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ALTERNATE ACCESS FOR ELLS® GRADES 1-12 TRAINING
NOVEMBER 10, 2014
OFFICE OF ASSESSMENT AND ACCOUNTABILITY (OAA)
Chris Williams
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Today’s Objectives To become aware of the relationship between the ELP
standards and the Alternate ACCESS for ELLs® test 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
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Relationship between the WIDA ELP Standards and
Alternate ACCESS for ELLs®
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ELP Standards
Academic Language
Social Instructio
nal Language
Language of
Language Arts
Language of
Mathematics
Language of
Science
Language of Social Studies
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ELP Standards
Grade Level Cluster
Language DomainEnglish
Language Proficiency
LevelModel
Performance Indicator
Organization of the ELP Standards5
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ELP Standard
sGrade Level
ClustersLanguage DomainsAlternate English
Language Proficiency
LevelsAlternate Model
Performance
Indicators
Organization for Alternate ACCESS for ELLs®6
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Five Grade-Level Clusters
1-2 3-5 6-8 9-12PreK-K
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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 Domains8
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Alternate ACCESS Proficiency Levels9
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Organization of AMPIs
AMPI
STRAND
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Overview of Alternate ACCESS for ELLs®
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Alternate ACCESS for ELLs®12
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2014-15 ACCESS for ELLs®/Alternate ACCESS Testing Schedule®
Task Start Date End Date
Test Ordering 10/09/14 11/06/14
Pre-ID Ordering - State Provides 10/09/14 11/06/14
Districts Receive Test Materials 12/04/14
Test Window 01/01/15 02/13/15
Additional Materials Deadline 01/30/15
Districts Pack Completed Material 02/13/15 02/19/15
Data Validation Window - If Desired 03/24/15 04/03/15
Reports Shipped to Districts 04/20/15 04/22/15
Printed Report Correction Window 04/22/15 05/07/15
Alternate ACCESS Ordering13
• Ordering window for Alternate ACCESS is October 9- November 6
• MetriTech sent every DAC an e-mail on instructions for ordering their ACCESS materials and passwords
• DACs have to go to the MetriTech site to order ACCESS materials
• Do not over order; only order what the district needs
• Order large prints materials when materials arrive in district
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Alternate ACCESS for ELLs® Roster Alternate ACCESS for ELLs® roster will
open in SDRR the week of December 8
OAA will pre-populate the roster
All Alternate ACCESS students should be on the roster and tested
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What is Alternate ACCESS for ELLs®?
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
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Alternate ACCESS16
• Test will be Form 102• Administered individually• Test Administrator scores all section• 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 17
Districts will need to contact Chris Williams for ACCESS passwords.
Do not share your ACCESS passwords. It is a secure test. Use a # 2 pencil, pens aren’t permitted. Grade/Tier 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. Seating charts are required.
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Test Security18
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Seating Chart19
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Purpose of Alternate ACCESS for ELLs®
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 arts the language of mathematics the language of science
Meets the No Child Left Behind Act (NCLB; 2001) and Individuals with Disabilities Education Improvement Act (IDEA; 2004) accountability requirements
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Who Should Take the AlternateACCESS for ELLs®?
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)
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Criteria for Selecting Students Student has been identified as an EL
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 determines whether the student takes the Alternate ACCESS or ACCESS for ELLs assessment after considering all three criteria above
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DAC Responsibilities24
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BAC Responsibilities25
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Roles and Responsibilities of TAsTest Administrators (TA)
Complete the Administration Code and Inclusion of
Special Populations Training
Read the Test Administration Manual (TAM)
Complete online Alternate ACCESS for ELLs® quiz on
the WIDA Website (www.wida.us) with at least a score
of 80% or higher
Be familiar with accommodations that may be used
during administration
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Test Materials Test Administration Manual Test Administrator Script Test booklet (legal size paper) Student Response booklet Alternate ACCESS for ELLs®
Speaking and Writing Rubrics
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Student Response Booklet-Front28
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Student Response Booklet-Back
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Accommodations
Only students who have an IEP or 504 Plan can have accommodations on the Alternate ACCESS
List of accommodations can be found in the Test Administrator’s Manual and on the ACCESS online course
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Test Components and Sequence31
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Unique Features of the Test 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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Test Administration Overview:
ListeningReading
Speaking
Writing
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Listening Test 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*
Scoring: Correct or Incorrect
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Listening Test Guidelines 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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Administration of Listening Tasks
TaskCue A
Cue B
Cue C
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Administration Follow Moving ON box at the end of each
task
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Ending the Listening Section After administering last task (9)
OR
The student responded incorrectly
or did not provide a response for 3
consecutive tasks
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Scoring 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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Listening Scoring Sheet41
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Test Administration Overview:
Listening
Reading
Speaking
Writing
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Reading Test 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*
Scoring: Correct or Incorrect
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Reading Test Guidelines 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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Administration of Reading Tasks
TaskCue A
Cue B
Cue C
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Administration Follow Moving ON box at the end of each
task
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Ending the Reading Section
After administering last task (9)
OR
The student responded incorrectly
or did not provide a response for 3
consecutive tasks
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Scoring 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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Reading Scoring Sheet50
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Test Administration Overview
Listening
Reading
SpeakingWriting
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Speaking Test 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*
Scoring: Meets or Approaches
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Speaking Test Guidelines 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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Administration of Speaking Tasks
TaskQuestion 1
Question 2
Question 3
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Administration Follow Moving ON box at the end of each
task
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Ending the Speaking Section
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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Scoring 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 taskMeets
• 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
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Speaking Scoring Sheet61
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Test Administration Overview:
Listening
Reading
Speaking
Writing
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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*
Scoring: Meets or Approaches
Writing Test Overview64
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Writing Test Guidelines 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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Task 5
Task 6
Task 7
Task 8
Task 1
Task 2
Task 3
Task 4
Administration of Writing Tasksfor Parts A and B
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
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Administration Follow Moving ON box at the end of each
task
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Scoring 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 Parts A and B• 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
ed
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Scoring Sheet for Parts A and B70
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Administration of Writing Tasksfor Part C
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.
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Writing Rubric for Part C72
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Scoring Sheet for Part C73
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Ending the Writing Section End the Writing test after administering the last task
in Part COR
If student received a score of Approaches or No Response on 3 consecutive tasks
OR After Part B if the student scored
less than seven out of eight taskswith Meets
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Questions75
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Alternate ACCESS for ELLs® Forms
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Order Form77
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Test Security Policy78
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Master Materials List79
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Documentation of Materials Not Returned80
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Packing Materials81
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Unused and Non Scorable Test Materials
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Confidentiality Agreement83
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Shipping Form84
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School Materials List85
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Additional Materials Order Form86
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School Header Sheet87
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Alternate ACCESS for ELLs Resources®
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Certification
Test administrators will need to complete the Alternate ACCESS for ELLs® certification quiz prior to administering the test and keep on file in the district office.
The quiz is located within your personal training course account on the WIDA website.
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Chris Williams
Office of Assessment and Accountability
Division of Support and Research
(502) 564-4394 ext. 4750
WIDA Help Desk1-866-276-7735 or [email protected]
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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