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Looking at ACCESS Data for ELLs

Looking at ACCESS Data for ELLs. Offices of Multilingual Curriculum and Programs & Accountability The School District of Philadelphia November 6, 2012. Desired Outcomes (Morning). Draw conclusions from 2012 ACCESS data.

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Looking at ACCESS Data for ELLs

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  1. Looking at ACCESS Data for ELLs Offices of Multilingual Curriculum and Programs & Accountability The School District of Philadelphia November 6, 2012

  2. Desired Outcomes (Morning) • Draw conclusions from 2012 ACCESS data. • Understand how to best use the information included in WIDA Teacher Reports. • Utilize the Data Driven Dialogue protocol to understand ACCESS data of our students.

  3. Turn & Talk • At which proficiency level (1 to 6) do you believe the majority of ELLs in The School District of Philadelphia scored on the 2012 ACCESS ? • Which domain (listening, speaking, reading, and writing) do you believe students perform the strongest/weakest according to 2012 ACCESS scores? 3) What are your predictions about how ACCESS scores in 2011 compare to ACCESS scores in 2012?

  4. Teacher Report Grade & Tier Scale Score & Proficiency Level Raw Scores

  5. Pay attention to scores in each domain! Look at the proficiency levels in the blue reports. How would you support these students? Turn & Talk

  6. Teacher ReportDigging Deeper What is the difference between the scale score and the proficiency level? • Proficiency level is a starting point for instructional planning and collaboration. • Scale-scores give more details/ideal for determining growth (from year to year)

  7. Scale Score & Proficiency Level Look at the yellow reports. Did the student improve in writing? Turn & Talk

  8. PA expects ELLs to increase their overall proficiency level by .6 every year. This is one of the three parts in determining AMAO. How do you determine if your students are making sufficient progress in their language proficiency?

  9. An alternative measure… WIDA Consortium has pooled the data from 1 million test takers at various grade levels and language proficiency levels to establish trends in scale score growth. 1, 000, 000

  10. ADD TABLE WITH scale score growth data

  11. Growth on Access Lower is Faster Younger is Faster Higher is Slower Older is Slower

  12. Look at your green reports and consider the Scale Score Growth Data sheet. What growth do you see? Compare the scale scores Turn & Talk

  13. Level in 1st year • ADD TABLE WITH scale score growth data Grade in 1st year

  14. Data Driven Dialogue Protocol Phase I: Predictions • I assume… • I predict… • I wonder… • My questions/expectations are influenced by… • Some possibilities for learning that this data may present… 15 minutes

  15. Data Driven Dialogue Protocol Phase II: Observations • I observe that… • Some patterns/trends that I notice… • I’m surprised that I see… JUST THE FACTS! Because… Therefore.. However… 30 minutes

  16. Data Driven Dialogue Protocol Phase III: Inferences • I believe the data suggests…because… • Additional data that would help me verify/confirm my explanations is… • I will address the needs implied in the data by… 30 minutes

  17. Carousel Activity 1) Review your predictions, observations, and inferences & post your chart paper on the wall (15 minutes) 2) Walk around the room and view other groups’ conclusions (15 minutes) 3) Whole group discussion (15 minutes)

  18. Desired Outcomes (Afternoon) • Read and discuss WIDA Features of Academic Language • Analyze and discuss features of academic language represented in two authentic samples • Review/Learn how to administer and score the Speaking portion of the ACCESS test • Review general procedures for administering ACCESS and complete the WIDA Speaking Quiz

  19. WIDA Features of Academic Language • WIDA Standards are now referred to as A) English Language Development Standards B) English Language Proficiency Standards C) English Language Criteria D) English Language Academic Strands

  20. WIDA Features of Academic Language 2) The criteria used to define the levels of language development include all of the following except A) Linguistic Complexity B) Language Forms & Conventions C) Organization & Style D) Vocabulary Usage

  21. WIDA Features of Academic Language 3) Which of the following explains the richness of experience and student background that makes learning more relevant? A) Psychosocial context B) Sociocultural context C) Data-driven context D) Narrative context

  22. WIDA Features of Academic Language 4) WIDA now distinguishes their performance definitions by A) Productive Language v. Receptive Language B) Academic Language v. Social Language C) Cognitive Language v. Interpersonal Language D) Digital Language v. Analog Language

  23. WIDA Features of Academic Language 5) The features of Linguistic Complexity include all of the following except A) Organization & cohesion B) Structure of speech/text C) Conventions & mechanics D) Variety of sentence types

  24. WIDA Features of Academic Language WIDA website

  25. WIDA Features of Academic Language WIDA Standards are now referred to as A) English Language Development Standards B) English Language Proficiency Standards C) English Language Criteria D) English Language Academic Strands

  26. WIDA Features of Academic Language 2) The criteria used to define the levels of language development include all of the following except A) Linguistic Complexity B) Language Forms & Conventions C) Organization & Style D) Vocabulary Usage

  27. WIDA Features of Academic Language 3) Which of the following explains the richness of experience and student background that makes learning more relevant? A) Psychosocial context B) Sociocultural context C) Data-driven context D) Narrative context

  28. WIDA Features of Academic Language 4) WIDA now distinguishes their performance definitions by A) Productive Language v. Receptive Language B) Academic Language v. Social Language C) Cognitive Language v. Interpersonal Language D) Digital Language v. Analogue Language

  29. WIDA Features of Academic Language 5) The features of Linguistic Complexity include all of the following except A) Organization & cohesion B) Structure of speech/text C) Conventions & mechanics D) Variety of sentence types

  30. Utilizing WIDA Performance Definitions Look at the writing samples on pink paper and read WIDA’s analysis of the features of academic language: -Linguistic Complexity -Vocabulary Usage -Language Forms & Conventions/Language Control Read/Think silently for 5 minutes

  31. Utilizing WIDA Performance Definitions Now read two authentic pieces of writing (“My Weekend”) by two 9th grade Philadelphia School District ELLs Read/Think silently for 5 minutes

  32. Utilizing WIDA Performance Definitions Use the WIDA Performance Definitions to analyze and discuss the features of academic language featured in these writing samples.

  33. Administering the WIDA Speaking Test WIDA

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