Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start 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.

DeleteCancel

You CAN Teach Your ESOL Students

Help! They do not speak English...Teaching ESOL students in the general classroom. WiDA, ACCESS, and More!
by

Amy Shaw

on 6 June 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of You CAN Teach Your ESOL Students

Budapest
San
Francisco
Teaching ESOL Students
For the general education teacher
By Amy Shaw and Ann Bynum
ESOL Teachers
Briar Vista E.S.
DeKalb County

Atlanta, Georgia

This is where we are...with our own background knowledge, teaching styles, strengths and weaknesses...
Your students come from all over...
so, how can we better serve our diverse students needs?
Lindy Patterson
Gilmer County Schools
Improving Vocabulary and Comprehension with Realia and Pictures
Last night, my zij was kaddling in a jeft.
A Picture is Worth a Thousand Words…
A Picture is Worth a Thousand Words…
As you are using your senses to enjoy your piece of candy, list as many adjectives as possible to describe your candy.
Realia Makes a Difference
Realia Makes a Difference
Realia Makes a Difference



Stone Soup

Vocabulary - Vegetables

Common Core Georgia Performance Standards:
Kindergarten, First, Second, Third, Fourth, and Fifth Grades
Using Pictures and Realia in Read Alouds
Stone Soup
Stone Soup – Potato
Stone Soup – Carrot
Stone Soup – Cabbage
Stone Soup – Onion
Stone Soup – Peas
Stone Soup
Last night, my zij was kaddling in a jeft.
Taken from:
Did you know?
ESOL students are in a regressive model beginning at the top like a funnel...
Take a look when we refer to these Tiers....No Tears Please
More on the tiers....
Alternate ACCESS for ELs Resources
GENERAL TESTING GUIDELINES AND REQUIREMENTS
ACCESS for ELs
Writing Test
Scoring Sheet for Part C
Writing Rubric for Part C
Scoring Parts A and B
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.
Scoring
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
Writing Test Guidelines
Writing Test 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*

Scoring: Meets or Approaches
Listening
Reading
Speaking
Writing

Test Administration Overview:
Speaking Scoring Sheet
Scoring
Follow Moving ON box at the end of each task
Administration
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
Speaking Test Guidelines
Listening
Reading
Speaking
Writing
Test Administration Overview
Reading Scoring Sheet
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.
Scoring
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
Reading Test Guidelines
Listening
Reading
Speaking
Writing
Test Administration Overview:
Listening Scoring Sheet
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.
Scoring
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
Listening Test Guidelines
Alternate ACCESS Test Components and
Sequence
Provides ELs 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
Purpose of Alternate
ACCESS for ELLs

Will be available in four grade-level clusters for 2012: Grades 1–2, 3–5, 6–8, and 9–12

Is a paper and pencil test

Is individually administered
 
What is Alternate ACCESS
for ELLs?
Is a new test developed specifically for students identified as English Language Learners with significant cognitive disabilities

Based on the WIDA Alternate English Language Proficiency levels

Is substantially different from the version that was piloted in certain WIDA Consortium states prior to February 2011
What is Alternate ACCESS
for ELs?
Alternate ACCESS for ELs
For assessment, test materials, test coding, and test security/irregularities questions, please do not hesitate to contact Trenton, Brenda, Allison, or Anita in the Department of Research, Assessments & Grants by phone (678 676-0300) or by email.

For ESOL/Title III program placement, delivery model, “ESL Type”, eligibility information, accommodation information, IEPs, 504 plans, and/or ELL/TPCs, please do not hesitate to contact the DCSD Department of Diverse Learners Services at (678) 676-6602 or by email.

QUESTIONS?
Contacts
Know who your SWD and 504 students are who require accommodations, and plan well in advance for their needs;
If applicable, plan for small groups and the need for the same form number/letter;
Know who your visually impaired students are and ensure you have the correct supply;
Make provisions for Extended Time students;
Ensure that Examiners are familiar with the proper way to deliver the necessary accommodations;
Collaborate with others as needed to ensure that all paperwork (IEP’s, 504 Plans, etc.) is in order;
If applicable, the transfer of student responses to a student answer document (in cases such as Large Print and Braille administrations) should be completed with a witness present, and the witness should hold a PSC-issued certificate;
Accommodations Guidelines
TEST EXAMINERS SHOULD BE CERTAIN THAT:
they have attended all local school training, have a clear understanding of all requirements for each unique standardized test, and have signed a log to verify participation in all training (sign in and out);
all testing directives are followed exactly;
students’ Answer Documents are prepared correctly as directed;
they monitor the testing environment to make certain that students respond in the appropriate sections of the Answer Document (e.g., that Social Studies items are answered in the section marked SOCIAL STUDIES). Marking responses in the wrong content area, even if later erased, can cause scoring errors;
If applicable, students code the correct form number/letter on their Answer Documents and write their names on their Test Booklets and/or scratch paper if directed;
any potential irregularity is reported to the school’s Test Coordinator immediately.
Planning for Test Administration
As some general guidelines, a conducive testing
environment should demonstrate:
Seating spaces and writing surfaces that are large enough;
Seating arranged to prevent cheating;
NO cell phones, PDAs, or other electronic devices in the exam room (take any discovered devices away immediately and return them at a later time);
Each student should have two appropriate devices with which to write (i.e., pencils or pens [if applicable]). Always have a supply of extra materials available in each testing environment for students who forget;
Keep a timing device visible. Each classroom should have a clock or watch to keep track of time during test administration.
Planning for Test Administration
Test Examiner should notify School Test Coordinator of incident.
School Test Coordinator should notify the Department of Assessment and Accountability and Principal immediately.
Request detailed written statements from all parties involved if necessary. Follow up on details (connect the dots)
Provide a written summary of incident and investigation findings to the Department of Assessment and Accountability.
Remember:
Always report a potential irregularity to Assessment and Accountability immediately before beginning investigation.
Characteristics of a Quality Irregularity Investigation
Irregularities MUST be handled and reported
IMMEDIATELY.

Some examples of irregularities (or IV / PIV):
wrong version of a test;
wrong accommodations;
cheating;
students working in the wrong section;
testing procedures not being followed;
missing test materials;
breach of test security;
Reporting Irregularities and Invalidations
Irregularities that significantly affect student performances or compromise the integrity of the testing may result in invalidation of student scores.


Cheating, altering responses, or disclosing content early are examples of irregularities resulting in invalidations.
Invalidations (IV)
Irregularities in Security:
Irregularity due to content being disclosed, coached, or distributed;
Irregularity due to cheating;
Irregularity due to someone altering responses during or after testing;
Irregularity due to lost test materials;

Irregularities in Test Administration:
Irregularity due to materials being distributed inappropriately;
Irregularity due to directions not being followed;
Some Examples of Irregularities
Events and circumstances that depart from
standardized testing procedures are
irregularities.

They may have an impact on student
performance that is not possible to define.

They are reported and student scores flagged
simply to say, “There is something different
about the conditions under which this score was
obtained. Use caution in interpreting the score.”
Irregularities (IR)
Parent/Guardian Report
The official Parent/Guardian Report supplied by the vendor may look slightly different;


MetriTech will send one Parent/ Guardian Report per ELL for distribution to parents/guardians;


This report is available in 23 languages other than English at the WIDA website ;
NON-PARTICIPATION RECONCILIATION
INV (Invalidation) & DEC (Student Declined to Test

INV coding will be provided should the domain be invalidated by the GA DOE. Do not code unless instructed by Assessment and Accountability to do so;
DEC coding is used in the same format as a PTNA. The student has refused to participate. Please note that all ELL students should be afforded the opportunity to be assessed by the ACCESS whether or not their parents have approved ELL services;
NON-SCORABLE CODES
Each of the Two Letter Accommodations recorded on the back of the test book will be listed, along with their long name as found on page 30 in the District and School Test Administration Manual. To the right of each Accommodation there would be a space to mark one or all of the domains in the following order Listening, Reading, Writing and Speaking (as shown below).
Accommodations Coding: Accommodations by Domain
Special ACCESS Accommodations Guidance
Accommodations are permitted for students with disabilities; however, IEP/504 accommodations must be addressed by domain (Listening, Speaking, Reading, and Writing);

Only accommodations found in the GA DOE’s Student Assessment Handbook may be provided without approval from the GA DOE;

Accommodations may not be provided to students based on their language proficiency! EL Accommodations may not be provided;

Translating the Listening and Speaking prompts into Sign Language is equivalent to translating into another spoken language and is not allowed!
If No Pre ID Label
For Native Language Codes, use the state-designated codes to indicate the student’s primary language. This list of codes can be found in the GA DOE’s ACCESS for ELLs Special Coding Instructions for Georgia.
A State Support Delivery Model must be coded for all students with or without a PreID label. The DCSD Department of EL Studies can provide guidance for accurate coding.
State Support Delivery Model
Parts of the Kindergarten Test

All components individually administered

All components adaptive—stop a test component when child reaches his/her ceiling

All responses, except for Writing section, recorded by Test Administrator (teacher)

Test Administrator scores all components, including Writing, during administration
Kindergarten Test
The T2 Start procedure in the Speaking test is designated for students taking Tiers B or C of the Listening, Reading and Writing tests.
This procedure is intended to eliminate the T1 question(s) that may be too easy for students of higher proficiency.
Students taking Tiers B or C will begin the Speaking Test from Task 2 (T2) in Part A
Whether or not the student will start on T2 of Part B and C will depend on his/her performance on the previous T2 Task
Rating and scoring guidelines for each task and discontinuing procedures remain the same during the T2 Start procedure
Speaking Test: T2 Start Procedure
Navigating the Speaking Test
(Grades 1-12)
Test administrators must make a mark on the scoring sheet immediately after the student responds to the last question in a task.
The answers to all questions in a task are evaluated holistically when making a judgment about the student’s performance on a given task. If a task has several main questions, only one need be answered appropriately to meet expectations, provided that one answer demonstrates the expected quality and quantity of language.
Students are assessed on what speech they produce, not whether they correctly answer the question you are posing.
Scoring Guidelines
If in doubt between scoring Meets or Approaches on a task, you can check the question mark “?” column on the score sheet and administer the next task.
If the student Meets the next task level expectations, assign that task a score of Meets, and go back and assign the previous task in question a score of Meets.
If the student fails to meet the task level expectations on the next task, it is most likely that the performance was also deficient on the previous task. Assign the current task a score of Approaches or No Response as appropriate, and go back and assign the previous task in question a score of Approaches.
The question mark CANNOT be used on the last task (T3 in Part A or T5 in Parts B and C)
Scoring Rules: Using “?”
Every task and question is based on a set of expectations for what the response will look like.
Areas of speech around which scoring expectations are based:
Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response
Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality
Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality
A short description of the language you should expect from the student is included in the script under the Expect box.
Task Level Expectations
Each thematic folder includes a set of tasks and each task includes a set of questions.
The speaking test includes three thematic folders, identified as “parts” within the test.
Part A: tasks 1-3 cover SIL at proficiency levels 1-3
Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5
Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5
Each task is aimed at eliciting speech at one particular English Language Proficiency (ELP) level within the WIDA Speaking Rubric
Task 1 aims for speech at ELP Level 1
Task 2 aims for speech at ELP Level 2, and so on
Format of a Thematic Folder
Speaking test contains
A warm-up to help put the student at ease
The test questions
A wind-down intended to leave the student with a positive impression of his or her performance on the test
Test questions are grouped into thematic folders (identified as “parts” within the test).
The targeted proficiency level of each task increases throughout each Part.
Test is “adaptive,” that is, questions are presented until the student reaches his or her performance “ceiling.”
Format of the Speaking Test
Format: Student constructed response, no tiers – adaptive format, individually administered
Time: Up to 15 minutes per student
Scoring: Rated by Test Administrator, scale & proficiency level scores calculated by MetriTech, Inc.
Ratings (exceeds/meets/approaches expectations) assigned using Speaking Rubric
Each form contains three parts (A, B and C)
Part A: tasks 1-3 cover SIL at proficiency levels 1-3
Part B: tasks 1-5 cover LoLA/LoSS at proficiency levels 1-5
Part C: tasks 1-5 cover LoMA/LoSC at proficiency levels 1-5
Speaking Test Overview
Collect test materials after the Listening/ Reading sessions AND the Writing sessions

ALWAYS follow test security policies
When Test Administration is Complete
Rater scored by MetriTech, Inc. using the WIDA Writing Rubric.
Student responses are considered first drafts produced under standard testing conditions. Students are not expected to replicate all stages of the writing process they may complete in the classroom.
Students should address each task completely; however, the exact quantity of sentences written is not a scoring criterion.
Scoring of the Writing Test
Writing Rubric
Keep the test going at a steady pace
Circulate through the testing room and monitor student work to keep pace
Follow the Test Administration Script exactly
Task items (unless scripted) may NOT be read aloud
Writing Test Guidelines
Format: Student constructed response, group administered
Time: Up to 60-65 minutes
Scoring: Rater scored (by MetriTech, Inc.)
3 Parts (except Grades 1-2 Tier A has 4 Parts)
The following standards are covered:
Grades 1-2 Tier A: SIL
Grades 3-12 Tier A: SIL, LoLA, LoMA/LoSC
Grades 1-12 Tiers B & C: SIL, LoMA/LoSC, IT (LoLA/LoSS/SIL)
Writing Test Overview
Follow the Test Administration Script exactly
Item prompts and answer choices may NOT be read aloud
Keep the test going at a steady pace
Circulate through the testing room and monitor student work
Reading Test Guidelines
Format: Multiple choice, group administered
Time: 35-40 minutes
Scoring: Machine scored (by MetriTech, Inc.)
6-7 thematic folders: each folder is centered on one standard (Language of: Math, Science, Language Arts, Social Studies, Social Instructional)
Reading Test Overview
ACCESS for ELs
Reading Test
The beginning of the Listening Test starts with a scripted introduction.
Listening Test: Introduction
Keep the test going at a steady pace
Follow pause times given in the script
After an item is read, give students up to 25 seconds to mark their answers
Follow the Test Administration Script exactly
Test items read aloud ONLY one time*
Answer choices may NOT be read aloud
Listening Test Guidelines
Format: Multiple choice, group administered
Time: 20-25 minutes
Scoring: Machine scored (by MetriTech, Inc.)
6-7 thematic folders: each folder is centered on one standard (Language of: Math, Science, Language Arts, Social Studies, Social Instructional)
Listening Test Overview
ACCESS for ELs
Listening Test
PRE-ADMINISTRATION
Testing Logistics
Divide test booklets into groups for each scheduled testing session;
REMEMBER:
- Test booklets may not be distributed prior to testing session;
- Students must use #2 pencils only;
Pre-ID labels with student demographic information should be placed in the box on the front cover of the test booklet;
If a label contains incorrect information, the student demographic information must be filled in by hand. The District Code number and School Code number will be coded by the Test Coordinators;
Each quiz includes 10-20 questions;
Quiz is “passed” at 80% correct;
Quiz results, feedback, and correct answers are available after completion of the quiz;
Quiz may be retaken as necessary;
Only highest graded attempt is recorded in the Grades section;
A certificate will be available to print once a quiz is passed and will be accessible at any time;
Test Administrator Training: Quiz Details
Tier B is most appropriate for ELLs who:
Have social language proficiency and some, but not extensive, academic language proficiency in English, AND/OR
Have acquired some literacy in English but have not yet reached grade level literacy.

Note: 70 – 80% of ELs will be administered Tier B of ACCESS for ELs
Tier Description
Tier A is most appropriate for ELLs who:
Have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, AND/OR
Currently receive literacy instruction ONLY in their native language, AND/OR
Have recently tested at the lowest level of English language proficiency.
Tier Description
ACCESS Constructs:
There are four domains: Listening, Speaking, Reading

There are five Grade Level Clusters: K, 1-2, 3-5, 6-8, and 9-12;

There are three tiers for all grade level clusters (excluding Kindergarten): Tier A, Tier B, and Tier C;

Kindergarten has no tiers but requires a one-on-one administration lasting approximately 30 minutes;

Total administration time for Grades 1-12 is 2.5 hours;

It is recommended that the examiner be an educator who is familiar with the student and their special needs – and with whom the student feels comfortable.

As with the “general” ACCESS for ELLs, all Examiners are required to complete an WIDA online course (that will be specific to the Alternate ACCESS) and earn a qualifying score to administer the assessment. 
Alternate ACCESS Test Examiners Criteria

Students may not be deferred from Mathematics and Science assessments (ITBS, CRCT/CRCT-M);


No CRCT or CRCT-M participation deferrals may occur for “first year U.S. school” EL students who enroll after the state’s ACCESS window closes on March 5, 2013. This will be important to monitor during the CRCT/CRCT-M window!

EOCTs cannot be deferred!
Current EL Participation Requirements
From another state
-Test all components of the assessment
Pre Administration:
Student Transfers Procedures
ACCESS General Information
ACCESS/Alternate ACCESS for ELs meets the requirements of the Elementary and Secondary Education Act;
Provides accountability for federal Title III funds;
All K-12 English Learners (ELs) must be assessed annually for English proficiency growth and academic progress;
Georgia SBOE Rule for ESOL/EL requires an ACCESS “proficiency score” for exiting EL services;
The ACCESS/Alternate ACCESS is not a content test. It is a language proficiency test;
As with all standardized assessments, the ACCESS/Alternate ACCESS for ELs is a secure assessment;
It is administered during the specific district test window;
GENERAL ACCESS ADMINISTRATION GUIDANCE

ACCESS for ELs General Administration Guidance

General Testing Guidelines and Requirements

General Alternate ACCESS for ELs Administration Guidance
Questions and Answers
AGENDA
MODEL TASK FOR STUDENT:
Draw a circle around STUDENT ON LEFT ON PAGE 3. I’m drawing a circle around the student. PAUSE.
TASK:
Point to STUDENT ON RIGHT. Now it’s your turn.
Use your index finger to draw a circle around STUDENT ON RIGHT. You draw a circle around the student. PAUSE.
If meets, go to MOVING ON box.
If approaches, continue:
Point to STUDENT ON RIGHT. Now it’s your turn.
Use your index finger to draw a circle around STUDENT ON RIGHT. Draw a circle around the student. PAUSE.
Go to MOVING ON box.
Sample Writing item
Grade cluster 3-5 Part A Task
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
Administration of Writing Tasks
for Part C
Scoring Sheet for Parts A and B
Follow Moving ON box at the end of each task
Administration
QUESTION 1
Now we are going to talk about the picture.

The teacher is reading a book.
Point to BOOK IN TEACHER’S HAND.
Look at the book.

Can you say book? PAUSE.

If meets, go to MOVING ON box.
If approaches or no response, repeat QUESTION 1.

After repeat, if student approaches or no response, go to QUESTION 2.
Sample Speaking item
Grade cluster 3-5 Part A Task
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 ELs Speaking Rubric and Expect boxes to score student responses
Scoring
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
Ending the Speaking Section
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
Speaking Test Overview
After administering last task (9)
OR
The student responded incorrectly or did not provide a response for 3 consecutive tasks
Ending the Reading Section
Follow Moving ON box at the end of each task
Administration
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
Reading Test Overview
After administering last task (9)
OR
The student responded incorrectly or did not provide a response for 3 consecutive tasks
Ending the Listening Section
Follow Moving ON box at the end of each task
Administration
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
Listening Test Overview
Listening
Reading
Speaking
Writing
Test Administration Overview:
Test Administration Manual
Test Administrator Script
Test booklet (legal size paper)
Student Response booklet
Alternate ACCESS for ELLs Speaking and Writing Rubrics
Alternate ACCESS Test Materials
WIDA Consortium
Trained test administrators:
Must be licensed/certified teacher or staff
Must have familiarity with:
the student
the student’s response and communication style
the application of all accommodations included in the student’s IEP
Test administrators will need to complete 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.
Who should administer Alternate
WIDA Consortium
Student is classified as an EL

Student has a significant cognitive disability and receives special education services under IDEA (2004)

The student’s IEP team determined the student will not participate in general education curriculum

Student is or will be participating in his/her state-wide alternate accountability assessment (GAA)

IEP team recommended the Alternate ACCESS for ELLs assessment after considering all four criteria above
Participation Criteria
WIDA Consortium

Only ELs with significant cognitive disabilities.

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).
Who should take the Alternate
ACCESS for ELLS?
SHARE THIS INFORMATION AT YOUR LOCAL SCHOOL WORKSHOP!
Gives examinees access to test questions prior to testing;


Copies, reproduces, or uses in any manner inconsistent with test security regulations all or any portion of secure test booklets;


Coaches examinees during testing, or alters or interferes with examinees’ responses in any way;


Makes answers available to examinees;


Fails to follow security regulations for distribution and return of secure test materials as directed, or fails to account for all secure test materials before, during, and after testing;


Uses the secure test booklets for any purpose other than examination; or


Participates in, directs, aids, counsels, assists, encourages, or fails to report any of these prohibited acts.
Breaches of Professional Ethics
Since spring 2009, Georgia systems
have been required to report Participation
Invalidations (PIV).

PIV results when students are given
accommodations not approved
by the DOE.
Participation Invalidation (PIV)
ABS (Absent)
If this space is filled, any spaces marked in the test book for the corresponding domain will be overridden by this mark (i.e. the test will not be scored);
Because of the large window for administering the ACCESS, this Non-Scorable Code should only be applied in extreme situations
NON-SCORABLE CODES
NON-SCORABLE CODES
Length of Time in LEP/ELL Program:
- Print the number of years (rounded down) a student has been enrolled in an ELL program.
- If the student has been in the program less than a year (including Kindergarten), you would fill in 00; one year - 01, two years - 02, etc.
If No Pre ID Label
WIDA Consortium
Test booklets and Test materials are color coded for Alternate ACCESS as well.
“Meets” is highlighted on the scale to emphasize that a task is designed to elicit speech that will meet expectations of the proficiency level it targets.
The Scoring Scale
Speaking Rubric
Speaking Rubric
In the script, the test administrator reads aloud all text that is bolded.
Text that is in the regular font (not bold) includes staging and navigation instructions for the test administrator. These instructions are not read aloud.
Instructions introduced by “If necessary” are asked only if warranted by the student’s previous responses.
Sample Speaking Test Script
Speaking Script: LoMA/LoSC;
Grade Level Cluster 9-12, Tier C
Conducted in a one-on-one, question-answer format.
All questions are standardized and read from a script.
Student responses to questions are assessed for proficiency using the WIDA Speaking Rubric.
For extra assistance, a short description of the language you should expect from the student is included in the script.
Student responses are NOT assessed for accurate content.
Speaking Test Guidelines
Test Administration Overview:
Speaking
Individually Administered
Component
Intended to help guide students through parts of the test
Indicated with a stop sign
Whole-group check-ins
Check in with all of the students at the same time and explain the next part of the test.
Occurs after every section in the 1-2A Reading Test.
Individual check-ins
Students raise their hand when they arrive at a stop sign and you check to see if students have completed the section.
Occurs halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A and at the end of every reading test
Individual & Group Check-ins
Text in bold blue (the test item) and bold black, should be read aloud.
How to read the Script
This page is an excerpt from the beginning of the Test Administrator’s Script that you will receive.
How to read the Script
ACCESS Nondisclosure
Test Administrators (Examiners) must print, read, and sign the ACCESS for ELLs Test Administrator Training Nondisclosure Agreement before the test window opens on January 10, 2013. School Test Coordinators must keep a copy on file and return the original to the Warehouse for each test administrator/examiner when answer documents are returned.
Test Administrator Training: Speaking Test Module
Provides essential background in the Speaking test and Speaking items;

Provides samples of responses at all grade levels and proficiency levels:
- Samples provide models for standardization of administration procedures;
- Samples allow for calibration on the scoring rubric;
- Calibration better assures inter-rater reliability;

Provides a quiz to test knowledge and skill with Speaking test and to establish certification/approval to administer test;
Provides essential background on the structure of Listening, Reading, and Writing items;

Provides sample test items;

Provides a quiz to test knowledge and skill with group administered components of the test
Test Administrator Training: Group Test Module
Course content is divided into four modules:
- Overview Module
- Group Test Module
- Speaking Test Module
- Kindergarten Test Module
To take the quizzes or to view your quiz history click on My Quizzes
Click on the Videos link to view the training videos
Test Administrator Training: Course Content
After logging in you will be placed on your training course home page.

From here you can navigate to:
The ACCESS for ELLs Course
The Training Toolkit documents;
Your account profile information to make changes (district information, email address, etc…);
Test Administrator Training:
My Account & Secure Portal
Test Administrators (Examiners) should print, read, and sign the ACCESS/Alternate ACCESS for ELs Agreement to Maintain Confidentiality form before the test window opens on January 10, 2013 (no one should handle any ACCESS materials without signing this form). School Test Coordinators should keep a copy on file and return the original to the Warehouse for each test administrator/examiner when answer documents are returned.
PRE-ADMINISTRATION: ACCESS Confidentiality
The student has been classified as an EL.
The student has been classified as a special education student and is receiving special education services.
The student has a significant cognitive disability.
The student participates in the Georgia Alternate Assessment (GAA).

Importantly, students shall not be administered both the Alternate ACCESS for ELLs and the ACCESS for ELLs.
Alternate ACCESS Participation Criteria
From a DeKalb County School
Contact Research, Assessments, & Grants
Complete the Transfer Roster
Bring the ACCESS book and Transfer Roster to the warehouse
Research, Assessment, & Grants will contact the receiving school for pickup of test materials to complete the assessment
Pre Administration:
Student Transfers Procedures
Pre Administration: DeKalb International Center
Students new to the district who receive intensive language services at the International Center during the ACCESS window will be assessed by International Center staff;

Coordination of ACCESS testing for these students will occur under the direction of the International Center staff in collaboration with the DCSD Department of EL Studies;

Assessment will supply the International Center’s Intensive Language Program directly; however, any Pre-ID Labels that you may receive for these students would need to be sent to the International Center;
January 14 – 15 ACCESS/Alternate ACCESS delivery to schools

January 22 DCSD ACCESS/Alternate ACCESS testing window opens

March 5 DCSD ACCESS/Alternate ACCESS testing window closes

March 6/7 ALL ACCESS/Alternate ACCESS scorables due to warehouse (please see schedule)

March 12-13 Non-scorable pick-ups

May 6 – 10 ACCESS/Alternate ACCESS results arrive
Important DCSD Dates: ACCESS/Alternate ACCESS
Point to PICTURE. Look at the picture.
Point to STUDENTS. The students are in line at the door.
Point to STUDENT ON LEFT IN PAGE 3. Look at the student. Let’s draw a circle around the student.
MODEL TASK FOR STUDENT:
Draw a circle around STUDENT ON LEFT. I’m drawing a
circle around the student. PAUSE.
TASK:
Point to STUDENT ON RIGHT. Now it’s your turn.
Use your index finger to draw a circle around STUDENT
ON RIGHT. You draw a circle around the student. PAUSE.
If meets, go to MOVING ON box.
If approaches continue:
Point to STUDENT ON RIGHT. Now it’s your turn.
Use your index finger to draw a circle around STUDENT ON RIGHT. Draw a circle around the student. PAUSE.
If meets, go to MOVING ON box.
If approaches, continue on next page:
Sample Writing item
Grade cluster 3-5 Part A Task
End the Writing test after administering the last task in Part C
OR
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 tasks with Meets
Ending the Writing Section
Sweep across NUMBER 1, NUMBER 3, NUMBER 4. Which shows the number of cups? PAUSE.
If correct, go to MOVING ON box.
If incorrect or no response, repeat CUE A.
After repeat, if incorrect or no response go to CUE B.
CUE A
Point to THREE CUPS. There are three cups.
Point to QUESTION. Which shows the number of cups?
Point to NUMBER 1. Number one.
Point to NUMBER 3. Number three.
Point to NUMBER 4. Number four.
Sample Reading Item
Grade cluster 3-5 Task
Sweep across UMBRELLA, BOOTS, T-SHIRT. Which one is an umbrella? PAUSE.
If correct, go to MOVING ON box.
If incorrect or no response, repeat CUE A.
After repeat, if incorrect or no response go to CUE B.
CUE A
Point to UMBRELLA AT TOP.
This is an umbrella.
Point to UMBRELLA. Umbrella.
Point to BOOTS. Boots.
Point to T-SHIRT. T-shirt.
Sample Listening Item
Grade cluster 3-5 Task
Lock tests up!

At every departure from a secure storage location, tests and materials should be counted and recounted. The same should occur when they return to the secure storage location. Signatures should be logged at each event;

Before students leave the test setting, all material counts must be accurate;

Any individual responsible for secure test materials should not lose sight of them;

Test booklets must remain in their shrink-wrapped packages as late as possible to avoid security concerns;

No one should review/peek at secure test materials;

Secure test materials should not be copied;

Students should always sign-in (name, signature, and form number) and place names on test booklets and scratch paper (if applicable);

Teachers should monitor students just as they would in any other setting/situation (classroom, hallways, cafeteria, buses, gym, etc…)
REMEMBER:
ALL TESTING IRREGULARITIES ARE REQUIRED TO BE REPORTED IMMEDIATELY TO ASSESSMENT AND ACCOUNTABILITY!
General Keys to Test Security
SPD (Special Education Deferred)

If a student is assessed using the Georgia Alternate Assessment (GAA) and can be tested in one or more domains, the student should participate in those sections!
Please phone/email the Department of Assessment to discuss any potential SPD coding for students unable to participate;
NONSCORABLE CODES
ACCOMMODATIONS SHOULD BE ESTABLISHED BY DOMAIN!
Accommodations Coding
(if applicable – IEP/504 Plan only!)
Bilingual/ESL Type must be coded for all students with or without a PreID label. The DCSD Department of ELL Studies can provide guidance for accurate coding.
Bilingual/ESL Type
Allowable codes for use in Georgia
NAS=No Additional Service
CBE= Content Based
POE=Pull Out
SEN=English Immersion (Push In)

Allowable – but rare – in Georgia
CAT= Content Tutoring
TWI= Dual Immersion
WIDA Consortium
Color Coding
Test booklets and Test materials are color coded by Cluster and Tier
Updated score sheet reflecting the T2 Start procedure
The scoring sheet should be filled out completely; a score for every task must be marked.
Any task not administered should be marked as Not Administered.
If a “?” is marked for a task and resolved with a Meets or Approaches by administering the following task, it is not necessary to erase the mark.
Speaking Test Scoring Sheet for Tiers B and C
The scoring sheet should be filled out completely; a score for every task must be marked.
Any task not administered because the student has reached a ceiling level within a part should be marked as Not Administered.
If a “?” is marked for a task and resolved with a Meets or Approaches by administering the following task, it is not necessary to erase the mark.
Speaking Test Scoring Sheet for Tier A
What the student sees: Picture Cue
Speaking Picture Cue:
LoMA /LoSC; 9-12, Tier C
The Writing Test also includes individual and whole-group check-ins
Circulate in the room during testing to monitor students’ progress.
Students should be encouraged to keep pace so they can do their best on the longest task at the end.
If necessary, you can prompt students who are lagging behind by saying, “Make sure you save enough time for the other parts.”
Individual and Group Check-ins
Test Administrator Training: Kindergarten Test Module
Provides essential background in the structure and organization of the Kindergarten test;

Test Administrators will evaluate and score both the Speaking and Writing responses, so samples of Speaking and Writing performances are provided;

A separate Kindergarten test administration manual is available;

Provides a quiz to test knowledge and skill with Kindergarten test and to establish certification/approval to administer the test;
Provides background on the ACCESS for ELLs test;

Provides links to the Test Administration Manual (Grades 1-12 or Kindergarten);

Provides information about accommodations for students with disabilities;
Test Administrator Training: Overview Module
Use your personal Username and Password from the confirmation page and/or your email
Test Administrator Training: Logging into the Course
IMPORTANT NOTE: By definition, ACCESS Tier C students may not receive the Grade 3 – 8 Conditional Accommodation of Oral Reading of Reading Passages on the CRCT Reading test. If this occurs, these CRCT Reading tests may be invalidated!
Tier C is most appropriate for ELLs who:

Are approaching grade level literacy and academic
language proficiency in the core content areas;
AND/OR

Will likely meet the state’s exit criteria for support
services by the end of the academic year.

Remember: Tier C is required for ELs to EXIT the EL program in Georgia!
Tier Description
Listening (15%): 20-25 minutes; machine scored


Reading (35%): 35-40 minutes; machine scored


Writing (35%): Up to 1 hour; rater scored


Speaking (15%): Up to 15 minutes; administrator scored
ACCESS Administration Times and Weights
From another system in GA
-Contact the former school to determine if the student has taken a portion of the assessment.
-If yes, test only the missed
portions of the assessment
-If no, test all portions
-Complete the GA DOE’s
Incomplete Test Form
Pre Administration:
Student Transfers Procedures
Pre Administration: DeKalb International Center
All ACCESS answer documents at the International Center will need to be picked up by the “home school” test coordinator on or before March 1, 2013;

Coordination between the home school and International Center must take place;

Scorable documents should NOT be sent through courier!


Cross-referencing your EL roster with the list of those enrolled at the International Center will be critically important!
QUESTION 3
Point to BOOK IN TEACHER’S HAND. Book begins with the sound /b/.
/b/ PAUSE. /b/ PAUSE. /b/ – book.

Make the sound /b/? PAUSE.

If meets, go to MOVING ON box.
If approaches or no response, repeat QUESTION 3.

After repeat, go to MOVING ON box.
QUESTION 2
Point to BOOK IN TEACHER’S HAND. Look at the book. Book begins with the sound /b/.

Can you make the sound /b/? PAUSE.

If meets, go to MOVING ON box.
If approaches or no response, repeat QUESTION 2.
After repeat, if student approaches or no response, go to QUESTION 3.
Sample Speaking item
Grade cluster 3-5 Part A Task
CUE C
Point to THREE CUPS. There are three cups.
Point to QUESTION. Which shows the number of cups?
Point to Number 3. This is the number 3. There are three cups. PAUSE
Point to NUMBER 1. One.
Point to NUMBER 3. Three.
Point to NUMBER 4. Four. PAUSE.
Sweep across NUMBER 1, NUMBER 3, NUMBER 4. Which shows the number of cups? PAUSE.
Go to MOVING ON box.
CUE B
Point to THREE CUPS. There are three cups.
Point to QUESTION. Which shows the number of cups?
Point to NUMBER 1. One.
Point to NUMBER 3. Three.
Point to NUMBER 4. Four. PAUSE.
Sweep across NUMBER 1, NUMBER 3, NUMBER 4. Which shows the number of cups? PAUSE.
If correct, go to MOVING ON box.
If incorrect or no response, go to CUE C.
Sample Reading Item
Grade cluster 3-5 Task
CUE C
Point to UMBRELLA AT TOP. Umbrella.

Point to BOTH UMBRELLA. These two show an umbrella. PAUSE.

Point to UMBRELLA. Umbrella.
Point to BOOTS. Boots.
Point to T-SHIRT. T-shirt.

Sweep across UMBRELLA, BOOTS, T-SHIRT. Which one is an umbrella? PAUSE.

Go to MOVING ON box.
CUE B
Point to UMBRELLA AT TOP. Umbrella.
Point to UMBRELLA. Umbrella.
Point to BOOTS. Boots.
Point to T-SHIRT. T-shirt.

Sweep across UMBRELLA, BOOTS, T-SHIRT. Which one is an umbrella? PAUSE.

If correct, go to MOVING ON box.
If incorrect or no response, go to CUE C.
Sample Listening item
Grade cluster 3-5 Task
After the ACCESS tests have been scored, the district will receive the following reports in May 2013:

1.Parent/Guardian Report;
2.Teacher Report;
3.Student Roster;
4.School Frequency;
5.District Frequency;
Score Reports
A new form and instructions will be included in each site’s “School Bags.” The form will have space for the Test Coordinator to fill out the following elements:
• Test Book Serial Number (found
on the front cover)
• Student First Name
• Student Last Name
• District Name
• School Name
Accommodations Coding: Accommodations by Domain
Your Username and Password
Special instructions for WIDA participants
The URL to get to log in screen.
Note: email is sent from help@wida.us. Check your spam filter if you did not receive it!
Test Administrator Training: Confirmation Email
If No Pre ID Label
State Student ID = nine digit FTE number. Code left to right and do not mark ‘0’ in spaces 10-15;
District Student ID = ten digit Georgia Test Identification number (GTID). Code left to right and do not mark ‘0’ in spaces 11-15;
Student
Student
TA
TA
Picture Cue Side
Script Side
Picture Cue booklets are bound in a flip chart format. The picture cue faces the student and the script faces the test administrator. The script also includes a thumbnail graphic of what the student is seeing.
Speaking Picture Cue Booklet
301 – 2013 Roll-out
Each letter represents one tiered test form
13 different test forms
ACCESS for ELLs Structure
Form
Domains
Listening — group admin, machine scored
Reading — group admin, machine scored
Speaking — individual admin, adaptive, TA scored
Writing — group admin, rater scored
A (adaptive – no tiers)
A B C
A B C
A B C
A B C
K
1-2
3-5
6-8
9-12
Grade Level and Tier
No Response
Approaches
Meets
Exceeds
Exceeds is used when a response scores beyond the expectations of the task
Meets is always the intended target for a speaking task
Approaches is used when the response does not meet one or more expectations of the task
Response Marks
Loop through tasks until student reaches performance ceiling. When ceiling is reached, wind-down from speaking tasks.
Assign Score
Student Response
Wind-down
Task Questions
Warm-up
Pathway Through Speaking Parts
K – Adaptive
Grades 1-12
REACHING
6
Tier C
Tier B
Tier A
5
4
3
2
1
BRIDGING
EXPANDING
DEVELOPING
EMERGING
ENTERING
Tier Structure of ACCESS for ELLs
Tier B is most appropriate for ELLs who:
Have social language proficiency and some, but not extensive, academic language proficiency in English, AND/OR
Have acquired some literacy in English but have not yet reached grade level literacy.

Note: 70 – 80% of ELs will be administered Tier B of ACCESS for ELs
Tier Description
Tier A is most appropriate for ELLs who:
Have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, AND/OR
Currently receive literacy instruction ONLY in their native language, AND/OR
Have recently tested at the lowest level of English language proficiency.
Tier Description
Test administrators must make a mark on the scoring sheet immediately after the student responds to the last question in a task.
The answers to all questions in a task are evaluated holistically when making a judgment about the student’s performance on a given task. If a task has several main questions, only one need be answered appropriately to meet expectations, provided that one answer demonstrates the expected quality and quantity of language.
Students are assessed on what speech they produce, not whether they correctly answer the question you are posing.
Scoring Guidelines
ACCESS for ELs and Alternate ACCESS for ELs Administration Workshop
EL Studies Department
January 17, 2013
3:30 p.m.
IMPORTANT NOTE: By definition, ACCESS Tier C students may not receive the Grade 3 – 8 Conditional Accommodation of Oral Reading of Reading Passages on the CRCT Reading test. If this occurs, these CRCT Reading tests may be invalidated!
Tier C is most appropriate for ELLs who:

Are approaching grade level literacy and academic
language proficiency in the core content areas;
AND/OR

Will likely meet the state’s exit criteria for support
services by the end of the academic year.

Remember: Tier C is required for ELs to EXIT the EL program in Georgia!
Tier Description
Standards
Performance Definitions
Yes, it's complicated!
Features of Academic Language
Performance Definitions
Example of Differentiation
Sites of reference
http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Response-to-Intervention.aspx
CAN Do Descriptors 1-2
CAN Do Descriptors Kindergarten
CAN Do Descriptors 3-5
Looking at your students...
ACCESS Reports
Putting it in perspective...
Now, I am not saying you have to speak the language....but have an understanding, better than family guy of course!
Best Practices for ELs
Best Practices for ELs
Best Practices for ELs
Best Practices for ELs
Did you know???!!!!
Researchers project that by 2020, half of all public school students will have non-English speaking backgrounds (DOE, 2013)
Provide multiple opportunities to use language- flex- groups
new vocab- give explanation through description or example than formal def.
Relate new information prior knowledge? If limited...link to the student’s background / interests!
Provide visual or graphic support
Ask students to restate info in their own words (then...clarify if needed)
Pre-teach key phrases and new vocabulary
Avoid idioms and slang when giving directions or providing instruction for new concepts....they won't get that...give a CLEAR Explanation of directions
Allow “wait time” for student responses- remember students are translating!
Limit the use of contractions and pronouns to minimize confusion,
Simply but DON'T "dumb it down"
Encourage role play
(GADOE, 2013)
(GADOE, 2013)
(GADOE, 2013)
Questions?
Today you will learn:
-EL Tiers
-EL Standards
-EL Can Do Descriptors
-How to read ACCESS
-Best practices for ELs
-Dig deep into Realia

(GADOE, 2013)
http://www.visual-literacy.org/periodic_table/periodic_table.html
Sill...WHY AREN'T THEY GETTING IT?!?!?!!?!
Model, guided practice, independent practice?
If you don't know....ask! Do you understand ____________?
Graphic organizers
use gestures, adjust speech
repeat, repeat, repeat!
STILL WHY AREN'T THEY GETTING IT?!?!!?
Cross linguistic reference
write directions on board
Best Practices for ELs
STILL...WHY AREN"T THEY GETTING IT?!?!?!
It takes student 1-3 years to master social language (Haynes, 2002)
It takes a student ages 8-11, with 2-3 years of prior education in native language 5-7 years to reach grade level (Haynes, 2002)
Students with little/no formal education before age 8 takes 7-10 years to be at grade level (Haynes, 2002)
http://www.ascd.org/publications/books/106048/chapters/how-students-acquire-social-and-academic-language.aspx
Non-linguistic cues
http://www.wwcc.wy.edu/facres/pdf/Best.Practices.with.ESL.Students.pdf
http://bogglesworldesl.com/glossary.htm
Terms:
http://www.everythingesl.net/downloads/myths_SLA02.pdf
Go to: https://www.wida.us/downloadlibrary.aspx
kahoot!

kahoot.it


Go to http://bogglesworldesl.com/glossary.htm
Also, see pdf for more terms...
Can Do Descriptors -Can Do Name Chart
Full transcript