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ASSESSING THE ENGLISH PROFICIENCY
OF ENGLISH LEARNERS WITH
DISABILITIESPresentation by:
Audrey Lesondak EL – Education Consultant Office of Educational Accountability 125 S. Webster StreetMadison, WI [email protected]
Take Away: Knowledge
Take Away: Able to do…
Determine the appropriate language assessment using a specific protocol
Document appropriate language accommodations on the Participation in Language Assessment worksheet
Identify where and how EL and SE professionals can train to administer the Alternate ACCESS for ELLs™
Access available resources online
According to Title III of the No Child Left Behind Act of 2001 section 3113 (b)(3)(D) all Limited English Proficient/English Learner (LEP/EL) students are required to take a language assessment in all four language domains of reading, writing, speaking and listening annually regardless of disability status.
ACCOUNTABILITY
Specific to Special Education Providers
New language assessment tool available for students with significant cognitive disabilities
May be administered by Special Education professionals
IEP teams may involve both Special Education and English Learner (EL) professionals
A worksheet is now available to help IEP teams
Language Assessment Options beginning in 2012-13
This 2011-12 school year districts have the option of administering the Alternate ACCESS for ELLs™ as a pilot for eligible students.
Future Language Assessment: ASSETS
A state-led consortium with the aim of providing innovative and comprehensive assessment tools in order to help English learners succeed in becoming college- and career-ready.
Grantor: Department of Education Enhanced Assessment Grant (EAG)
Award Amount: $10,486,195
Timeframe: Sept. 30, 2011 to Sept. 29, 2015
Consortium: 29 member states
Managing Partner: World-Class Instructional Design and Assessment (WIDA)
Language Assessment Administration
ACCESS for ELLs ACCESS for ELLs Alternate ACCESS for ELLsAlternate ACCESS for ELLs
Accommodations
No Accommodations
What Language Assessment?
Accommodations
No Accommodations
Both language assessments were created by the World-Class Instructional Design and Assessment (WIDA) Consortium.
About Language Assessment
What is the ACCESS for ELLs®?
A paper and paper test for LEP/ELsAdministered in overlapping Tiers:
A –Beginners, B –Intermediate, C -Advanced
Grade level clusters for grades k-12Based on ELD standards (corresponds to
the common core)Administered individually (speaking) and
in groups (listening, reading & writing)
Levels of English Proficiency (ELP/ELD)
*2012 renamed Emerging
ELP* Standards
Academic Language*ELP standards to become ELD standards
SS Only on
ACCESS for
ELLs
What is the Alternate ACCESS for ELLs™?
Specifically for students identified as English learners with significant cognitive disabilities
Based on the Alternative Model Performance Indicators(AMPIs)
Paper and pencil assessment All components of the tests are individually
administered Administered to students in grades 1-12
Organization for Alternate ACCESS for ELLs™
WIDA
Alternate ACCESS Proficiency LevelsAlternate ACCESS Proficiency Levels
Organization of AMPIs
AMPI
STRAND
Sample test item
Test administrators administer the
Alternate ACCESS for all language
domains.
Who’s eligible for the Alternate ACCESS for ELLS™?
Only ELs with significant cognitive disabilities
Students that have one or more of the existing categories of disabilities under IDEA (e.g.; some students with intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)
Students who can’t meaningfully participate in the ACCESS for ELLs® even with accommodations
Students in grades 1-12
Participation Criteria YES
NO
1. The student is classified as an English Language Learner (ELL) or English learner (EL).
2. The student must have a significant cognitive disability and receive special education services under IDEA (2004).
3. The student’s academic program must follow an alternative curriculum based on Wisconsin’s Extended Grade Band Standards.
4. The student participates or is expected to participate in the Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) for grades the test is administered.
The IEP team needs to determine if a student will need testing accommodations
A list of appropriate accommodations can be found in their respective manuals. www.wida.us
The ACCESS for ELLs and Alternate ACCESS for ELLs accommodations matrices can be found the DPI/OEA webpage at http://dpi.wi.gov/oea/
Further details about accommodations can be found in our guiding manuals at: http://dpi.wi.gov/ell/documents-at-a-glance.html
IEP Team decides:
check only one
The student will be taking the Alternate ACCESS for ELLs™.
The student will be taking the ACCESS for ELLs®.
Language Accommodations No accommodations Reading Writing Speaking Listening
Student will
partici-pate in
the:
ACCESS for ELLs®
without accommo-
dations in the language
domains of:
ACCESS for ELLs®
with accommodations (list accommodations
for each language domain)
Alternate ACCESS for ELLs™
(list accommodations for each content area)
Speaking Accommodations: Accommodations:
Listening Accommodations: Accommodations:
Reading Accommodations:
Accommodations:
Writing Accommodations:
Accommodations:
Because these are language not content tests, some accommodations appropriate for the WKCE or the WAA-SwD may not be appropriate for a language test.
(For example it may note be appropriate to rephrase a listening question or it will not be appropriate to translate a test question or answer in the student’s first language. These are allowable accommodations for some portions of the WKCE.)
Note about language accommodations
http://dpi.wi.gov/oea/accommtrx.html for information on content test accommodations
The language assessment used and any accommodations should be documented in the student’s Individual Education Plan (IEP)
Documentation
Documentation
The Individualized Education Program: Participation in Statewide Language Assessment Checklist and Accommodations worksheet* is available to IEP teams and incorporated into a student’s IEP plan for English Learners with disabilities
*This worksheet and its guiding document can be found in with other materials related to I-7 regarding state and district assessment.
Test Administration
2012-13 AdministrationAlternate ACCESS for ELLs™
Document in the student’s IEP Administered by Alternate ACCESS for
ELLs™ trained and licensed professional during the December – February assessment window
District Assessment Coordinator orders Alternate ACCESS for ELLs™ from MetriTech along with other ACCESS for ELL® test materials during the October test ordering window.
Visit the WIDA website at www.wida.us
Who Administrators the Alternate ACCESS for ELLs™?
A licensed trained professional familiar with the student can administer the Alternate ACCESS for ELLs™.
Test proctors must complete the Alternate ACCESS for ELLs™ training modules found on the WIDA website.
Alternate ACCESS for ELLs™ Training
To access the website, proctors will need a username and password
District Assessment Coordinators (DACs) create a training account for each proctor
DACs may obtain a username and password from DPI/OEA. Contact Audrey Lesondak at 608-267-5153 or [email protected]
Q & A
Can a paraprofessional or classroom aid administer the Alternate ACCESS for ELLs™ since they often work most closely with the student?
No. if a paraprofessional works with the student, in a classroom setting then as an accommodation, he or she can assist or support the student during the administration of the assessment.
Must the test administrator of the Alternate ACCESS for ELLs™ be training in administering all parts of the ACCESS for ELLs®?
No, only the Alternate ACCESS. Test proctors must be training only for the tests they proctor.
Q & A
Can a student take portions of each: the Access for ELLs® and the Alternate ACCESS for ELL™?
No. if the student with significant cognitive disabilities qualifies to take the Alternate ACCESS, the student completes the test for all four language domains.
Do we have to complete the worksheet for participation in statewide language assessments for all students with disabilities?
All accommodations must be document in the students IEP, this form can be used for that purpose.
