Transcript Document

Feb. 21
Master Schedules due to OBE & OPPRA by Noon
( must be mailed to V. Borja and A. Vieira )
Feb. 27 – 28
Test Materials delivered to schools
Mar. 03
ACCESS testing window opens
Apr. 04
Last Day to order additional materials
Apr. 18
ACCESS testing window closes
Apr. 21
Return All Used and Unused Test Booklets &
other Non-Scorable Materials
(Non-Scorable Materials = Administrators Scripts, Audio
CD’s, Speaking Flip Charts, and Voided Test Booklets)
Jun. 28
Reports sent to Districts
ACCESS for ELLs = Assessing
Comprehension and
Communication in English Stateto-State for English Language
Learners

Title I and Title III of NCLB includes an accountability
system for English Language Learners

Schools must meet AMAO (Annual Measurable
Achievement Objectives) to demonstrate ELLs are
improving English Proficiency

Any school receiving Title III funds must meet AMAO to
continue receiving funding
NJ has three Annual Measurable Achievement
Objectives:

AMAO 1 (progress) relates to making annual increases in the number or
percentage of children making progress in learning English. Progress is
defined as a specific increase in the scale score points on the ACCESS for
ELLs.

AMAO 2 (attainment) relates to the number or percentage of children
attaining English proficiency by the end of each school year.

AMAO 3 relates to the district meeting its progress target for the LEP
subgroup at the district.
Beginning with 2013-2014 school year, the NJDOE will change
the criteria for annual expected student growth on the
ACCESS from the current scale score increase to one based on
the language proficiency growth.

For 2013 – 14, 59% of the students will increase 0.5 composite proficiency level or
more on the ACCESS for ELLs test.
2012 - 2013
79 % of students will improve 10
scale score points or more on the
ACCESS for ELLs test

2013 - 2014
59% of students will increase 0.5
composite proficiency level or
more on the ACCESS for ELLs test
Gains in English proficiency are measured based on ACCESS scores from spring to
spring for grades 1 -12. (Kindergarten is not included in growth AMAO.)
The percentage of students that will be expected to meet growth criteria will increase by
one percent each year and will be capped at 80%.
5% of ELLs are eligible to exit based on the ACCESS scores.
These are one component in multiple criteria for exiting
students from language assistance programs.

For students in grades 1 -12, an ACCESS proficiency level
of 4.5 or higher is recommended for exiting the language
program if other multiple criteria supports the decision.
 For Kindergarten, an ACCESS proficiency level of 3.0 or
higher is recommended if other multiple criteria supports
the decision.
ACCESS for ELLs® Scores
RAW
SCALE
(100 to 600)
ELP Levels
(1.0 to 6.0)
ACCESS for ELLs® Scores
Listening (L)
Speaking (S)
Reading (R)
Writing (W)
Composite Score
Oral = L + S
Literacy = R + W
Comprehension = .3L + .7R
Overall = .15L+.15s+.35rR+.35W
 Standards Based, Criterion Reference Test
Measures Social and Instructional English
Measures language associated with Language Arts,
Mathematics, Science and Social Studies
Measures Student Progress from year to year in
gaining English Proficiency

There are 5 Grade Level Clusters
 Kindergarten (K)
 Grades 1 – 2
 Grades 3 – 5
 Grades 6 – 8
 Grades 9 - 12
 Students at every Grade Level Cluster can experience different
levels of English Mastery
Low Level
Mastery
Students are
Therefore
Tiered
Based on these
Mastery Levels
Intermediate
Level
Mastery
High Level
Mastery
Because it is
difficult to know
exactly where a
Student's
Mastery Level
Is before
testing, overlap
was built into
the design
Tier A
Tier B
Tier C
 The three Mastery Tiers (Tier A, Tier B, and Tier C) are
based on the five different levels of English Proficiency
associated with bilingual education
Entering
1
Beginning
2
Developing
3
Expanding
Bridging
4
5
111
1
2
3
4
5
Entering
Beginning
Developing
Expanding
Bridging
Tier A contains
items for
proficiency levels
1-3
Tier B contains
items for
proficiency levels
2-4
Tier A
Tier B
Tier C
When in doubt, place the student in the HIGHER Tier
Tier C contains
items for
proficiency levels
3-5

NPS students have already been assigned to a tier. If you
have a new student or need to make a change, follow the
“Rule of Thumb.”
 Assign an ELL the Tier B test unless you have compelling
evidence that items in this tier, given their intended proficiency
level, would be way too hard or way too easy for the student.
 Tier B is appropriate for most ELLs – those who:
- Have social language proficiency and some, but not
extensive, academic language proficiency in English
or
- Have acquired some literacy in English, though have not
yet reached grade level literacy.

The test for each Tier in each Grade Level Cluster (except K) is
different
Grade levels
Tiers
Kindergarten
Grades 1 - 2
Grades 3 - 5
Grades 6 – 8
test
test
test
test
test
test
test
test
test
test
test
test
A
B
test
C
Is an individually administered test.
Grades 9 - 12
There are changes in the administration of the Listening
Test. Listening items will be media-based for all tiers and
grades 1 – 12, students will listen to a prerecorded script.
Test Weights in Composite Score

The Four Domains





Listening
Reading
Writing
Speaking
Reading
35%
Speaking
15%
Listening
15%
Writing
35%
Each Domain Has its own test



Speaking is tested individually for every student
Writing is tested in a group setting
Reading and Listening are given together in a group setting

The test is psychometrically validated and equated

1/3 of items are replaced every year

2/3 of items remain the same year to year to provide anchor
items for equating

Because some items repeat, the test is secure and no one may
handle the test except qualified personnel at the appropriate
time

There are three layers of staff interacting
with the tests

Facilitators (OPPRA and OBE)

Coordinators (Person at school who handles and stores tests during testing
period, gives tests to administrator, and is responsible for test security)

Administrators (Certified Teachers who are also Certified in ACCESS for
ELLs who give students the test and are responsible for security during
testing)
Separate Certification in
1. Group Administration
2. Speaking Test Administration
3. Kindergarten
To be Certified
1. Must be a Certified Teacher in NPS
2. Must take on-line State Sponsored
Certification Course
3. Must score at least 80% on quiz on each
type of Administration

Certification Test Outlines Testing Procedures

Certification Process gives Examples of Test
Structure and Test Questions

Certification Process gives Information on how
to Score Speaking Test
 Each School already has teachers certified!
 NO ONE except ACCESS Certified Teachers may
Administer Tests
 If anyone besides an ACCESS Certified Teacher
Administer the test, State Regulations will be
violated.
ACCESS
must be
treated as
seriously as
NJASK and
HSPA!

Test Materials Must Be Under Lock and Key Before Test Dates

Test Materials May Not Be Duplicated

Administrators Must Count all Test Booklets Upon Receipt and
Return

Only Test Facilitators, Coordinators and Administrators May Handle
the Test Materials


Test Items Cannot be Discussed with Anyone Before or After Testing
Test Materials Can Never Be Left Unattended!
 Security is the district and school’s responsibility
 Security breaches may have:




Financial consequences for the school,
Professional consequences for staff, and
Disciplinary consequences for students.
Inform ALL school personnel of security procedures prior to all
administrations.
 Turnkey Training is required for ALL staff involved in Test
Administration. Must review test security and staff roles before,
during, and after testing.
1
All test
administrators
MUST sign an
affidavit.
You may request
form in PDF form
and one sample
is included in
your testing
packet

ELLs with Disabilities are allowed most accommodations outlined
in the IEP except those dealing with language
No responding in Native Primary Language
No Answering Orally on Writing Test
Except for the Writing Test, No Oral Reading of Test in English
Remember!
Test Accommodations
are meant to offset
challenges caused by a
disability,
without changing what
The test measures
No Translations of Test into Native Language of Test Taker
No Oral Reading of Test in Native Language of Test Taker
No Extending Speaking Test over Multiple Days
No Braille Writers
No Tape Recorders




The ACCESS Kindergarten Test is an individually administered, adaptive
assessment. Students end when they reach their highest attainable level
Test is about 30 minutes in length on average
Test Contains 2 Sections
Both sections of the test must be administered

Narrative Section (Parts A – C)




Part A: Listening and Speaking
Part B: Writing
Part C: Reading
Expository Section (Parts D – F)



Part D: Listening and Speaking
Part E: Writing
Part F: Reading

Students must sit in a quiet room at a
round or square table

Administrator must sit at a right angle to
student not across from student
 Two number 2 pencils and all test
materials must be present
Activity Board
(closed)
Depending on the
testing area, test
Administrators may
find a set-up that
works better for
them
Card
Pouch
Test
Administrator
Student Storybook
(open)
Cards
Student
This is a Suggested
Layout for Testing
Materials
Group- Administered Tests
Grades 1 - 12
Listening and Reading are administered together in one
group session
 Listening Administration: 20 – 25′ (Must use CD provided)
 Break between Listening and Reading sections: 5′
 Reading Administration: 30 – 40′
 Logistics; 15′ (approximately)
Writing is administered in a separate group session



Writing administration: 60′
Logistics; 15′ (approximately)
Total Time: 75′
 Starting in the 2013–2014 school year, the ACCESS for ELLs Listening
Test will be media-delivered.
 This shift from a teacher-read script to media delivery will increase
the standardization of the test administration and ease the
workload of test administrators.
 In addition, the test items will reflect more authentic listening
scenarios, such as interactions between a teacher and a student.
Preparing to Administer the Listening Test
 Listening Test items will be delivered via CD
 Please ensure a quiet testing environment for the test session, as
listening items cannot be repeated.
Equipment Needed to Administer the Listening Test
 Working CD player
Preparing for the Test Administration Using the Listening Test CD

Make sure in advance that the CD player and the CD are functioning
properly. Test the CD player by playing the entire Listening Test CD prior to
beginning the Listening Test without students present.

Make sure that the CD player that you are using is not set on “shuffle” or
“random.” The tracks on the CD must be played in the order they appear on
the track list.

Make sure that the grade-level cluster and the form (Tier A, Tier B, or Tier
C) of the Listening Test CD match the grade-level cluster and the form on
every student’s Test Booklet.

Adjust the volume so that all students taking the test can hear the audio.
Group Testing has certain rules that need to be
followed:

Not more than 22 people in a Testing Room

Testing should be done in the morning,
especially for elementary students

Listening and Reading are given in one session

Writing is given by itself

Every cluster/tier group must be tested
separate from other clusters/tiers
Reading Test (~35′ actual testing)
 Advise the examiners to make a note for


themselves of the starting and end time
Scripts must be followed exactly
Check-ins are intended to help guide students
navigate test

Whole group check-ins – to explain parts of the test to all students
simultaneously

Individual check-ins – to make sure that students complete the section
 Encourage students to respond to any skipped
questions
Writing Test (60 ′ actual testing)

Check-ins also intended to help guide students through
the model

Tier A (grade 3 – 12) has 3 tasks (SI, M, Sc, about 15 ′
each)

Tier B and C have 4 tasks (SI,M Sc, about 10 ′
each, and Language Arts/ Social Studies about 30 ′)

Tasks are not individually times, but should be
monitored and students encouraged to keep pace
 STCs MUST prepare a Master Schedule
 Use the ACCESS Schedule Template
 All master schedules must be emailed to Victoria Borja
and Aurora Vieira by February 21st.
 Master schedules should be reviewed with principal and
staff involved in testing to ensure that ALL involved are
aware of their roles.
ACCESS TESTING SCHEDULE
School
Test Coordinator
Ann Street ES
Telephone
Maria Elena Suarez
973 733-1234
Cluster/Tier
# of Students
Section
Date
Time
Room
Test
Administrator
G 6-8/A
20
Listening/Reading
03/04/14
8:30 a.m.
203
J. Rodriguez
G 6-8/B
20
Listening/Reading
03/04/14
10:00 a.m.
203
J. Rodriguez
G 6-8/C
20
Listening/Reading
03/04/14
11:30 a.m.
203
J. Rodriguez
G 6-8/A
20
Writing
03/05/14
8:30 a.m.
203
J. Rodriguez
G 6-8/B
20
Writing
03/05/14
10:00 a.m.
203
J. Rodriguez
G 6-8/C
20
Writing
03/05/14
11:30 a.m.
203
J. Rodriguez
This schedule
assumes with
only 60 ELL
Students
in Grades 6-8
and one
There can be no
more than 22
students in each
group Session!
Prepare Rosters
For the Group Test
Administration
Remember no
more than 22
students

Test Administration Manuals (1 for every set of 20 test booklets)
 Test Administration Listening CD (1 for every 15 test booklets ordered per
grade-level cluster)
 Test Administration Speaking Test Picture Cue Booklets/Script ( 1 for every set
of 8 booklets ordered per grade-level cluster)
 10% overage of Listening, Reading and Writing test booklets
 Pre-ID Labels

Security Checklists
Before Testing (Test Coordinator)
Take inventory of boxes immediately upon their
arrival
Verifies that there are enough testing materials
and orders more from OPPRA if necessary
 Verifies the accuracy of the Pre-ID Labels
 Coordinates and distributes test materials
Reminds Test Administrators that all test material
are to be kept secure and CONFIDENTIAL
Request for
Additional
Materials
MUST be
FAXED
to OPPRA @
X 6435
Verify that Pre-ID label is
correct before applying it
to Test Booklet
If Pre-ID is correct, affix
to Front Cover of Test
Booklet
If pre-ID is incorrect,
throw out the label and
grid everything.
School Security Checklist
Grade
Kidergarten
Materials
Test Booklets
# of Copies
1
Receiving Test
Administrator’s
Signature
Date & time
Received
Juan Rodriguez
03/11/14 9:00a.m.
Juan Rodriguez
03/11/14 9:00a.m.
Danuta Kurowski
03/12/14 9:30a.m.
Danuta Kurowski
03/12/14 9:30a.m.
Maria Elena Suarez
03/12/14 10:30a.m.
Administrator's
Scripts
1
Test Booklets
5
Administrator’s
Scripts & CD
1
1-2 Tier B
Test Booklets
10
1
6
Maria Elena Suarez
03/12/14 10:30a.m.
1-2 Tier C
Administrator's
Scripts & CD
Test Booklets
Mike Ryan
03/13/14 8:30a.m.
1
21
Mike Ryan
03/13/14 8:30a.m.
1-2
Administrator's
Scripts
Speaking Tests
Maria Elena Suarez
03/14/14 9:00a.m
1-2 Tier A
School Test
Coordinator’s
Signature
Victoria Borja
Date & Time
Returned
03/11/14 12:00p.m.
03/11/14 12:00p.m.
Victoria Borja
03/12/14 2:30p.m.
03/12/14 2:30p.m.
Victoria Borja
03/12/14 1:00p.m.
03/12/14 1:00p.m.
Victoria Borja
03/13/14 11:30a.m.
03/13/14 11:30a.m.
Victoria Borja
03/14/14 3:00p.m
Security Check List MUST be signed in Ink, preferably blue ink. NO PENCIL Signatures
During Testing (Test Administration)

Do not pass out test materials until all students are
seated

Ensure that students receive booklet with their names on
it


Help younger children to be on task
NEVER leave test material unattended
After Testing (Test Coordinator)

Only Chief Examiner may pick-up and return the test materials
to Test Coordinator

Students should be well spaced, each with ample
surface area.
 Good lighting and ventilation.
 Clock and chart to display remaining time.
 Monitors to keep hallways quiet & testing rooms
undisturbed.
 Post Do Not Disturb Signs near testing sites.
Speaking Test

Individually Administered (up to 15′ per student)
 Administrator Scored – Unlike Group Tests, students
are scored on site by Administrator
 Adaptive Test – The test length depends on the
proficiency and skill of the Student; the more the
student knows, the more questions the Administrator
asks, and the longer the test lasts.
 Tests are different for each grade level cluster, but
there are no tiers
 Speaking tasks are contained within three parts.



Part A: Social and Instructional Language
Part B: Language Arts and Social Studies
Part C: Mathematics and Science
 There are 13 individual tasks, each associated with PL (except
for Part A which only contains tasks for PL 1 – 3)
 Materials

Speaking test administration booklet – includes picture cues
and script

Student test booklet – Speaking test scoring sheet located on
last page

At least on sharpened pencil
 Recommendations
 Test in a quiet room – no other students
 Establish a positive tone with student
 Provide positive reinforcement – use scripted wind-down
 This procedure is intended to eliminate the T1 questions for
students who take Tier B or C of the of the Listening, Reading and
Writing Tests.
 Students taking Tiers B or C will begin the Speaking Test from Task 2
(T2) in Part A
 Whether or not the student will start on T2 of Part B and C will
depend on his/her performance on the previous T2 Task.
 Rating and scoring guidelines for each task and discontinuing
procedures remain the same during the T2 Start Procedure.
 for extra assistance, a short description of the
language you should expect from the student is
included in the script of the 2014 Speaking Test.
 At the end of the Speaking Test questions, a box
labeled “EXPECT” provides general guidance about the
language test administrators should expect students to
produce at any given level of the test
Navigating the Speaking Test (Grades 1-12)
Part A
If score on task is
?, Meets, or
Exceeds, go to
next level task.
If score on task is
Approaches or No
Response, go to
Task 1 of Part B.
Part B
If score
on task is
?, Meets, or
Exceeds, go to
next level task.
If score on
task is
Approaches or
No Response,
go to Task 1 of
Part C.
Part C
If score
on task is
?, Meets or
Exceeds, go to
next level task. If score on task is
approaches or No Response, stop the
Speaking Test.
Warm-up
Task
Questions
Student
Response
Loop through tasks until student
reaches performance ceiling. When
ceiling is reached, wind-down from
speaking tasks.
Assign
Score
Wind-down
Before Testing
Holding Room
There must be a large
room to hold all
students while they
wait for individual
Testing
There must be smaller
rooms for testing students.
students may not go into the
rooms unless they are
testing.
there must be a different
room for every teacher.
Certified for ACCESS for
ELLs.
Individual
Testing Room
Teacher 1
Individual
Testing Room
Teacher 2
After Testing
Holding Room
After Students are
tested they must go to
a different room to
wait for others who
have been tested.
Because the test is
secure Students who
have taken the test
cannot mix with
Students who have not
Before Testing
Holding Room
Individual
Testing Room
Teacher 1
After Testing
Holding Room
A staff Member must be in each of the “Holding
Rooms” at all times.
They do not have to be Certified in ACCESS for ELLs
At least one Staff
Member must be on
hand to transport
students between
rooms.
They do not have to be
Certified in ACCESS for
ELLs
Individual
Testing Room
Teacher 2
An NPS Certified Teacher
who is also Certified for
ACCESS for ELLs must be in
each of the individual testing
rooms
Before Testing
Holding Room
Individual
Testing Room
Teacher 1
Student
Student
Student
Student
Individual
Testing Room
Teacher 2
1
2
3
4
After Testing
Holding Room
203
03/20/14
123789
456321
Silva
Peralta
Olinda
Juan Carlos
6-8
07
06
Claudia Guedes
8:40
Ana Ramos
9:00
Prepare Rosters
for the Speaking
Test
Administration
Used Test Booklets
must be separated
by Tier and Grade
Level
The lowest
Grade/Tier should
be on TOP
State:
District:
School:
NJ
3570 – Newark
170 - Abington
Pre-Printed
A
SEPARATE
Header Sheet
is required for
UNUSED
test material
 Feb 27-28
Test Materials in Schools
 Mar 03
Test Window Opens
 Apr 04
Last day to order additional
material
 Apr 18
Test Window Closes
 Apr 21
Test Materials back to OPPRA
 Jun 28
Reports in District
 School Test Coordinator
role is critical to the
success of this effort
 STC must work with
principals and teachers
to assure the best
possible testing
conditions
 STC must contact OPPRA
and/ or OBE with issues
regarding ACCESS
administration