program exit must be signed by the ESOL teacher (and classroom teacher/appropriate administrator in some cases) All LACs must be approved by the Office of World Languages. Include additional documentation to support decision to exit or retain the student. Such as, academic checklists, skills assessments, recommendations from content teachers LAC = Language Assessment Conference. This is the form used for exiting students from ESOL. Ideally, this is a meeting between the ESOL teacher, the classroom teacher, any other teachers who work with this student, and possibly an administrator. Supporting documentation from the classroom teacher that shows how well the student is doing in class. This is used for students who may not meet all of the requirements for exiting, but the teachers feel that further ESOL services are not in the best interest of the child. The original LAC (with the original signatures) should go into the student’s permanent file. Copies should go to Your ESOL files The classroom teacher (as a courtesy) The administrator who signed the form The Office of World Languages at Campbell/SRT-2 The professional judgment of the classroom teacher is also considered during LAC. They may provide input on how the student is doing in class, what kind of challenges the student faces, or where the students is demonstrating improvement. Some students have been in ESOL for many years. They may need content more than they need pullout ESOL support. They may just have performed poorly on their ACCESS and the teachers feel that the test scores do not reflect the student’s true capability. This form helps make the case for exiting a student from ESOL who may not have met all of the requirements for exiting traditionally. It may also be used to help make the case for the recommendation of alternative services for the student. Maybe the student doesn’t need to be in ESOL, but qualifies for EIP or PEC Services. The LAC gives the teacher some documentation to further that objective. LAC = Language Assessment Conference. This is the form used for exiting students from ESOL. Ideally, this is a meeting between the ESOL teacher, the classroom teacher, any other teachers who work with this student, and possibly an administrator. Supporting documentation from the classroom teacher that shows how well the student is doing in class. This is used for students who may not meet all of the requirements for exiting, but the teachers feel that further ESOL services are not in the best interest of the child. The original LAC (with the original signatures) should go into the student’s permanent file. Copies should go to Your ESOL files The classroom teacher (as a courtesy) The administrator who signed the form The Office of World Languages at Campbell/SRT-2 The professional judgment of the classroom teacher is also considered during LAC. They may provide input on how the student is doing in class, what kind of challenges the student faces, or where the students is demonstrating improvement. Some students have been in ESOL for many years. They may need content more than they need pullout ESOL support. They may just have performed poorly on their ACCESS and the teachers feel that the test scores do not reflect the student’s true capability. This form helps make the case for exiting a student from ESOL who may not have met all of the requirements for exiting traditionally. It may also be used to help make the case for the recommendation of alternative services for the student. Maybe the student doesn’t need to be in ESOL, but qualifies for EIP or PEC Services. The LAC gives the teacher some documentation to further that objective.

10. ACCESS Results and Instruction DO something with that DATA! Use data to drive instruction Identify areas of improvement for students Identify areas of improvement for teaching Find ACCESS results/WIDA standards on INsight (REMEMBER, WIDA standards should be posted in every classroom!!) Share your success! [verbatim][verbatim]

11. Instructional Design 11 [Now let’s discuss how the WIDA standards (assessed on ACCESS) and GPS (assessed on Georgia Standardized Tests) can be aligned to differentiate instruction][Now let’s discuss how the WIDA standards (assessed on ACCESS) and GPS (assessed on Georgia Standardized Tests) can be aligned to differentiate instruction]

12. 12 [Using a backwards design model, featuring: Content and Language Standards Essential Questions Enduring Understandings Learning Outcomes Materials and Resources Assessment and Evaluation GPS and WIDA standards can be easily aligned in three steps][Using a backwards design model, featuring: Content and Language Standards Essential Questions Enduring Understandings Learning Outcomes Materials and Resources Assessment and Evaluation GPS and WIDA standards can be easily aligned in three steps]

13. Step I: Identify Desired Results  Standards Essential Questions (What is the “big idea”?) Enduring Understanding (How do you apply and use in real-life situations?) Source: Backward Design by Wiggins and McTighe 13 [verbatim] [Here, it is essential that you have an understanding of both GPS and WIDA standards appropriate for the grade and content you teach. WIDA standards may be found at www.wida.us] [verbatim] [Here, it is essential that you have an understanding of both GPS and WIDA standards appropriate for the grade and content you teach. WIDA standards may be found at www.wida.us]

14. Step II: Determine Acceptable Evidence Summative Assessment (ACCESS for ELLs®) Formative Assessment Source: Backward Design by Wiggins and McTighe 14 [Decide if the evidence of learning is formative (demonstrating improvement toward mastery) or summative (proving mastery of content). Performance indicators for both are built in WIDA standards].[Decide if the evidence of learning is formative (demonstrating improvement toward mastery) or summative (proving mastery of content). Performance indicators for both are built in WIDA standards].

15. 15 [Here is an example of test questions presented on the Tier B ACCESS for ELLs, Grades 1-2. What skills might the student need in order to answer correctly? Ask audience members to discuss, pause before advancing][Here is an example of test questions presented on the Tier B ACCESS for ELLs, Grades 1-2. What skills might the student need in order to answer correctly? Ask audience members to discuss, pause before advancing]

16. Sample ACCESS for ELLs®Test Items (Summative Framework) 16 [The table at the top comes directly from the WIDA standard 1. The chart below (Folder A) shows the correct answers, the proficiency level, and the Model Performance Indicator (MPI) assessed. Regardless of grade cluster, all ACCESS for ELLs tests work in a similar fashion. Therefore, scaffolding instruction according to student’s needs is clearly articulated.][The table at the top comes directly from the WIDA standard 1. The chart below (Folder A) shows the correct answers, the proficiency level, and the Model Performance Indicator (MPI) assessed. Regardless of grade cluster, all ACCESS for ELLs tests work in a similar fashion. Therefore, scaffolding instruction according to student’s needs is clearly articulated.]

17. Step III: Plan Learning Experiences and Instruction Identify Learning Outcomes (State the objective and identify skills) Instructional Strategies (Integrate the Language Domains: Listening, Speaking, Reading , Writing) Refine Learning Experiences (Develop activities which provide interdisciplinary connections, technology integration, and a global perspective for English language learners) Select Multi-Genre Resources (Internet, Authentic realia, Novels, Magazines, Textbooks, etc.) 17 [verbatim][verbatim]

18. Standards in Practice WIDA ELP Standard Number 1 - Social and Instructional Language:Natalie Fullerton, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates teaching the language function of classify through social and instructional language. PLAY VIDEO Social and Instructional Language Handout WIDA ELP Standard Number 2 - The Language of Language Arts:Eric Blomquist, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates teaching the language function of sequencing through the language of language arts. PLAY VIDEO WIDA ELP Standard Number 3 - The Language of Mathematics: Sharon Hoffert, a high school mathematics teacher for Chesterfield County Public Schools, demonstrates teaching the language function of create and change through the language of mathematics. PLAY VIDEO Mathematics Handout WIDA ELP Standard Number 4 - The Language of Science:Donna O’Neill, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates techniques in the language function of record through the language of science. PLAY VIDEO Science Handout WIDA ELP Standard Number 5 - The Language of Social Studies: Robin Liten-Tejada, ESOL/HILT Secondary Specialist for Arlington County Public Schools, demonstrates teaching the language function of compare and contrast through the language of social studies. PLAY VIDEO Social Studies Handout Source: Virginia Department of Education 18 [As an additional resource, teachers in Virginia (also a WIDA Consortium State) have created videos to demonstrate how content and language objectives support one another.] Poll audience for which video they want to see[As an additional resource, teachers in Virginia (also a WIDA Consortium State) have created videos to demonstrate how content and language objectives support one another.] Poll audience for which video they want to see

19. ESOL Instructional Plan (Sample) Aligning GPS and WIDA English Language Proficiency Standards 19 [The following is a sample plan featuring GPS/WIDA standards alignment for instruction differentiated to address English Language proficiency.][The following is a sample plan featuring GPS/WIDA standards alignment for instruction differentiated to address English Language proficiency.]

20. 20 Be sure to have participants guess the GPS, review each column and discuss contents. Ask how this information might be differentiated for the grade and content they teach.Be sure to have participants guess the GPS, review each column and discuss contents. Ask how this information might be differentiated for the grade and content they teach.

21. Activity 21 Have participants practice with samples provided.Have participants practice with samples provided.

22. 22 Have participants fill out chart in groupsHave participants fill out chart in groups

23. Resources Georgia Department of Education: http://www.doe.k12.ga.us/ci_iap_esol.aspx WIDA: www.wida.us Virginia Department of Education English as a Second Language VDOE WIDA ELP Standards Instructional Videos. http://www.doe.virginia.gov/VDOE/Instruction/ESL/elp_videos.html# Backward Design: www.greece.k12.ny.us/instruction/ela/6-12/Backward Design/top10.htm 23

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