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Alternate ACCESS for ELLs® Grades 1-12 Training
December 8, 2014
Testing UnitErica Thompson
Jessica Lyons
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To develop awareness of the structure and administration procedures of Alternate ACCESS for ELLs®
To understand the organization and format of each component of the assessment (Listening, Reading, Speaking and Writing)
To learn the procedures for administering and reliably scoring the tests
Handling Test Materials2
Today’s Objectives
Four Grade-Level Clusters
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1-2 3-5 6-8 9-12
No Kindergarten Test
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Assessment Overview
Listening
Speaking
Reading
Writing
Process, understand, interpret and evaluate spoken language in a variety of situations
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Engage in written communication in a variety of situations for a variety of purposes and audiences
Engage in oral communication in a variety of situations for a variety of purposes and audiences
Language Domains
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Overview of Alternate ACCESS for ELLs®
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2015 ACCESS for ELLs® Testing Schedule
Task Start Date End Date
Test Ordering 10/9/14 11/06/14
Pre-ID Ordering- State ProvidesLabel Pull 10/9/14 11/06/14
Schools Receive Test Materials 12/15/14
Test Window 01/01/15 02/13/15
Additional Materials Deadline (Call Testing Unit if needed past this date) 01/30/15
Data Validation Window 03/24/15 04/03/15
Reports Shipped to Districts 04/20/15 04/22/15
Printed Report Correction Window 4/22/15 5/7/15
Alternate ACCESS for ELLs®
Rosters will be created in SDRR on a separate rosterAdd/Remove students Verify student demographics/biographics List appropriate exemptionsList IEP (Yes/No) – Must match Infinite Campus
Accommodations - Mark Yes/No Mark each domain where WIDA-approved accommodations
were used
Rosters on SDRR
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What is Alternate ACCESS for ELLs®?
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A test developed specifically for students identified as English language learners with significant cognitive disabilities
Based on the WIDA Alternate English language proficiency levels
A paper and pencil assessment All components of the test are individually
administered
Test will be Form 103 Administered individually Test Administrator scores all sections No tier levels English Language Proficiency Levels
A1- Initiating A2- Exploring A3- Engaging ACCESS Levels 1-3
Grade level clusters: 1-2, 3-5, 6-8, and 9-12
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Alternate ACCESS
Schools will need to contact Tammy Durham for ACCESS passwords.
Do not share your ACCESS passwords. It is a secure test. Use a # 2 pencil, pens are not permitted. Grade Header sheets may be duplicated. Manuals, test materials and other forms can’t be
duplicated. Test booklets may not be distributed to teachers
and administrators prior to the testing dates.Test Administrator must provide BAC with WIDA certificate
verifying successful completion of Alternate ACCESS quiz.11
Alternate ACCESS
Test Security
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Test materials stored in teachers classrooms must be under DOUBLE LOCK.Test materials stored with BACs must be under at least SINGLE LOCK.
Purpose of Alternate ACCESS for ELLs®
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Provides ELLs with significant cognitive disabilities an opportunity to demonstrate their English language proficiency: in Listening, Speaking, Reading and Writing in four English Language Proficiency (ELP) standards
social and instructional language the language of language artsthe language of mathematicsthe language of science
Meets the No Child Left Behind Act (NCLB; 2001) and Individuals with Disabilities Education Improvement Act (IDEA; 2004) accountability requirements
Who Should Take the AlternateACCESS for ELLs®?
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Only ELLs with significant cognitive disabilities. Typically this includes students that have one or more of the
existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)
Students whose cognitive impairments may prevent them from attaining grade level achievement standards. (adapted from U. S. Department of Education: Alternate Achievement Standards of Students with the Most Significant Cognitive Disabilities Non Regulatory Guidance, August 2005)
Student has been identified as an ELL (LEP)Student has been identified as having one or more
of the existing categories of disabilities under IDEA (e.g., intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)
Student is participating in alternate curriculum and in state-wide alternate accountability assessments
IEP team recommended the assessment after considering all three criteria above
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Criteria for Selecting Students
BAC Responsibilities
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Read the entire TAM.Follow all directions carefully to ensure accurate
reporting of data.Immediately inventory test materials upon receipt.Request any additional materials needed for testing
from the Testing Unit.Coordinate the distribution and return of all test
materials.Coordinate the administration of the Alternate
ACCESS for ELLs in your school.Complete the test schedule.Emphasize the use of No. 2 pencils.
Pens, highlighters, crayons, mechanical pencils, etc. are not permitted.
Test Administrators (TA)
1. Complete the Administration Code and Inclusion of Special Populations
Training
Classrooms materials must be covered/removed or test in a content
free environment.
TA cannot receive the test materials before the testing window opens.
2. Read the Test Administration Manual (TAM)
3. Complete online Alternate ACCESS for ELLs® quiz on the WIDA Website (
www.wida.us) with at least a score of 80% or higher
4. Be familiar with accommodations that may be used during administration
5. Alternate ACCESS for ELLs Test Administration Tutorial
6. Complete Seating Chart17
Roles and Responsibilities of TAs
Test Administration Manual Test Administrator Script Test booklet (legal size paper) Student Response booklet Alternate ACCESS for ELLs® Speaking and Writing
RubricsSeating Chart
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Test Materials
Individual Seating Chart
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SEATING CHARTS REQUIRED FOR EVERY TESTING ENVIRONMENT (INDIVIDUAL TESTING)
Student Response Booklet-Front
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Place Label Here
Form 103
Enter the first date the student was tested.
Student Response Booklet-
Back
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Do Not Score Box
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DO NOT SCORE Section – Contact Jessica Lyons first for guidance on completion and roster annotations.
SPD: Complete for Listening (L) and Speaking (S) components for Deaf and Hard of Hearing ONLY
SPD: Complete for Listening (L) and Speaking (S) components for Deaf and Hard of Hearing ONLY
AccommodationsTAM pp. 50-51
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Test Components and Sequence
TAM p. 55
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Scripted cues and repetition in the listening and reading sections
Modeled tasks in the writing section
Repetition and multiple opportunities for students to demonstrate their proficiency
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Unique Features of the Test
ListeningReading
Speaking
Writing
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Test Administration Overview:
Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1 and 2
Every task contains 3 cues- CUE A, CUE B, and CUE C
Time: 20 minutes (additional time can be given as needed)
Scoring: Correct or Incorrect
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Listening Test Overview
Keep the test going at a steady pace
Follow pause times given in the script
Follow the Test Administrator Script exactly
Practice reading the tasks aloud ahead of time
Give student non-evaluative, positive feedback
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Listening Test Guidelines
TaskCue A
Cue B
Cue C29
Administration of Listening Tasks
Follow Moving ON box at the end of each task
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Administration
After administering last task (9)
OR
The student responded incorrectly or did not provide
a response for 3 consecutive tasks
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Ending the Listening Section
Test administrator scores each task after the completion of the entire task.
Follow the scoring key in the Student Response Booklet.
The Test Administration Manual gives specific guidelines for scoring the listening section.
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Scoring
Listening Scoring Sheet
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Listening
Reading
Speaking
Writing
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Test Administration Overview:
Format: 9 tasks that correspond to the AMPI levels A1-A3 and MPI levels 1-2
Every task contains 3 cues- CUE A, CUE B, and CUE C
Time: 20 minutes (additional time can be given as needed)
Scoring: Correct or Incorrect
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Reading Test Overview
Keep the test going at a steady pace
Follow the Test Administrator Script exactly
Practice reading the tasks aloud ahead of time
Give student non-evaluative, positive feedback
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Reading Test Guidelines
TaskCue A
Cue B
Cue C37
Administration of Reading Tasks
Follow Moving ON box at the end of each task
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Administration
After administering last task (9)
OR
The student responded incorrectly or did not provide
a response for 3 consecutive tasks
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Ending the Reading Section
Test administrator scores each task after the completion of the entire task.
Follow the scoring key in the Student Response Booklet.
The Test Administration Manual gives specific guidelines for scoring the reading section.
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Scoring
Reading Scoring Sheet
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Listening
Reading
SpeakingWriting
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Test Administration Overview
Format: Contains 2 Parts: Part A and Part B that correspond to the AMPI levels A1-A3 and MPI levels 1 and 2
Within each Part there are a set of Tasks
Each Task contains 3 questions: Question 1, Question 2, and Question 3
Time: 20 minutes(additional time can be given as needed)
Scoring: Meets or Approaches43
Speaking Test Overview
Keep the test going at a steady pace
Follow the Test Administrator Script exactly
Practice reading the tasks aloud ahead of time
Give student non-evaluative, positive feedback
Can repeat a question if a student asks you to repeat it
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Speaking Test Guidelines
Administration of Speaking Tasks
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TaskQuestion 1
Question 2
Question 3
Follow Moving ON box at the end of each task
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Administration
End the Speaking test after administering the last task in Part B (Task 8)
OR
If student received a score of Approaches or No Response on 3 consecutive tasks
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Ending the Speaking Section
Test administrator scores each response and records the score in the SRB.
The Test Administration Manual gives specific guidelines for scoring the speaking section.
Use the Alternate ACCESS for ELLs® Speaking Rubric and Expect Boxes to score student responses.
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Scoring
• Satisfies the requirements of the level in quantity and quality
• Student’s response needs to be related to the task
Meets
• Clear evidence that the requirements of the task were not met
Approaches• There was no response to
the task• The performance was not
ratable
No Response
• Task was not administered to the student
Not Administere
d 49
Scoring
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Speaking Scoring Sheet
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Listening
Reading
Speaking
Writing
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Test Administration Overview:
Format: Contains 3 Parts: Part A, Part B, and Part C that correspond to the AMPI levels A1-A3 and MPI levels 1, 2 and 3
Within each Part there are a set of Tasks
Tasks are modeled for students
Time: 20 minutes(additional time can be given as needed)
Scoring: Meets or Approaches53
Writing Test Overview
Keep the test going at a steady pace
Follow the Test Administrator Script exactly
Put the SRB in front of the student
Have pre-sharpened pencils
Assistive devices need to be available and ready to use
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Writing Test Guidelines
Task 5
Task 6
Task 7
Task 8
Task 1
Task 2
Task 3
Task 4
Administration of Writing Tasksfor Parts A and B
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Part A
Part B
The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.
Part C
Follow Moving ON box at the end of each task
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Administration
Test administrator scores each response and records the score in the SRB.
The Test Administration Manual gives specific guidelines for scoring the writing section.
No partial credit can be given on any writing tasks.
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Scoring
• Student provides the answer that meets the expectations of the task provided in the Expect Box
Meets
• Response does not meet the expectations of the task provided in the Expect Box
Approaches
• Student does not produce any intentional marks (i.e., circle, trace, copy, etc.)
No Response
• Task was not administered to the student
Not Administer
ed58
Scoring Parts A and B
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Scoring Sheet for Parts A and B
Administration of Writing Tasksfor Part C
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Task 9
Task 10
Part C
The student must score ‘Meets’ on at least seven out of eight tasks in Parts A and B to move on to Part C.
Writing Rubric for Part C
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Scoring Sheet for Part C
End the Writing test after administering the last task in Part C
ORIf student received a score of Approaches or No
Response on 3 consecutive tasksOR
After Part B if the student scored less than seven out of eight taskswith Meets
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Ending the Writing Section
Alternate ACCESS for ELLs® Forms
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Sign the Nondisclosure Agreement AND Confidentiality Form
BACs return these during check in appointment.
School Materials List
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Security Checklist
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School Header Sheet
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Unused and Non Scorable Test Materials
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Documentation of Materials Not Returned
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Contact the Testing Unit if this
form is needed.
Packing Materials
Alternate ACCESS for ELLs Resources®
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www.wida.us
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PrintthisPage
Test administrators will need to complete and pass (80% or higher) the Alternate ACCESS for ELLs® certification quiz prior to administering the test.
The quiz is located within your personal training course account on the WIDA website.
If you do not complete and pass the certification quiz BEFORE you administer Alternate ACCESS an allegation will be filed.
Return a copy of quiz results with test materials.80
Certification
