looking at access data for ells offices of multilingual curriculum and programs & accountability...
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Looking at ACCESS Data for ELLs
Offices of Multilingual Curriculum and Programs &
Accountability
The School District of PhiladelphiaNovember 6, 2012
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.
Turn & Talk
1) 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 ?
2) 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?
Districtwide Total # in Levels, 2012
Listening Speaking Reading Writing Overall
12082 12062 12073 12041 12005
Entering 1108 (9%) 1821 (15%) 2350 (19%) 1726 (14%) 1611 (13%)
Emerging 1315 (11%) 2005 (17%) 2406 (20%) 2424 (20%) 1991 (17%)
Developing 2181 (18%) 1744 (15%) 2171 (18%) 4433 (37%) 3643 (30%)
Expanding 2664 (22%) 1854 (15%) 1622 (13%) 2889 (24%) 2861 (24%)
Bridging 2864 (24%) 1287 (11%) 2237 (19%) 547 (4.5%) 1540 (13%)
Reaching 1950 (16%) 3351 (28%) 1287 (11%) 22 (0.2%) 359 (3%)
Total # Tested 12082 12062 12073 12041 12005
Teacher Report
Grade & TierGrade & Tier
Scale Score & Proficiency Level
Scale Score & Proficiency Level
Raw ScoresRaw Scores
Pay attention to scores in each domain!
Pay attention to scores in each domain!
Look at the proficiency levels in the blue reports. How would you support these students?
Turn & Talk
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)
Scale Score & Proficiency Level
Scale Score & Proficiency Level
Look at the yellow reports. Did the student improve in writing?
Turn & Talk
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?
An alternative measure…
• ADD TABLE WITH scale score growth data
Growth on AccessLower is FasterYounger is Faster
Higher is SlowerOlder is Slower
Look at your green reports and consider the Scale Score Growth Data sheet.What growth do you see?
Compare the scale scores
Compare the scale scores
Turn & Talk
• ADD TABLE WITH scale score growth data
Grade in 1st yearGrade in 1st year
Level in 1st year
Level in 1st year
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
Phase II: Observations– I observe that…– Some patterns/trends
that I notice…– I’m surprised that I
see…
JUST THE FACTS!
Because… Therefore.. However…
Data Driven Dialogue Protocol
30 minutes
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…
Data Driven Dialogue Protocol
30 minutes
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)
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
WIDA Features of Academic Language
1) WIDA Standards are now referred to as
A) English Language Development StandardsB) English Language Proficiency StandardsC) English Language Criteria D) English Language Academic Strands
WIDA Features of Academic Language
2) The criteria used to define the levels of language development include all of the following except
A) Linguistic ComplexityB) Language Forms & ConventionsC) Organization & StyleD) Vocabulary Usage
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 contextB) Sociocultural contextC) Data-driven contextD) Narrative context
WIDA Features of Academic Language
4) WIDA now distinguishes their performance definitions by
A) Productive Language v. Receptive LanguageB) Academic Language v. Social LanguageC) Cognitive Language v. Interpersonal LanguageD) Digital Language v. Analog Language
WIDA Features of Academic Language
5) The features of Linguistic Complexity include all of the following except
A) Organization & cohesionB) Structure of speech/textC) Conventions & mechanicsD) Variety of sentence types
WIDA Features of Academic Language
1) WIDA Standards are now referred to as
A) English Language Development StandardsB) English Language Proficiency StandardsC) English Language Criteria D) English Language Academic Strands
WIDA Features of Academic Language
2) The criteria used to define the levels of language development include all of the following except
A) Linguistic ComplexityB) Language Forms & ConventionsC) Organization & StyleD) Vocabulary Usage
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 contextB) Sociocultural contextC) Data-driven contextD) Narrative context
WIDA Features of Academic Language
4) WIDA now distinguishes their performance definitions by
A) Productive Language v. Receptive LanguageB) Academic Language v. Social LanguageC) Cognitive Language v. Interpersonal LanguageD) Digital Language v. Analogue Language
WIDA Features of Academic Language
5) The features of Linguistic Complexity include all of the following except
A) Organization & cohesionB) Structure of speech/textC) Conventions & mechanicsD) Variety of sentence types
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
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
Utilizing WIDA Performance Definitions
Use the WIDA Performance Definitions to analyze and discuss the features of academic language featured in these writing samples.
Sample A
Linguistic Complexity
Language Forms and
Conventions
Vocabulary Usage
Sample B
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