ACCESS for ELLs 2.0. Test Coordinator Training Session. Fall 2015

Transcription

1 ACCESS for ELLs 2.0 Test Coordinator Training Session Fall 2015

2 ACCESS for ELLs 2.0: Who Does What? MA Department of Elementary and Secondary Education (ESE) WIDA DRC Policy and program management Preparation for test administration Standards, training, and test development Test materials: production, shipping, scoring, reporting 2

3 2016 ACCESS for ELLs: Important Dates Activity Dates Test administrators complete online training October 1, 2015 February 5, 2016 Schools order ACCESS for ELLs test materials October 26 November 13, 2015 Online Test Setup December 21, 2015 February 10, 2016 Test materials arrive in schools January 4, 2016 Order additional materials, if necessary January 4 8, 2016 Test administration window January 7 February 10, 2016 Last date for schools to ship test materials February 12, 2016 Results reported to schools and districts Results posted electronically May 20, 2016 (Projected) June 6, 2016 (Projected) 3

4 Preparation for Testing Participation requirements Computer-based vs. Paper-based Testing Tiers Paper-based only Accessibility Tools and Accommodations Kindergarten Alternate ACCESS for ELLs ACCESS 2.0 Preparation Resources Test administrator training Certification Certification monitoring WIDA Assessment Management System (WIDA AMS) 4

5 Participation Requirements ( Students must take ACCESS for ELLs if they: were reported as LEP in the October 2015 SIMS, OR arrived after October 2015 and will be reported as LEP in the March 2016 SIMS Students with disabilities should be considered for Alternate ACCESS for ELLs if they: were reported as LEP in the October 2015 SIMS, or will be reported as LEP in the March 2016 SIMS, and are designated for the MCAS-Alt, as determined by their IEP or 5 in their 504 plan; or are in grades 1, 2, 9, 11, or 12, and have a significant cognitive disability.

6 Participation Requirements (continued) Students are not required to take ACCESS for ELLs if they are: ELL students reported as LEP in October 2015 SIMS who have exited ELL status before the beginning of the testing window (i.e., before January 7, 2016). ELL students in kindergarten with significant disabilities who would likely be designated for an alternate assessment in grade 1. ELL students in grades 1 12 who meet the guidelines to receive the following accommodations and therefore must take the Listening, Speaking, and Writing tests, but not the Reading test: MCAS Accommodation 26: Test administrator reads aloud the ELA Reading Comprehension test. MCAS Accommodation 28: Electronic Text Reader for the ELA Reading Comprehension test. 6

7 Participation Requirements (continued) The following students are not required to take one or more sections of ACCESS for ELLs: ELL students whose primary disability is reported as deaf or hard-of-hearing must take the Reading and Writing tests, but no the Listening and Speaking tests if they are unable to speak or listen. ELL students whose primary disability is reported as blind must take the Braille version of the Reading and the Writing tests, but not take the Listening and Speaking tests. ELL students with significant cognitive disabilities who are designated for MCAS-Alt, or are in grades 1, 2, 9, 11, or 12 and would be likely to take MCAS-Alt in the future, do not take standard ACCESS tests, but participate instead in the Alternate ACCESS for ELLs. 7

8 ACCESS for ELLs 2.0 computer-based vs. paper-based New computer-based ACCESS for ELLs tests (called ACCESS for ELLs 2.0) will be available for students in grades 1 12 for the school year. Schools have the option of choosing computer-based or paper-based assessments, or give a combination of both. In schools giving computer-based ACCESS 2.0 tests, paper-based versions will be available as an accommodation. Paper-based versions of the Kindergarten and Alternate ACCESS for ELLs tests will continue to be administered to all students. 8

9 Benefits of Online Testing Increased student engagement: more interactive and dynamic Built-in accommodations and accessibility features appropriate for a range of student needs Tests are adaptive, so unnecessary to pre-select tiers Easier to administer Simultaneous administration for multiple grades, test tiers, and proficiency levels Central scoring by DRC for all domains, including Speaking Testing up to 7 students concurrently on Speaking, using headsets with microphones 9

10 Domains & New Grade Level Clusters 10 *Note: Kindergarten will remain an interactive, paper-based kit.

11 Response Capture and Central Scoring Listening and Reading: Student responses will be captured digitally and scored by the online test engine. Speaking: Student responses will be recorded and automatically sent to DRC for scoring by trained raters. Writing: Computer-generated responses will be recorded, automatically sent to DRC, and scored by trained raters; handwritten responses will also be scored by DRC. 11

12 Online Student Experience Graphic-supported items Audio-supported directions Narrated and guided introduction by a human voice for each domain test Thematic folders pertaining to a unified theme Practice items Modeled responses for the productive domains Simple navigation Uncluttered and streamlined interface Embedded accessibility tools 12

13 Listening Item Layout 13

14 Reading Item Layout 14

15 Speaking Item Layout 15

16 Writing Item Layout 16

17 Writing Test Options Different Writing formats to meet the needs of all learners 17

18 Writing Test Options Writing domain will be handwritten for students in grades 1 3; booklets will automatically be provided in a range of tiers. Students in grades 4 12 may either keyboard or hand-write responses. A small quantity of writing response booklets will be provided for students who may need to hand-write instead of keyboard. If a student expresses discomfort, concern, or anxiety about keyboarding after logging in and starting the test, the Test Administrator may switch the student to the Writing test on paper. In such a case, Test Administrator should contact DRC customer service for assistance. Even if a student will respond on paper, the student still needs to be seated at the computer or tablet in order to view the Writing task 18 and click through the prompts using the mouse, if taking the remainder of test on computer.

19 Administration Considerations Order of Test Administration: Students performance on the Listening and Reading tests will determine their placement for Writing and Speaking. Listening and Reading: Group administration first. May be administered together in one session (allow at least 90 minutes) or separately. Writing and Speaking: Can be administered in either order, after the Listening and Reading tests are given. 19

20 Test Administration Times The following testing times do not include test distribution, set-up, reading directions, and collecting materials after testing is completed: Domain Computer-based Paper-based Listening Up to 40 minutes Up to 40 minutes Reading Up to 35 minutes Up to 60 minutes Writing Up to 65 minutes Up to 65 minutes Speaking Untimed (about 30 minutes) Untimed (about 30 minutes) NOTES: Up to 50 percent additional time is allowed for all students, particularly on the Reading test. 20 ELLs with disabilities may receive extended testing time, up to the end of one school day, to complete a single test session. Kindergarten, Speaking, and Alternate ACCESS are untimed.

21 Technology Requirements for Computer-based Testing Technology requirements for the online test are listed at: Headphones are needed for all domains. Headsets or headphones with built in microphones are an additional requirement for the computer-based Speaking test Requires a headset for each student Administration group size up to 7 students Centrally scored, not locally scored as before 21

22 Paper-based Test Forms 22

23 Paper-based ACCESS 2.0: Plans and Specifications New grade clusters: Transitional form in : Grades K, 1, 2, 3, 4-5, 6-8, 9-12 Beginning : Grade clusters will align with online clusters Media-delivered Listening and Speaking Test Administrators will play pre-recorded prompts. Speaking: Updated Scoring Scale, Rules, and Procedures Individually administered with pre-recorded prompts Test Administrators will score student responses locally Must be trained and certified 23

24 Test Administration Changes Paper-Based Test booklet labels booklets without labels will not be scored (do not cross out labels) Pre-ID Labels (White) District/School (Yellow) Do Not Process (White with Orange Stripe) Completing demographic information Consult Massachusetts-specific TAM insert (Goldenrod) Listening and Speaking test audio are on the same CD Speaking test is divided into two tiers (A and B/C) Speaking responses scored against model responses, using new Speaking Score Scale Return test materials once the majority of testing has been completed 24

25 Scheduling Considerations for Paper-based Testing Schedule group-administered tests by tier and grade cluster, not to exceed 22 students per group. Schedule individual administrations of Speaking, Kindergarten, and Alternate ACCESS tests. Determine number of test administrators needed for each test and test location, including accommodations. Schedule according to time allowed for each test. Plan make-up sessions in case of inclement weather. 25

26 Paper-based Testing: Criteria for Selecting Test Tiers Students take either Tier A, B, or C for grades 1-12 paper-based Listening, Reading, and Writing tests Tier selection is based on student s overall proficiency level on 2015 ACCESS for ELLs, if student received a score. General criteria for tier selection: Tier A for beginning ELLs Tier B for most ELL students, with some, but not extensive, academic language proficiency and literacy Tier C for students who are close to exiting ELL status Detailed criteria at Additional criteria for selecting a test tier: scores from WIDA ACCESS Placement Test (W APT) scores on other English language assessments observations by staff working closely with the student 26

27 ACCESS for ELLs Proficiency Levels and Tiers Students who take Tier A cannot receive higher than Level 4. Students who take Tier B cannot receive higher than Level 5. 27

28 Accommodations, Accessibility Tools, and Test Administration Procedures ACCESS for ELLs 2.0 incorporates the use of: Universally-designed accessibility tools available to all students; Test administration procedures available to all students, at discretion of the principal (or designee); Accommodations available only to ELLs with disabilities. 28

29 ACCESS for ELLs 2.0 Accessibility and Accommodations Important Documents ACCESS for ELLs 2.0 Accessibility and Accommodations Guidelines, available at: wida.us/accommodations/guidelines ACCESS for ELLs 2.0 Accessibility and Accommodations Descriptions, available at: wida.us/accommodations/descriptions ACCESS for ELLs 2.0 Accessibility and Accommodations Overview for Massachusetts Educators (Fall 2015), available at: 29

30 Test Administration Procedures for All Students Test administration procedures are changes in test administration that may apply to any student, including non-disabled students, at the discretion of the principal (or designee). These may be provided regardless of whether the student has a disability, or is participating either in computer- or paper-based testing. 30

31 Test Administration Procedures available to any student, at principal s discretion Presentation Read, repeat or explain/clarify test directions in English or student s native language Provide verbal praise or tangible reinforcement Verbally redirect student s attention to test, in English or in student s native language Allow student to take the paper-based test Response Student reads test aloud to him- or herself (in separate setting) Test administrator monitors placement of responses onscreen or in test booklet Student provides hand-written responses to the online Writing test, instead of a keyboarded response Test Environment/Setting Familiar test administrator Small group/individual Separate or alternate location Specified area or seating; study carrel Adaptive and/or specialized equipment, furniture (seating), acoustics, or lighting Redirect student s attention to test; use tools/techniques to minimize distractions or maintain focus Timing/Scheduling Frequent or additional breaks Test administered in short segments Up to 50 percent additional testing time per session (since ACCESS tests are timed) 31

32 Accessibility Tools for All Students ACCESS accessibility tools are available to all students participating in the computerbased and paper-based ACCESS tests. Many will be available as onscreen tools on computer-based tests, or are incorporated into the design of ACCESS computer- and paperbased assessments. 32

33 Accessibility Tools available to all students Computer-Based Auditory aids Highlight tool Line guide Screen magnifier Color contrast or colored overlay Blank paper Adaptive equipment or assistive technology used by student for other tests and school work (Answers transcribed onscreen) Sticky notes (virtual) Paper-Based Auditory aids Highlighters, colored pencils, or crayons Place marker or tracking device Low-vision aids or magnification devices Colored overlay Blank paper Adaptive equipment or assistive technology used by student for other tests and school work (Answers transcribed in answer booklet) Sticky notes (actual) 33

34 ACCESS Accommodations for Students with Disabilities Accommodations are grouped into four categories: Test Presentation How test is presented to student Large print, Braille, read test aloud (all except Reading) Items read by human reader (on computer-based) Student manually starts pre-recorded audio* (*must be requested) Student manually repeats pre-recorded audio for certain prompts* Repeat Listening test item response options (once) by human reader Read aloud all Listening response options that include text Test Responses How student responds to questions Scribe responses, word processor, Braille writer, assistive technology, recording device Test Environment/Setting Administered in non-school setting Timing/Scheduling Extended time Student is provided up to twice the recommended testing time to complete the online Speaking Massachusetts test Department of Elementary and Secondary Education 34

35 Rules for Accommodations Accommodations must be listed in IEP or 504 plan The following accommodations are not allowed: Reading aloud test items on the Reading test. Students with accommodation 26 (i.e., reading aloud the Reading test) must take Listening, Speaking, and Writing tests, but not required to take Reading test. Translating test items into a language other than English (directions may be translated) Signing test items, passages, and/or response options/answer choices (directions may be signed) Reading aloud test items in a language other than English 35 Use of bilingual word-to-word dictionaries Respond to test questions in a language other than English

36 Kindergarten Test Features 36

37 Alternate ACCESS for ELLs For ELLs with significant cognitive disabilities in grades (No Alternate ACCESS in Kindergarten. Untimed, but about 20 minutes to administer each domain test (Speaking, Listening, Reading, Writing) Individual test administration No test tiers Scored by test administrator Scripted tasks read by test administrator, with repetition, cues, and task modeling Requires training and certification to administer 37

38 Alternate ACCESS for ELLs (Continued ) Overview available at Video tutorial and other resources available at Alternate ACCESS Proficiency Levels 38

39 Procedures for Students Who Transfer to and from a Massachusetts School During Testing When a student begins the test in one school, then transfers to another school, student should take only the remaining test sections in the new setting, and student should not retake any section of the test. Contact DRC Customer Service at or WIDA@datarecognitioncorp.com for instructions. 39

40 Students Who Arrive in a Massachusetts School During Testing If newly-arrived student is reported as ELL in the district s March or June SIMS report, the student must participate in ACCESS testing. If the student is taking a paper-based ACCESS test, he or she must be designated for a test tier (A, B, or C). The last day to order additional testing materials will be January 29,

41 Other Updates Unlike MCAS, test administrators may view test booklets up to 24 hours before the test is administered under the principal s supervision in a secure location. Materials may not be removed from the secure location. Non-Disclosure Agreement must be signed, dated, and submitted to the principal by test administrators and anyone who handles test materials. Keep signed agreements on file. NDA Form is available in the Overview online training module. 41

42 ACCESS for ELLs 2.0 Preparation Resources x#about 42

43 ACCESS for ELLs 2.0 Preparation Resources 43

44 ACCESS for ELLs 2.0 Preparation Resources Timeline for release of materials Accessibility and Accommodation guidelines and Descriptions Test Coordinator, Test Administrator, and Technology Coordinator Checklists Webinars Sample Items WIDA AMS Training Modules, User Guides Parts 1, 2, & 3 ACCESS for ELLs TAMs 44

45 Test Administrator Training Online Training Modules Previous certifications for test administrators to administer ACCESS for ELLs are no longer valid, since this will be the first year administering the new computer-based and redesigned paper-based ACCESS for ELLs 2.0 tests. All test administrators must complete the WIDA online training and, where applicable, take certification quizzes for the tests they will administer. Score of 80% correct is required on certification quizzes. Online training available now, but best to train closer to the testing window. Each educator must have a WIDA personal account to access the training at 45

46 WIDA Personal Accounts Instructions for creating WIDA personal accounts are available at to obtain a temporary user name and password Log in, then enter a password of your choice, and a personal user name will be assigned by the Account Creator system. Any WIDA personal accounts set up last year are still active and must be used. Do not create a new personal account. Call WIDA Help for assistance ( ). Personal accounts may be updated with new information (e.g., district or state) using the gray column on the right after logging in. 46

47 Training for Computer-Based Test Training Audience Key Elements Outcome ACCESS for ELLs 2.0 Technology Coordinators Online procedures via WIDA AMS; Checklists Should be verified by Test Coordinator (as listed on checklists) ACCESS for ELLs 2.0 Online Test Administrators (Grades 1-12) Online procedures via Training Course; Checklists Certificate of Completion ACCESS for ELLs 2.0 Test Coordinators (All Test Forms) Online procedures via Training Course; Checklists Certificate of Completion 47

48 Trainings and Certification for Paper-Based Tests Training Audience and Topics ACCESS for ELLs 2.0 Paper Test Administrators (Grades 1-12) Paper Test Administration Procedures Key Elements Online procedural modules via Training Course; Checklists Outcome Certificate of Completion Scoring Speaking Test Alternate ACCESS for ELLs Test Administrators Kindergarten ACCESS for ELLs Test Administrators Speaking Scoring Module (New) via Training Course Administration modules via Training Course Administration modules via Training Course Certification (upon completion of Speaking scorer quiz) Certification (upon completion of Alt ACCESS quiz) Certification (upon completion of Kindergarten quiz) 48

49 Accessing the Training Courses When you login to the WIDA website you see the My Account & Secure Portal page. You can: Navigate to the various training course components Update and edit personal account information Access personal training records Access and monitor training records of staff 49

50 My Account & Secure Portal 50

51 ACCESS for ELLs 2.0 Training 51

52 User Account Management Monitor completion of quizzes and checklists Will be updated and reflect 2016 certification results in November

53 Monitoring Certification of Test Administrators in Each District School and district leaders must ensure that test administrators are trained and certified. ELL directors and principals can view the names of individuals online who have completed training and certification. WIDA Personal Account user name and password are required to view current certification in school/district. 53

54 New Principals and ELL Directors New Principals and/or ELL directors must create a WIDA Personal Account. New principals and district ELL directors must then contact ESE (ACCESS@doe.mass.edu) to be authorized to monitor certification in their school/district. 54

55 WIDA Assessment Management System (WIDA AMS) Within AMS, designated staff may: Access user guides and software downloads Edit student information Create and add students to test sessions Designate accommodations Print test tickets Monitor student progress View/print reports DESE will pre-load student data in AMS Login and password information will be sent by the third week in October. 55

56 WIDA AMS Welcome 56

57 WIDA AMS Login 57

58 WIDA AMS Homepage 58

59 WIDA AMS Menu 59

60 WIDA AMS User Administration 60

61 WIDA AMS Materials Ordering 61

62 WIDA AMS Test Setup 62

63 WIDA AMS Materials Ordering Do Not Score To be completed by Test Coordinator / Test Administrator in WIDA AMS Deferred Special Education/504 (SPD) should be selected for students who did not complete a domain(s) because of an unavailable accommodation or disability. 63

64 WIDA AMS Test Management Reports 64

65 WIDA AMS Data Validation 65

66 WIDA AMS Test Results 66

67 New Publications Available on Department s Web Page Requirements for the Participation of ELLs in ACCESS for ELLs, MCAS, and PARCC ( Update), at Transitional Guidance on Identification, Assessment, Placement and Reclassification of English Language Learners, at ACCESS for ELLs 2.0 Accessibility and Accommodations Overview for Massachusetts Educators (Fall 2015), at 67

68 ESE Contact Information Student Assessment Services Telephone: Fax : ACCESS@doe.mass.edu Dan Wiener Alexis Glick Department s ACCESS for ELLs Website: WIDA Help Desk: DRC Help Desk: