Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
WIDA - ACCESS
Transcript of WIDA - ACCESS
Access for ELLs®
The federal No Child Left Behind Act of 2001 (NCLB) and corresponding state statutes currently mandate that states administer a standards-based English language proficiency test annually to all English Language Learners (ELLs) in Kindergarten through grade twelve in public schools.
ACCESS for ELLs®
Alabama’s statewide assessment instrument for the mandated annual assessment of English language proficiency.
All identified ELLs in Alabama participate in this testing program.
This secure, annual assessment gives educators, parents and guardians information about the English Language Proficiency level of English language learners (ELLs) in
Kindergarten through grade 12 in the skill areas of Listening, Speaking, Reading, and Writing.
Law and Order
•Lau v. Nichols
–Equal access does not equal appropriate instruction.
–Must consider students’ linguistic needs.
•Casteñada v Pickard
–Selected program must be research-based.
–Implemented with necessary resources and personnel.
–Evaluated and adjusted.
•No Child Left Behind
–Equal access to complete educational program.
–Regular and special education, as appropriate.
–Curricular and extracurricular opportunities.
–Federal funds are supplemental.
How are eligible ELLs identified?
A Home Language Survey (a Title VI No Child Left Behind reporting requirement) is given to all students at the time of enrollment. It asks two questions:
Is the student's native tongue a language other than English?
Is a language other than English spoken in the student's home or environment?
If either of the answers to these questions is "yes," then the student is eligible to be screened for English proficiency using the WIDA Model assessment.
Based on this test, as well as other locally-determined criteria which should include expert opinion, a district will:
Enter the student into ELL services offered within the district.
Not enter the student and place them in mainstream education.
WIDA ACCESS for ELLs® -
Assessing Comprehension and Communication in English State-to-State for English Language Learners
is a large-scale test addressing the academic English language proficiency (ELP) standards at the core of the World Class Instruction Design and Assessment (WIDA); WIDA Consortium's approach to instructing and evaluating the progress of English language learners.
For ELLs new to the U.S. school system or to a particular district, educators may find it necessary to have an initial measure of the student’s English language proficiency in order to determine if the student is in need of English language instructional services and, if so, at what level.
The WIDA MODEL™, aligned to the WIDA ELP Standards and ACCESS for ELLs® , is designed to provide this baseline information.
The WIDA MODEL™ has three main purposes:
To identify students who may be candidates for English as a second language (ESL) and/or bilingual services.
To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to determine appropriate levels and amounts of instructional services.
To accurately assign students identified as ELLs to one of the 3 tiers for ACCESS for ELLs®.
Tests all four language domains
Tests up to Level 6 on WIDA ELP Scale (for Grades 1-12)
Used as aid in determining ELL services
Kindergarten WIDA MODEL™ includes Oral Proficiency component and optional Diagnostic Reading and Writing components
Adaptive at all grade levels, so administration time depends on student’s proficiency
ACCESS for ELLs scores can be used to:
Monitor student progress on an annual basis
Establish when ELLs have attained English language proficiency according to state criteria
Inform classroom instruction and assessment
Aid in programmatic decision-making
Scores and Proficiency Levels
Student results are reported in three ways:
actual number of items or tasks that students answer correctly
transformations of raw scores developed in such a way that they may be compared across grades and tiers
Comprarable within language domains or coposites but not across them
English language proficiency (ELP) levels:
interpreted scores, social constructions
presented as whole numbers followed by a decimal
Five different ACCESS for ELLs score reports are provided to districts:
•Student Roster Report
•School Frequency Report
•District Frequency Report
The WIDA ELP Standards
Criteria for Proficiency Level Definitions
Linguistic Complexity: Extent of functional language (written or oral discourse)
Vocabulary Usage: Comprehension and use of the technical vocabulary of the content areas
Language Control: Comprehension and use of phonological, syntactic, and semantic structure & rules
Three tiers for each grade level cluster
Tier A: Proficiency levels 1-3
Tier B: Proficiency levels 2-4
Tier C: Proficiency levels 3-5
Standard 1 – SI
English language learners communicate in English for social and instructional purposes in the school setting.
Standard 2 – LA
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3 – MA
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.
Standard 4 – SC
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5 – SS
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
Two Types of Assessments to
Identify Language Proficiency
WIDA - ACCESS
There are 4 Language Domains
Listening - process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking - engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading - process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Writing - engage in written communication in a variety of forms for a variety of purposes and audiences
WIDA ELP Standards describe the continuum of language development with five proficiency levels that are fully delineated in the standards document.
Reaching= Final level
Students who have acquired the English skills necessary to be successful in an English-only mainstream classroom without extra support.
ELP testing must…
Be aligned to ELP Standards
Address academic language
Be linked to classroom instruction
Encourage content-based instruction and professional development
Provide informative results
Be sensitive to school realities
Meet legal requirements
Scores are reported for each of the four language domains and in several composites as follows:
• Listening •Reading
• Speaking •Writing
•Oral Language (Listening 50%, Speaking 50%)
•Literacy (Reading 50%, Writing 50%)
•Comprehension (Listening 30%, Reading 70%)
•Overall (Listening 15%, Speaking 15%,
Reading 35%, Writing 35%)
Learn how to identify ELL students
Learn laws that govern ESL Education
Learn about the W-APT Assessment
Learn about WIDA-ACCESS
Using WIDA-ACCESS Information for Change
How can you use information to support change?
Questions to consider:
Where are we now?
Where have we come from?
Where are we going?