Data Interpretation

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Data Interpretation ACCESS for ELLs
Presented by Bob Measel ELL Specialist Office of
Instruction, Assessment, and Curriculum
The Rhode Island Department of Education
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Were going to cover

• The WIDA ELP standards and assessment framework
• Organization of the standards and assessment
• Data produced by the ACCESS for ELLs
• How to interpret the data produced by the ACCESS
  test
• How the data inform instruction
• Accountability under Title III

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The WIDA ELP standards and assessment framework
Research on second language development

Performance Definitions
ELPS
Formative
Instruction
Summative
ELP Assessment (ACCESS for ELLs)
Assessment Data
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The WIDA ELPS
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The Language Acquisition Continuum
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Organization of the standards
Framework for Formative and Summative Assessment
English Language Proficiency Standards
Content Areas (SI, ELA, MA, SC, SS)
Language Domains (R,W,S,L)
Grade Level Clusters
ELP Levels
Model Performance Indicators
Model Performance Indicators (MPIs) are the
lowest level of expression of the Standards and
where test items begin
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ELP Levels
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ELP Levels

ELP Levels
5
BRIDGING
4
EXPANDING
3
DEVELOPING
2
BEGINNING
1
ENTERING
REACHING
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Organization of the ACCESS
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Organization of the ACCESS
The ACCESS for ELLs is divided into five glade
level clusters K 1-2 3-5
6-8 9-12
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Organization of the ACCESS (tiers)
Each grade level cluster except kindergarten is
divided into three tiers (A, B, C)

• Tiers were developed to avoid
• attempting to assess high levels of ELP for
  students at low levels of ELP
• assessing low levels of ELP for students at high
  levels of ELP

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Organization of the ACCESS (tiers)
Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching
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Organization of the ACCESS (tiers)
Tier A
Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching
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Organization of the ACCESS (tiers)
Tier B
Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching
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Organization of the ACCESS (tiers)
Tier C
Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching
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Organization of the ACCESS (tiers)
Bottom line Tiers do NOT affect a students
score
There are only two effects that the wrong tier
can have for a student

• A low level student scores zero because he/she
  cannot answer any questions
• A high level student scores perfect and caps out

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Organization of the ACCESS
K
1-2
3-5
6-8
9-12
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Organization of the ACCESS
K
1-2
3-5
6-8
9-12
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Organization of the ACCESS
Tier A
Tier B
1-2
Tier C
Each test has four sections Listening, Reading,
Writing, and Speaking
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Organization of the ACCESS
Framework for Formative and Summative Assessment
English Language Proficiency Standards
Content Areas (SI, ELA, MA, SC, SS)
Language Domains (R,W,S,L)
Grade Level Clusters
ELP Levels
Model Performance Indicators
Model Performance Indicators (MPIs) are the
lowest level of expression of the Standards and
where test items begin
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Organization of the ACCESS
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Organization of the ACCESS
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The ELPS and ACCESS for ELLs
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The ELPS and ACCESS for ELLs
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Scores produced by the ACCESS test
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Scores produced by the ACCESS test
The raw score is simply the number of correct
responses in each section out of the number
possible

• Psychometrically derived measures of proficiency
• Range from 100 to 600
• Single vertical scale applies to all grades and
  test forms
• Vertically equated scale scores take into account
  grade level differences

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Scores produced by the ACCESS test

• Socially derived interpretation of the scale
  score
• Range from 1.0 to 6.0
• First number indicates the proficiency level into
  which the students scale score places him or her
  (e.g. 2 Beginning)
• Second number indicates how far, in tenths, the
  students scale score places him or her between
  the lower and the higher cut score of the
  proficiency level (e.g. 2.5 5/10 or ½ of the
  way between the cut score for level 2 and level
  3)
• NEVER, NEVER, NEVER, Round up!

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Scores produced by the ACCESS test
Some examples.
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Scores produced by the ACCESS test
Some examples.
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Scores produced by the ACCESS test
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Scores produced by the ACCESS test
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Composite Scores
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Score reports for ACCESS
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Parent / Guardian Report
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Parent / Guardian Report
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Teacher Report
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Student Roster Report
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School Frequency Report
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School Frequency Report
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ACTIVITY

• At your table, examine the score report that is
  assigned to your table.
• Answer the four guiding questions on the next
  slide.
• Record your notes to share with the group
  afterwards.

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ACTIVITY - Guiding Questions

• What is the purpose of the report?
• What data are available?
• How can the data be used?

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TEACHER REPORT
291------?----369
291------?----369
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How the data inform instruction
At your table, have a look at the sample ACCESS
teacher report. Discuss what the data are
indicating. What implications does this have
for instruction? For curriculum?
Now lets have a look at how the WIDA ELPS
framework comes into the equation.
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How the data inform instruction
Research on second language development

Performance Definitions
ELPS
Formative
Instruction
Summative
ELP Assessment (ACCESS for ELLs)
Assessment Data
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When planning instruction

• Know your ELLs proficiency levels - (ACCESS
  results)
• Consider what your ELLs can do in relationship to
  the materials for your lesson (texts, worksheets,
  manipulatives, etc.), your lesson delivery, and
  the lesson activities.
• Can your ELLs read and comprehend the text?
• How will your ELLs participate in the instruction
  and activities?
• What scaffolds can you use and/or what
  accommodations can you make to help your ELLs
  access the content?

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How much growth is enough?

• A couple of simple rules to keep in mind.
• Lower is faster
• Higher is slower

That is to say, that research shows us that
students at higher proficiency levels and higher
grades grow slower than students at lower
proficiency levels and lower grades. For
example, an eleventh grader at level 4.5 will
make much smaller gains in a year than a second
grader at level 2.1.
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How much growth is enough?
Refer to the handout entitled WIDA Focus on
Growth. This is a product of research conducted
by H Gary Cook at WCER. It provides growth
profiles for students by grade and proficiency
level. It also provides levels of average growth
for districts.
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How much growth is enough?
Third, plot the growth on the y-axis over the
initial proficiency level column (x-axis).
First, find the column for the PL band that your
students first score falls into.
Second, calculate the growth from the first score
to the second. In this case, were using the
scale scores.
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Rhode Island
Criteria
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Rhode Island Exit Criteria
There are three required criteria to exit an ELL
from the ESL/BLE program
1.
ACCESS for ELLs Literacy Composite score 4.5 AND Comprehension Composite score 5.0 OR NECAP Reading score Level 3
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Rhode Island Exit Criteria
There are three required criteria to exit an ELL
from the ESL/BLE program
2.
Any three of the following criteria Passing grades in all core content classes (as reflected on mid-year or end-of-year report card) ESL/bilingual Education teacher recommendation At least two general education core content teacher recommendations At least three writing samples demonstrating skill not more than one year below grade level Score on a district reading assessment not more than one year below grade level as defined by the publisher or the district
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Rhode Island Exit Criteria
There are three required criteria to exit an ELL
from the ESL/BLE program
3.
The student is in grades 1-12 (Kindergarteners are not eligible for exit)
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And now onto
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Accountability Systems
NECAP
ACCESS for ELLs

• All ELLs are required to take the Mathematics,
  Science, and Writing NECAP
• Recently arrived ELLs can be given a one-time
  exemption from the Reading NECAP

• All ELLs are required to take the ACCESS each
  year (K-12)

AYP
AMAOs
GLEs/GSEs
ELPS
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Accountability Under Title III

• annual increases in the number or percentage of
  children making progress in learning English
• annual increases in the number or percentage of
  children attaining English proficiency by the end
  of each school year, as determined by a valid and
  reliable assessment of English proficiency and
• making adequate yearly progress for limited
  English proficient children

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AMAO 1
Growth expectation Gain of 0.5 ACCESS for ELLs overall composite level for an individual student
Starting point target 27 of students making a gain of 0.5 ACCESS for ELLs overall composite level
Ending point target 56 of students making a gain of 0.5 ACCESS for ELLs overall composite level
Confidence interval 95
Years from starting to ending 2009-2010 to 2017-2018 (nine test administrations in an eight year span)
Annual increases target of 27 target of 30 target of 33 target of 36 target of 40 target of 44 target of 48 target of 52 target of 56
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AMAO 2
Definition of attainment ACCESS for ELLs composite score 4.5. Scores from both Tier B and Tier C will be acceptable. For the Kindergarten ACCESS, the instructional score will be used. ACCESS for ELLs composite score 4.5. Scores from both Tier B and Tier C will be acceptable. For the Kindergarten ACCESS, the instructional score will be used.
Starting point target 18 of LEP students served by a subgrantee will score at or above the proficient level 18 of LEP students served by a subgrantee will score at or above the proficient level
Ending point target 34 of LEP students served by a subgrantee will score at or above the proficient level 34 of LEP students served by a subgrantee will score at or above the proficient level
Confidence interval 95 95
Years from starting to ending 2009-2010 to 2017-2018 2009-2010 to 2017-2018
Annual increases target of 18 target of 19 target of 20 target of 21 target of 23 target of 25 target of 28 target of 31 target of 34
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QUESTIONS / COMMENTS
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Thank You!
Additional professional development on this
topic, as well as others related to ESL, may be
arranged by contacting
Bob Measel ELL Specialist Office of Instruction,
Assessment, and Accountability Rhode Island
Department of Education 255 Westminster
StreetProvidence, RI 02903 robert.measel_at_ride.ri
.gov Voice 222-401-8480 Fax [phone]