ACCESS for ELLs
Missouri joined the WIDA (pronounced Wee-Da) consortium in 2010 in response to both wanting to improve the ELL standards within the state and a to help provide better service and assessment to a growing ELL population. The WIDA Consortium is a non-profit group whose purpose is to promote educational success for ELLs. Through the development and delivery of standards, assessments, research and professional development, WIDA provides meaningful tools, training and information to educators working with ELLs, which are anchored in research-based practices for serving these diverse learners.
Upon enrollment, Missouri LEAs are required to give a home language survey or questions on an enrollment form. The questions are:
- Is the student's native tongue a language other than English?
- Is a language other than English spoken in the student's home or environment?
If the answer to either question is yes, or if an LEA feels that a child might have an English language learning need due to unreported exposure to another language, the LEA is required to screen the child using the W-APT screening assessment. LEAs have 30 calendar days from the beginning of the school year to administer the W-APT.
ACCESS for ELLs 2.0 is the English language proficiency assessment that Missouri has selected to meet the requirement of No Child Left Behind to annually assess Missouri's students who are eligible for ELL (English Language Learner) services. ACCESS 2.0 will allow educators, students, and families to monitor students’ progress in acquiring academic English in the domains of speaking, listening, reading, and writing and will be aligned with the WIDA English Language Development (ELD) Standards. Results also are calculated to determine if the district has met the AMAOs (Annual Measurable Achievement Objectives).
In addition to ACCESS 2.0, Missouri offers the Alternate ACCESS. The Alternate ACCESS for ELLs, is an assessment of English language proficiency for students in grades 1 – 12 who are classified as English language learners (ELLs) and have significant cognitive disabilities (those who do or would qualify for MAP-A) that prevent their meaningful participation in the ACCESS for ELLs 2.0 assessment. The assessment is based on Alternate Model Performance Indicators (AMPIs), which provide expectations of what students should be able to process and produce at a given Alternate ELP level.
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October 3, 2016 to November 10, 2016
|Test Materials Ordering Window|
|DUE November 4, 2016||Pre-Code Due Date|
November 14, 2016 to March 3, 2017
|Test Setup Available|
|December 12, 2016||Districts Receive Test Materials|
December 12, 2016 to February 24, 2017
|Additional Test Materials Ordering Window|
January 9, 2017 to March 3, 2017
|ACCESS Testing Window|
|DUE March 17, 2017||Deadline To Ship Materials|
April 3, 2017 to April 10, 2017
|Data Validation Window|
|May 8, 2017||Districts Receive Student Reports|
Resources and Contact Information
2016-2017 ELP Resources
- LEA Guide To English Language Proficiency (ELP) Assessments 2016-2017
- ACCESS 2.0 Quick Reference Guide
- Educating Linguistically Diverse Students
- Missouri ELL Contact Information and MELL Coverage Map
- WIDA English Language Development Standards
- Understanding Title III Annual Measurable Achievement Objectives (AMAOs) 2015-2016
- LEP exit criteria
- Limited English Proficient Definition
- MOSIS LEP Codes
- MOSIS ELL Language Codes
ACCESS Contact Information
|Drew Linkon - Assistant Director of Assessment
|Shawn Cockrum - Director of MELL, Title III, Migrant
|Ryan Rumpf - ELL Curriculum Director
ELL Instruction, building capacity in educational programs and strategies, assistance to LEAs in enhancing English language proficiency and academic achievement of ELLs
|DESE Accountability Data
Assessment Pre-Code - dese.mo.gov/quality-schools/accountability-data
|WIDA Client Services Center
Administration Questions, W-APT, Standards, WIDA.us Logins - www.wida.us
|Data Recognition Corp. (DRC)
Assessment Management System (AMS), INSIGHT Testing Platform, TSM, Technical Support - www.wida-ams.us
For information on any of the following topics, please contact your regional Migrant and English Language Learner (MELL) instructional specialist.
- Title I-C and Title III funds
- Professional development opportunities
- ELL/Migrant identification
- Building capacity in educational programs and strategies
- Assistance to LEAs in enhancing English language proficiency and academic achievement of ELLs
- Additional ELL topics
|1 - Kansas City and Northwest||Guadalupe Magana||816-235-8844
|2 - Warrensburg and Central/North Central||Becky Smith||800-762-4146
|3 - St. Louis and Northeast||Marlow Barton||314-692-1247
|3 - St. Louis and Northeast||Debra Cole||314-62-1238
|4 - Springfield and Southwest||Claudia Franks||417-836-4093
|5 - Cape Girardeau and Southeast||Jesse De Leon||573-986-6734
For information about ELL Screening procedures, please reference the
2016-2017 ELL Screening Process Guide.
Home Language Survey
Upon enrollment, Missouri LEAs are required to give a home language survey or questions on an enrollment form. The questions are:
A) Is the student's native tongue a language other than English?
B) Is a language other than English spoken in the student's home or environment?
If the answer to either question is yes, or if an LEA feels that a child might have an English language learning need due to unreported exposure to another language, the LEA is required to screen the child using the W-APT screening assessment.
LEAs have 30 calendar days from the beginning of the school year to administer the W-APT. If a student moves in after the beginning of the school year, the LEA has 10 school days upon enrollment to administer the W-APT. LEAs may also choose to administer the W-APT during the Kindergarten roundup. If your LEA receives a new student from another LEA or state that is part of the consortium AND the student has a W-APT or ACCESS for ELLs score report, they will not need to be re-screened. Simply add their previous W-APT or ACCESS score report to the student cumulative folder.
Missouri LEAs may not provide screening services for private school students. Having access to the W-APT screener is paid for by the state and thus may not be used to provide direct services for private school students.
Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.
The W-APT is designed to be individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling."
Downloading the W-APT
To download the W-APT the user must be logged in and have the W-APT box checked on their account. District Test Coordinators can make the decision as to who has access to the W-APT. The W-APT test forms can be accessed from the download library on the right side of this page: http://www.wida.us/assessment/w-apt.
Remember that the W-APT is a secure test. Individual test administrators must be trained in its administration and have agreed to maintain the security of test questions. Once tests are downloaded and printed, they are kept as secure as other state assessments, and are administered following standard procedures.
With the move to online English proficiency testing, WIDA has created an Online Screener to replace the W-APT for grades 1-12. The W-APT Kindergarten screener will remain as is.
Beginning November 4, 2016, districts have the option of using the W-APT or Online Screener during the 2016-2017 academic year. Starting in the 2017-2018 academic year, the Online screener becomes the required screener for students in grades 1-12.
|Beginning November 4, for grades 1-12 – Optional to use during the 16-17 academic year.||No longer available for grades 1-12. Still used for Kindergarten.|
|Soft Launch: Available October 2016 for grades 1-12.||Becomes required screener for students in grades 1-12.|
Parent/Legal Guardian Notification
Parents should be notified about the screening test results and placement decisions no later than 30 days after the beginning of the school year or within 10 days if the student enrolls in the school district during the school year. Such notifications shall be provided in English and in a language that the parents can understand, to the maximum extent practicable.
Notifications should include:
- Eligibility for ELD services
- Student’s level of proficiency and how it was assessed
- Method of delivery of instruction for ELD
- How program will help the child learn English and meet age appropriate academic achievement standards for grade promotion and graduation
- Specific requirements for exiting the program
- Information pertaining to parental rights that includes written guidance detailing:
- The right that parents have to have the child immediately removed from Title III supplemental programs upon their request
- Assisting parents in selecting among various programs or methods of instruction, if more than one program or method is offered
- Notification of services must be sent to parents on an annual basis
Note that this is a notification of the students’ ELP level and how the district will meet the student’s ELD needs, not a consent for the child to receive services. Parents have the right to choose whether or not their child receives Title III Supplemental ELD services.
ACCESS for ELLs 2.0
ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to students who have been identified as English language learners (ELLs). It is given annually to monitor students' progress in acquiring academic English.
The assessment will allow educators, students, and families to monitor students’ progress in acquiring academic English in the domains of speaking, listening, reading, and writing and will be aligned with the WIDA English Language Development (ELD) Standards.
The tasks on the assessment will attempt to replicate the kinds of communicative situations (and the language needed to be processed or produced within them) that might be encountered in different 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
ACCESS for ELLs 2.0 will continue to assess each of the four language domains of Listening, Speaking, Reading, and Writing separately.
Purpose and Use of ACCESS 2.0
- Help students understand their current level of English language proficiency along the developmental continuum.
- Serve as one of multiple measures used to determine those students prepared to exit English language support programs.
- Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
- Provide districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
- Meet federal requirements, such as Annual Measurable Achievement Objectives 1 and 2, for the monitoring of ELLs progress toward English language proficiency.
Beyond training, the only requirement to give the ACCESS 2.0 is that the test administrator must be a district employee that, at a minimum, meets the requirements of a paraprofessional under Title I. Substitute teachers may not give the W-APT unless they are under contract with the district.
|K||Kindergarten Kit||Kindergarten Kit||Kindergarten Kit||Kindergarten Kit|
|Alternate||Paper Only||Paper Only||Paper Only||Paper Only|
Please note, these are the default response options. The default option of computer can be changed to paper/pencil under certain circumstances.
Reasons why a student may move from computer based testing to paper/pencil:
- It is an allowable accommodation for students with disabilities who have it in their IEP/504 plan.
- For students who are brand new to the country who may not have had access to computers, the district may choose to give the test to the student via paper/pencil.
Unlike our other state assessments, if any portion of the assessment is given via Paper/Pencil, the district will not enter those student responses. Instead, those responses will be shipped back with all physical testing materials.
Districts should participate in the pre-code process run through DESE. The pre-code process works in the same way as pre-coding for other state assessments. The pre-code from your district is due to DESE by 11/4/16. For more information on the pre-code process, please visit dese.mo.gov/data-system-management/core-datamosis/timelines#assessprecode. If you have questions about the pre-code process, please contact DESE Accountability Data at 573-526-4886 or [email protected].
ACCESS for ELLs 2.0 test materials are ordered through WIDA AMS.
Located in the secure portal of the WIDA website, each assessment in the suite has a set of materials available for training, including tutorials, modules, quizzes and additional resources. This year, the training for Grades 1-12 assessments has been enhanced to include interactive training tutorials. These tutorials replace the training checklist that was used in 2015-16. Each tutorial focuses on a unique topic; tutorial titles are listed below:
- Training Overview
- Ordering Materials
- Managing Test Materials
- Accessibility Overview
- Assigning Accommodations
- Test Scheduling
- Test Practice and Test Tickets
- Administering the Test
- After Testing
The test is an individually-administered, adaptive assessment designed to take an average of 45 minutes per student. It is based on the WIDA English Language Proficiency Standards that form the core of the WIDA Consortium's approach to instructing and assessing English language learners.
The Kindergarten ACCESS assessment is:
- Individually administered
- Not tiered; all students take the same test
- All domains (Speaking, Listening, Reading, Writing) are tested twice, once within the expository section and once within the narrative section
- Speaking and Listening are presented together, alternating between a listening task followed by a speaking task
- All sections are adaptive, meaning items are presented until the student reaches his/her performance "ceiling"
- Scored locally by the Test Administrator
- High-interest stories
- Engaging color graphics
- Improved item types using manipulatives (cards, an Activity Board, and a Storybook)
- Thematic integration of the language domains (Listening, Speaking, Writing, Reading)
The Kindergarten ACCESS for ELLs assessment is individually administered.
WIDA recommends that Kindergarten ACCESS for ELLs be administered during one session. If test administration has to be divided into two sessions, the break must occur between the administration of the narrative and expository sections and the break should last no more than 2 consecutive school days.
The administration of Kindergarten ACCESS for ELLs is estimated to take approximately 45 minutes per student.
Kindergarten Training Course
WIDA requires test administrators to complete the Kindergarten ACCESS Test Administration Quiz before administering the test. It is the district test coordinators responsibility to monitor whether test administrators have passed the quiz and are prepared to administer the assessment. District Test Coordinators can monitor their district educators’ training certification results via the WIDA website.
Kindergarten ACCESS for ELLs Test Administration FAQ
Can the Kindergarten test be administered in two sessions instead of one?
The Kindergarten ACCESS for ELLs test may be administered over two sessions, but the break must occur between the narrative (A-C) and expository (D-F) sections of the test, and the break may not last more than two consecutive school days. For example, if the narrative section is administered to a student on a Monday, the latest the expository section should be administered is on Thursday of that week.
If the student needs additional stretch breaks you may provide time for that, however, many students in this age group take time to "warm up" to a particular activity, so test scores could actually be lowered for some students by dividing up the administration sessions with additional breaks extending longer than a stretch or bathroom break.
In situations when the testing session absolutely must be interrupted (for example, by lunch or a fire drill), it is permissible to stop administration and resume at a later time. WIDA emphasizes that this should only occur in cases of emergency or extreme inconvenience, and the testing session should be resumed as quickly as possible.
How do I determine when to stop in the Listening/Speaking section?
Please follow the criteria for advancement and stop only if the student meets BOTH criteria for stopping. If a student does not meet both criteria for stopping, even though his or her response may have been deficient in one of the two areas (Listening or Speaking), both parts must be administered at the next level. For example, students may score 2 or 3 in Listening and Approaches in Speaking at Level 1, and still move on to score Meets in Speaking at Level 2 even though they did not meet expectations on the lower level task.
What do I mark for tasks B2, B3, B4, & B5 and E4 & E5 if these items are not administered?
If these tasks are not administered because student did not meet the criteria for advancement in B1 or E1-E3, DO NOT mark a score for Tasks B2-B5 or E4 & E5. Assigning a score of 0 indicates that the section was administered, so please do not mark any score for these tasks if they are not administered. Instead, simply check "Stopped here" on the last item administered, and leave the rest blank.
Why is there a difference between what is written in the Speaking "Expect boxes" in the Script and what I see in the Speaking Rubric? Which should I use for scoring?
In the Test Administrator Script for Kindergarten, WIDA introduced the "expect box" to the Speaking portion of the test. The expect boxes contain a short summary of the full task-level expectations contained in the Speaking Rubric. The contents of the expect box are meant to serve as a quick reminder of the language the task requires the student to produce in order to meet the task-level expectations contained in the full Speaking Rubric. The test administrator must use his or her internalized understanding of the descriptions in the full Speaking Rubric as the complete guide for making scoring decisions.
That said, test administrators may notice a slight difference between what is written in the expect box and what appears under Linguistic Complexity in the Speaking Rubric. The expect boxes reflect reasonable expectations based on the developmental characteristics of Kindergartners, who may not always speak in full sentences even when fully proficient in English. Therefore, the expect boxes serve as a useful distillation of the Speaking Rubric yet incorporate some slightly adapted expectations in the area of Linguistic Complexity resulting from expert awareness of Kindergartners' development in the domain of speaking. For example, where the Speaking Rubric calls for the students to produce sentences at Level 3, the expect box requires only phrases in response to a Level 3 test item. The expect boxes and Speaking Rubric together provide a holistic picture of how students are expected to speak at each level of language proficiency during the PreK/Kindergarten grade years, and both should be utilized in scoring the Kindergarten Speaking test.
What is the difference between an instructional proficiency level and an accountability proficiency level?
The instructional proficiency levels are based on the interpretations of Pre-kindergarten and Kindergarten standards and take pre-literacy skills into account. These scores can be used along with the WIDA ELD Standards or the Can Do Descriptors to plan instruction for ELL students. The accountability proficiency levls can be used as a baseline to monitor growth over time. These scores are on the same scale and have the same meaning as the proficiency levels for grades 1-12. The accountability score can be used as a starting point for discussions about placement decisions for the following school year.
The Alternate ACCESS for ELLs, is an assessment of English language proficiency for students in grades 1 – 12 who are classified as English language learners (ELLs) and have significant cognitive disabilities (those who do or would qualify for MAP-A) that prevent their meaningful participation in the ACCESS for ELLs 2.0 assessment.
The assessment is based on Alternate Model Performance Indicators (AMPIs), which provide expectations of what students should be able to process and produce at a given Alternate ELP level.
The Alternate ACCESS for ELLs provides students with additional opportunities to demonstrate their English language proficiency through scripted cues in the Listening and Readings Sections and auxiliary questions in the Speaking Section. It also includes modeled tasks in the Writing Section to allow students to observe the test administrator perform the task before trying it. Other unique features of the test include simplified language, repetition of questions, increased graphic support, larger testing materials, and graphics.
The Alternate ACCESS for ELLs is an individually administered paper and pencil test. All sections of the assessment are scored locally by the test administrator.
Alternate ACCESS can be ordered along with ACCESS for ELLs 2.0 test materials from WIDA AMS.
The Alternate ACCESS for ELLs assessment is individually administered for all four sections (Listening, Reading, Writing, and Speaking) of the test. WIDA recommends that each test section be administered in a separate testing session.
The different test sections can be administered on different days, with no minimum or maximum break between administrations, as long as the entire assessment is administered within your district’s allotted testing window. Each section of the test is estimated to take approximately 20 minutes. Please see the Test Administration Manual for additional details on scheduling the test.
Alternate ACCESS Training Course
Test administration training and certification is crucial for successful administration of Alternate ACCESS for ELLs, and the answers to many frequently asked questions about test administration can be found in the training. WIDA requires test administrators to complete the Alternate ACCESS Training Course before administering the test. It is the district test coordinators responsibility to monitor whether test administrators have passed the quiz and are prepared to administer the assessment. District Test Coordinators can monitor their district educators’ training certification results via the WIDA website.