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Analyzing Access Analyzing Access For ELL ScoresFor ELL Scores
Tracy M. KlingbielTracy M. KlingbielNash Rocky Mount School DistrictNash Rocky Mount School District
October 11, 2010October 11, 2010
Why should teacher’s Why should teacher’s analyze their ACCESS analyze their ACCESS
datadata??
Data can take us out of the dark Data can take us out of the dark ages where we were teaching and ages where we were teaching and silently hoping we were getting it silently hoping we were getting it right?right?
ChallengeChallenge
Taking the data and making Taking the data and making it meaningful to drive our it meaningful to drive our instruction.instruction.
What will you learn?What will you learn?
The 10 different areas on the ACCESS The 10 different areas on the ACCESS Teacher Report.Teacher Report.
Definitions and key areas besides Definitions and key areas besides basic proficiency levels.basic proficiency levels.
Why and how some of the other areas Why and how some of the other areas are important for ESL teachers AND are important for ESL teachers AND content area teachers.content area teachers.
How to compare scale scores.How to compare scale scores. How to compare results on state tests.How to compare results on state tests.
How do we use the teacher How do we use the teacher report?report?
1.1. To help determine trends.To help determine trends.
2.2. As a starting point for As a starting point for differentiating instruction and differentiating instruction and assessment.assessment.
3.3. To provide important information To provide important information for both ESL teachers and content for both ESL teachers and content teachers.teachers.
WIDA Consortium / CAL / MetriTechWIDA Consortium / CAL / MetriTech
TeacherReport
Demographic Information About the Student
Student’s ELP Level by Domain
Student’s Composite
Scores
Student’s Scale
Composite Scores
Student’s Scale Score by Domain
Student’s Speaking Performance by
Standard
Description of the ELP Levels
Student’s Writing
Performance by Standard
Student’s Comprehension
by Standard
Composite Scores
Oral Language= 50% Listening + 50% Speaking
Literacy= 50% Reading + 50% Writing
Comprehension= 30% Listening + 70 % Reading
Overall= 15% Listening + 15% Speaking + 35% Reading + 35% Writing
Definitions
Confidence Band: The area a student would score again with 90-95% assurance if they took the same test again.
Proficiency Level Scores: A score that describes student performance in terms of the 6 WIDA proficiency levels.
Comprised of 2 numbers (2.5)NEVER ROUND UP!
Definitions
Scale Scores: A score, derived from student responses to assessment items, that summarizes the overall level of performance attained by that student. Allows raw scores across grades and tiers to be compared on a vertical scale. The range of scale scores is 100-600. Cannot compare scale scores across
domains.
Scale Scores
Doesn’t mean the same for each grade level.
Grade Scale Score Proficiency Level
3 350 5.14 350 4.65 350 4.0
Plotting 2 years of data Plotting 2 years of data usingusing
Scale Scores Scale Scores
Graph scale scores in each domain.Graph scale scores in each domain.
Add to graphs with each successive Add to graphs with each successive year of data.year of data.
Plotting Scale Scores Over Time
Choose a student or building data and complete the graph for two consecutive years.
Steps to follow: In white, plot the student’s scale score or the building
average scale score for those students for SPEAKING for two years.
In red, plot the student’s scale score or the building average scale score for those students for LISTENING for two years.
In yellow, plot the student’s scale score or the building average
scale score for those students for READING for two years.
Plotting Scale Scores Over Time
In blue, plot the student’s scale score or the building average scale score for those students for WRITING for two years.
In green, plot the student’s scale score or the building average scale score for those students COMPOSITE for two years.
Year and Grade Level
Year Grade
2009 1st
2010 2nd
ACCESS Student Scale Score Comparisons Over
Time
0
50
100
150
200
250
300
350
400
2009 2010
Speaking
Listening
Reading
Writing
Composite
Questions to consider as you review the scale score information:
Student Data: Is the student acquiring English
consistently in all areas? Are there dips in performance
overtime? Are the dips correlated to the student’s
grade? Change in grade band of the test (i.e., K, 1-2, 3-5, 6-8, 9-12)? Change in level of the test (i.e., A, B, C)?
Questions to consider as you review the scale score information:
Compare this student’s scores to another. Are they progressing at the same rate? If not, why not? [This may be a programming issue, classroom situation, additional interventions available for a student, special education, family/social issues]
Observe the trend in Speaking, Listening, Reading and Writing. What does this tell you about the acquisition of English language proficiency?
Other Ideas for Student Data
Other Ideas for Student Data:
Have students chart their own proficiency data.
Chart a corollary chart with the student’s ELP Level (i.e., 1, 2, 3, 4, 5, 6).
Review the “Can Do” charts to plan for next level of instruction and level of expectations.
ACCESS Proficiency Level Scores Over Time
0
1
2
3
4
5
6
2009 2010
SpeakingListeningReadingWritingComposite
Comparing State Test Comparing State Test ResultsResults
Percent of ELL students at proficient and above levels on state testsPercent of ELL students at proficient and above levels on state tests
MathMath ReadinReadingg
GradeGrade 09-1009-10 09-1009-10
33 75%75% 43%43%
44 75%75% 37%37%
55 59 %59 % 37%37%
66 71%71% 31%31%
77 52%52% 30%30%
88 73%73% 37%37%
Comparing Standardized results with ACCESS
ELL Students Below Proficient on the ________ EOG/EOC
6th 7th 8th
Questions?
What factors may have contributed to these results? (absenteeism, discipline, health problems…)
Are there deficits in the language in a subject area?
What patterns do you see? What teaching or strategies need to
happen next to improve these results? Look at related course grades prior to
testing.
What will you do next?
Consider this….
“You don’t need an advanced degree in statistics and a roomful of computers to start asking data-based questions about your school, and using what you learn to guide reform.”
-Victoria Bernhardt
