Score Changes in ACCESS for English Learners 2.0

This course is intended to give teachers information they need to understand the scores from the language proficiency test administered to their English language learners. This will enable teachers to to communicate effectively with the student and their families.

 

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What is ACCESS for ELLs 2.0?

ACCESS for English Learners 2.0

About ACCESS for ELLs 2.0

ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. ACCESS for ELLs 2.0 is only available to Consortium member states.

ACCESS for ELLs 2.0 is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing.

Purpose and Use of ACCESS for ELLs 2.0

  • Helps students and families understand students’ current level of English language proficiency along the developmental continuum.
  • Serves as one of multiple measures used to determine whether students are prepared to exit English language support programs.
  • Generates information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support.
  • Provides teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
  • Provides districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
  • Meets, and exceeds, federal requirements for the monitoring and reporting of ELLs' progress toward English language proficiency.

Features

The tasks on the new summative assessment will continue to assess the language students need to process or produce in various school contexts. Each assessment item and task will target at least one of the five WIDA ELD Standards:

  • Social and Instructional Language
  • Language of Language Arts
  • Language of Mathematics
  • Language of Science
  • Language of Social Studies

Which is not one of the WiDA English Proficiency Standards?

  • Social and Instructional Language
  • Language of Mathematics
  • The Language of Fine Arts
  • Language of Language Arts
  • Language of Social Studies
  • Language of Science

Which purpose and use of the ACCESS for ELLs scores do you consider the most valuable?

  • Helps students and families understand students’ current level of English language proficiency along the developmental continuum.
  • Serves as one of multiple measures used to determine whether students are prepared to exit English language support programs.
  • Generates information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support.
  • Provides teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
  • Provides districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs. Meets, and exceeds, federal requirements for the monitoring and reporting of ELLs' progress toward English language proficiency.

Changes in the 2016-2017 Scoring?

Changes

What are the ACCESS for ELLs 2.0 Score Changes for 2017?

  • The WIDA ELD Standards are not changing.
  • The expectations for student performance on the assessment (ACCESS for ELLs 2.0) have changed.
  • The test items are not harder, but we have changed how student scores are interpreted into proficiency levels. 
  • Students must demonstrate higher language skills to achieve the same proficiency levels.

Increased Expectations

What do increased expectations on ACCESS for ELLs 2.0 mean? What will this mean for students?

To give it a metaphor, it means they will face higher hurdles to achieve the same level of success on the test, and they will need strong language support in the classroom to clear those hurdles. The hurdles have gone up because when demands for content success increase, the demands for language embedded in that more complex content are also higher.

Which has not changed in 2016-2017?

  • The WIDA ELD Standards.
  • The expectations for student performance on the assessment (ACCESS for ELLs 2.0).
  • How student scores are interpreted into proficiency levels.