ACCESS for ELLs 2.0 and Alternate ACCESS for ELLs

1
ACCESS for ELLs 2.0and Alternate ACCESS for ELLs

• English Language Learners (ELL)
• Students with Disabilities (SWD)
• Bilingual/ESOL ESE Program (January 2016)

2
Training Objectives

• Review of Accommodations for ELL students with
  disabilities participating in the administration
  of ACCESS for ELLs 2.0
• Overview of Alternate ACCESS for ELLs (only for
  ELL students with disabilities who are
  administered the Florida Standards Alternate
  Assessment)
• Review of Accommodations for ELL students with
  disabilities participating in the administration
  of Alternate ACCESS for ELLs

3

• How is it determined that the ELL SWD will
  participate in the administration of the ACCESS
  for ELLs 2.0?
• The IEP team responds No to any ONE of the
• Questions to Guide the Decision-Making Process to
  Determine Whether a Student Takes Florida
  Standards Assessment (FSA) or Florida Standards
  Alternate Assessment on the Individual
  Educational Plan (IEP)
• Then the student MUST be tested with the ACCESS
  for ELLs 2.0
• For Kindergarten and First/Second Grade students
  with disabilities
• ACCESS for ELLs 2.0 will be administered to those
  SWD that participate in district/state
  assessments e.g., Stanford Achievement Test
  (SAT)

4
Questions to Guide the Decision-Making Process to
Determine Whether a Student Takes FSA or Florida
Standards Alternate Assessment for Third
Twelfth Grade Students
5
How is it determined that the ELL SWD will
participate in the administration of the
Alternate ACCESS for ELLs?

• The IEP team responds Yes to ALL of the
• Questions to Guide the Decision-Making Process
  to Determine Whether a Student Takes Florida
  Standards Assessment (FSA) or Florida Standards
  Alternate Assessment (FSAA) on the Individual
  Educational Plan (IEP)
• Then the student MUST be tested with the
  Alternate ACCESS for ELLs
• For Kindergarten and First/Second Grade students
  with disabilities the use of a test from the
  Continuum of ESOL Placement Tests for Exceptional
  Students (e.g., Relative Language Dominance
  Assessment A) will result in the SWD being
  administered the Alternate ACCESS for ELLs

6
How is it determined that ELL SWD will
participate in the administration of the
Alternate ACCESS for ELLs Third Twelfth Grade
Students?
7
ACCESS for ELLs 2.0 ELL SWD ACCOMMODATIONS

• Test Administration Manual (TAM) provides
• List of permissible and non-permissible test
  administration accommodations
• ALL allowable accommodations for students with
  disabilities who have current IEP or 504 Plans

8
ELL SWD ACCOMMODATIONS

• Accommodations are intended
• To provide testing conditions that do not result
  in changes to what the test measures
• To provide comparable test results to those
  students who do not receive accommodations
• Sources ACCESS for ELLs 2.0 Paper Test
  Administrator Training
• ACCESS for ELLs 2.0 Accessibility and
  Accommodations Guidelines

9
ACCOMMODATIONS

• Do not affect the validity or reliability of the
  interpretation of the scores for their intended
  purposes
• Accommodations must be based on the
• students needs and documented in the IEP
• or 504 Plan and used on a daily basis
• Test administrator must grid the accommodation(s)
  implemented in Box 20 of the student response
  booklet.
• (Source ACCESS for ELLs 2.0 Florida Department of
  Education Test Administration Manual Addendum
  2015-2016)

10
ELL SWD ACCOMMODATIONS

• The following accommodations are ALLOWED for use
  with ACCESS for ELLs 2.0
• Presentation (ESE ELLs only)
• Interpreter signs test directions in ASL (SD)
• Manual control of item audio (MC)
• Repeat item audio (RA)
• Read aloud listening test response options by
  human reader (LH)
• Repeat listening test items response options by
  human reader (RL)
• Read aloud test items by human reader (IH) NOTE
  Read aloud of test items on the Reading test are
  not allowed on ACCESS for ELLs 2.0. ACCESS for
  ELLs 2.0 is an English proficiency assessment not
  a reading test.
• Repeat test items by human reader (RI)
• Large print version of test (LP)
• Braille version of test (BR)
• For Read Alouds - the IEP must be documented with
  
• Flexible Presentation Oral delivery of test
  items and answer choices ELA

11
Presentation Accommodations (for all ELLs)

• Read test directions by Test Administrator
• Test directions refer to the text in the Test
  Administrators Script
• that provides instructions to the student
  before testing and describes
• the logistics of taking the test, but does
  not include any information
• specific to test items or passages
• Repeat test directions by Test Administrator
• Explain/clarify test directions in English by
  Test Administrator
• Clarify test directions in students native
  language by Test Administrator (per availability
  and local policy)
• Provide verbal praise or tangible reinforcement
  to a student
• Verbally redirect students attention to test, in
  English or in students native language

12
ELL SWD ACCOMMODATIONS

• The following accommodations are ALLOWED for use
  with ACCESS for ELLs 2.0
• Response (ESE ELLs only)
• Scribed response (SR)
• Word processor or similar keyboarding device to
  test items (WD)
• Student responds orally using external
  augmentative and/or alternative communication
  device or software (AC)
• Student responds using a recording device, which
  is played back and transcribed by student (RD)
• Student responds using a braille writer or
  braille notetaker (BW)
• Student uses assistive technology to respond to
  test items (AT)

13
Response Accommodations (for all ELLs)

• Student reads test aloud to self (but must not
  disturb or interfere with other test takers)
• Test administrator monitors placement of
  responses in test booklet

14
ELL SWD ACCOMMODATIONS

• The following accommodations are ALLOWED for use
  with ACCESS for ELLs 2.0
• Test Environment/Setting(ESE ELLs only)
• Test may be administered by school personnel in
  non-school setting (NS)

15
Test Environment/Setting (for all ELLs)

• Test administered
• By school personnel familiar to student (if
  trained and certified to administer ACCESS for
  ELLs 2.0)
• By school personnel other than students teacher,
  including
• special educator (if trained and certified to
  administer ACCESS
• for ELLs 2.0)
• In a small group
• In a separate room
• With preferential seating of adaptive seating
• In study carrel
• In a space with special lighting
• In a space with special acoustics
• With adaptive or specialized furniture or
  equipment
• Using tools to minimize distractions or maintain
  focus (e.g., stress ball) noise-reducing
  (headphones or instrumental music played through
  an individual students headphones or ear buds)

16
ELL SWD ACCOMMODATIONS

• The following accommodations are ALLOWED for use
  with ACCESS for ELLs 2.0
• Timing/Scheduling (ESE ELLs only)
• Extended Speaking test response time (ES)
• Extended testing time within the school day (ET)
• Extended testing of a test domain over multiple
  days (EM) approval is required

17
Timing/Scheduling (for all ELLs)

• Frequent or additional supervised breaks
• Test administered in short segments (i.e.,
  administer brief section of each test at a time)

18
ACCESSIBILITY TOOLS FOR ALL ELLs

• Audio aids
• Tools include amplification devices, noise
  buffers, or white noise machines (provided by the
  school or student)
• Highlighters, colored pencils, or crayons
• A tool which the student can use to mark specific
  text in the test booklet
• Place marker or tracking device
• A tool which the student can use to guide his or
  her eyes while reading text
• Place marker or device must be blank/empty
• Source ACCESS for ELLs 2.0 Paper Test
  Administrator Training
• (October 26, 2015)

19
ACCESSIBILITY TOOLS FOR ALL ELLs

• Low-vision aids or magnification devices
• A tool which the student can use to increase the
  size of graphics and text in the test booklet
• Color overlay
• A tool (such as a color acetate transparency)
  which the student can place over the test booklet
  page
• Equipment of technology that the student uses for
  other tests and school work
• Tools include adapted pencil (altered size or
  grip), slant board, wedge, etc.
• Scratch/blank paper (including lined or graph
  paper)
• Submit with test materials or dispose according
  to state policy

20
Accommodations NOT allowed for use with ACCESS
for ELLs 2.0

• Read aloud of test items on the Reading test
• Translate test items into a language other than
  English
• Sign test items, passages, and/or response option
  (answer choices)
• Oral Reading of test items in a language other
  than English
• Bilingual word-to-word dictionary
• Student responds to test questions in a language
  other than English

21
Allowable Accommodations for Specific Domains

• Accommodations are listed according to four
  types Presentation, Response, Test
  Environment/Setting, and Timing/Scheduling
• Accommodation types are aligned to specific
  ACCESS for ELLs 2.0 test domains
• The following link aligns the accommodations to
  the test domains
• https//www.wida.us/assessment/WIDA_AccessAccDescr
  iptions.pdf

22
ELLs with Visual Impairments

• ACCESS for ELLs 2.0 is available either in
  contracted or uncontracted Braille in the domains
  of reading and writing
• WIDA will provide hard copy tactile Braille
  assessments for ACCESS for ELLs 2.0
• Accommodations also include the use of Braille
  writers, notetakers as response accommodations
  for the reading and writing domains
• (source ACCESS for ELLs 2.0 Accessibility and
  Accommodations Guidelines)

23
ELLs with Visual Impairments

• The students IEP team should consider the
  students proficiency in Braille and in the use
  of tactile graphics before determining if the
  Braille version is the most appropriate test
  version.
• If so, WIDA will provide the school with a Tier B
  version of the reading and writing domains in
  Braille

24
ELLs with Visual Impairments

• Guidelines
• The student must be proficient in the use of
  Braille and tactile graphics.
• Braille tactile graphics will be included with
  the Braille edition test, where appropriate.
• Each students responses on the Braille reading
  and writing domains must be transcribed verbatim
  by a Braille proficient staff member into a
  regular ACCESS for ELLs 2.0 test booklet or it
  will not be scored.
• The Braille transcriber should be trained and
  certified to administered and certified to
  administer ACCESS for ELLs 2.0
• Braille and standard test materials must be
  included in the return shipment of test materials
  according to instructions provided by the test
  contractor.
• REMINDER
• The version of Braille (contracted or
  uncontracted) must be specified when ordering the
  test

25
ELLs with Visual ImpairmentsReturn of Special
Test Documents

• If a Large-print or Braille accommodated format
  has student responses, the Test administrator
  MUST transcribe the students exact responses
  into a standard version test booklet WITHIN 48
  hours of testing.
• Affix assign Pre-ID Label and grid the
  Accommodation in Box 20 of the student response
  booklet.
• Important Student responses not transcribed into
  a standard booklet will NOT be scored.

26
Deaf or Hard of Hearing ELLs

• Students who are deaf and are unable to produce
  spoken language and receive language input only
  through signing should be exempt from the
  Listening and Speaking section.
• The teacher (e.g., ESOL teacher) of each deaf or
  hard of hearing student should make a
  determination regarding whether the student is
  able to participate in the Listening and Speaking
  sections.
• Once a determination is made by the teacher it
  should be reflected in the students response
  booklet.
• Test administrator must check off the SPD code
  in students response booklet (in box 23).
• Source ACCESS for ELLs 2.0 Florida Department of
  Education Test Administration Manual Addendum
  2015-2016)

27
Deaf or Hard of Hearing ELLs

• LISTENING SECTION
• Students who are deaf and receive language input
  only through signing should be exempt from the
  Listening section
• For students who have some hearing ability, Test
  Administrators may use signing to clarify the
  directions to the Listening section, but they may
  NOT use signing to explain the content of the
  Listening section questions.
• An administrator may read the Listening script
  aloud (rather than playing the CD) for
  reinforcement for a hard-of-hearing student who
  is a proficient speech (lip) reader

28
Deaf or Hard of Hearing ELLs

• SPEAKING SECTION
• Students who are not able to produce spoken
  language should be exempt from the Speaking
  section.
• Test administrator may use signing to clarify the
  directions to the Speaking sections, but they may
  NOT use signing to explain the content of the
  Speaking section questions

29
Deaf or Hard of Hearing ELLs

• READING and WRITING Sections
• Test administrators may sign the directions and
  may use signing to answer any questions the
  students have about the directions. However,
  administrators may NOT use signing to explain the
  content of the Reading or Writing section
  questions

30
(No Transcript)
31
Alternate ACCESS for ELLs
32
Overview of Alternate Access for ELLs

• Assessment of English Language Proficiency for
  English Language Learners in Grades 1-12 who have
  significant cognitive disabilities (participate
  in the Florida Standards Alternate Assessment)
• The student is classified as ELL, with a code of
  LY participates in Alternate ACCESS for ELLs.
• Alternate ACCESS for ELLs consists of one form
  per grade-level cluster (1-2) (3-5) (6-8)
  (9-12)
• All Kindergarten students will be assessed using
  the ACCESS for ELLs 2.0
• Test administrator scores all sections

33
Overview of Alternate Access for ELLs continued

• Recommended order of Language Domains for
  administration
• Listening Reading Speaking Writing
• Four Standards 1. Social and Instructional
  Language (SIL)
• 2. Language of Language Arts (LoLA)
• 3. Language of
  Mathematics (LoMA)
• 4. Language of Science (LoSC)
• Tiers Not tiered
• ELD Levels A1-A3 and P1-P3 (P3 in Writing)
• Tasks based on Alternate Model Performance
  Indicators
• It must be administered individually (test
  administrator and student) and immediately
  scored.

34
Alternate ACCESS Proficiency Levels
35
Who Should Administer the Alternate ACCESS for
ELLs?

• ESE Teacher or licensed staff (WIDA online
  certification)
• Staff member familiar with students dedicated
  communication system and response modes
• Practice ahead of time is important due to
  logistics of managing
• Student Response Booklet
• Test Administrators Script
• Test Booklet
• Test Administration Manual
• Individual student supports

36
Roles and Responsibilities of TA

• Test Administrators (TA)
• Become trained with test administration
  procedures
• Complete online Alternate ACCESS for ELLs quiz on
  the WIDA Website (www.wida.us)
• Be familiar with accommodations that may be used
  during administration

37
Test Materials (Page 61 of Test Administrators
Manual)

• Test Administration Manual
• Test Administrators Script
• Test Booklet (legal size paper)
• Student Response Booklet
• Alternate ACCESS for ELLs
• Speaking Rubric (Page 83 of TAM)
• Writing Rubric (Page 95 of TAM)

38
Guidelines for Accommodations on the Alternate
Access for ELLs

• Guidelines are divided into each of the four
  domains of the test with indications whether a
  particular accommodation is appropriate for the
  domain (Yes), inappropriate and therefore not
  recommended (No), or Not Applicable (N/A) because
  the accommodation is already incorporated into
  the test design
• Refer to pages 55-56 on the Test Administrator
  Manual (TAM) for the Alternate Access for ELLs
  Accommodations

39
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
• Produce the most valid results of students
  abilities as possible.

40
Alternate ACCESS for ELLs Administration Overview
Test Section Test Section Number of Tasks Range of Levels
Listening Listening 9 A1-A3 P1- P2
Reading Reading 9 A1-A3 P1- P2
Speaking Part A 8 A1-A3 P1- P2
Part B 8 A1-A3 P1- P2
Writing Part A 10 A1-A3 P1- P3
Part B 10 A1-A3 P1- P3
Part C 10 A1-A3 P1- P3
41
How to read the script

• This is a sample of the script

Read aloud Black BOLD text
42
General Test Administration Procedures

• Prior to administering test fill out Additional
  Student Information data form located in the
  Student Response Booklet.
• Administer each section separately and in one
  session
• All sections are semi-adaptive and must be
  administered unless indicated on the IEP.
• Semi-adaptive means that the administration of a
  test section is ended if the student scores No
  Response, Incorrect, or Approaches on three
  consecutive tasks.
• The administration of one domain section should
  not begin until before finishing the
  administration of the previous one.

43
Alternate ACCESS for ELLs Stopping Criteria

• In order to not frustrate the students with tasks
  that they may not be able to complete
• Stop the administration of domain section if the
  student scores
• Incorrect (in Reading and Listening Sections)
• Approaches (in Speaking and Writing Sections)
• OR
• No response on three consecutive tasks in any of
  the domain sections

44
Alternate ACCESS for ELLs Stopping Criteria

• When stopping a domain section wind down the test
  administration as instructed in the Moving on
  Box, and mark the remaining tasks in that section
  as Not Administered in the Student Response
  Booklet

45
Administration

• Follow Moving ON box at the end of each task

46
Listening Test Overview Pages 67-71 of TAM

• Format 9 tasks that correspond to the AMPI
  levels A1-A3 and P1-P2
• Every task contains 3 cues- CUE A, CUE B, and CUE
  C
• Time 20 minutes (approximately)
• Scoring Correct or Incorrect

47
Administration of Listening Tasks
Next Task
Next Task
Next Task
48
Listening Administration

• Follow Moving ON box at the end of each task

49
Ending the Listening Section

• After administering last task (9)
• OR
• The student responded incorrectly or did not
  provide a response for 3 consecutive tasks

50
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.

51
Listening Scoring Sheet
52
Reading Test Overview

• Format 9 tasks that correspond to the AMPI
  levels A1-A3 and P1-P2
• Every task contains 3 cues- CUE A, CUE B, and CUE
  C
• Time 20 minutes (approximately)
• Scoring Correct or Incorrect

53
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

54
Administration of Reading Tasks
Next Task
Next Task
Next Task
55
Administration

• Follow Moving ON box at the end of each task

56
Ending the Reading Section

• After administering the last task (9)
• OR
• The student responded incorrectly or did not
  provide a response for 3 consecutive tasks

57
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.

58
Reading Scoring Sheet
59
Speaking Test Overview

• Format Contains 2 Parts Part A and Part B that
  correspond to the AMPI levels A1-A3 and P1-P2
• Within each Part there are a set of Tasks
• Each Task contains 3 questions Question 1,
  Question 2, and Question 3
• Time 20 minutes (approximately)
• Scoring Meets or Approaches

60
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

61
Administration of Speaking Tasks
Next Task
Next Task
Next Task
62
Administration of Speaking Tests

• Follow Moving ON box at the end of each task

63
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

64
Scoring

• Test administrator scores each response and
  records the score in the Student Response Booklet
• 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 (page
  83 in the TAM)

65
Speaking Rubric Page 83 of TAM
66
Scoring of Speaking Section
67
Speaking Scoring Sheet
68
Writing Test Overview

• Format Contains 3 Parts Part A, Part B, and
  Part C that correspond to the AMPI levels A1-A3
  and P1-P3
• Within each Part there are a set of Tasks
• Tasks are modeled for students
• Time 20 minutes (approximately)
• Scoring Meets or Approaches

69
Writing Test Guidelines

• Keep the test going at a steady pace
• Follow the Test Administrator Script exactly
• Put the Student Response Booklet in front of the
  student
• Have pre-sharpened pencils
• Assistive devices need to be available and ready
  to use

70
Administration of Writing Tasks for Parts A and
Part B

• Part A
• Task 1 Task 2 Task 3 Task
  4
• Part B
• Task 5 Task 6 Task 7 Task
  8

The student must score Meets on at least seven
out of eight tasks in Parts A and B to move on to
Part C.
71
Administration

• Follow Moving ON box at the end of each task

72
Scoring of Writing Section

• Test administrator scores each response and
  records the score in the Student Response Booklet
• The Test Administration Manual gives specific
  guidelines for scoring the writing section.
• No partial credit can be given on any writing
  tasks.

73
Scoring Parts A and B Writing Section
74
Scoring Boxes for Parts A and B Writing Section

• Scoring boxes are placed at the bottom left side
  of the Student Response booklet for each the
  corresponding Writing Task.

75
Administration of Writing Tasks for Part C

• Part C
• Task 9 Task 10
• The student must score Meets on at least seven
  out of eight tasks in Parts A and B to move on to
  Part C.

76
Writing Rubric for Part C
77
Scoring Boxes for Part C

• Scoring boxes are placed at the bottom left side
  of the Student Response booklet for each the
  corresponding Writing Task.

78
Ending the Writing Section

• 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

79
QUESTIONS ???

• WIDA
• https//www.wida.us/standards/

80
Questions ?

• For further information, please contact
• Bilingual/ESOL Exceptional Student Education
  Program
• [phone]
• Dr. Rosalia F. Gallo, Instructional Supervisor,
  rgallo_at_dadeschools.net
• Sylvia Crespo, Bilingual Assessor,
  srcrespo_at_dadeschools.net
• Juana Perez de Alejo, Bilingual Assessor,
  jmperez_at_dadeschools.net
• Malena Escobar-Matamoros, Bilingual Assessor,
  maescobar_at_dadeschools.net
• Isabel Lopez-Trudelle, Bilingual Assessor,
  isabellopez_at_dadeschools.net
• Danielle Joseph, Bilingual Assessor,
  daniellejoseph_at_dadeschools.net
• Debbie Sosa, Bilingual Assessor,
  debbiesosa_at_dadeschools.net
• Raquel Fernandez, Bilingual Assessor,
  RFernandez3_at_dadeschools.net
• Rosa Duarte, Bilingual Assessor,
  rduarte_at_dadeschools.net
• WEB SITE Division of Special Education click on
  Programs click on Bilingual
• http//ese.dadeschools.net/ESOL_ESE/
•