Overview of W-Overview of W-APT™APT™

Julee Dredske, CESA 5Julee Dredske, CESA 5

Title III CoordinatorTitle III Coordinator

AgendaAgenda

Pre-test & review ACCESS for ELL® key Pre-test & review ACCESS for ELL® key components and compare/contrast to the W-components and compare/contrast to the W-APT screenerAPT screener

Overview of W-APT™Overview of W-APT™ Purpose of W-APTPurpose of W-APT What’s in my binder? What’s in my binder? Practice scoring criteria for written (and a few Practice scoring criteria for written (and a few

speaking) samplesspeaking) samples Calculate composite W-APT™ scoreCalculate composite W-APT™ score Interpretation of resultsInterpretation of results

Review the ACCESS for Review the ACCESS for ELL®ELL®

How is the ACCESS for ELL® exam similar How is the ACCESS for ELL® exam similar (or different) from W-APT™?(or different) from W-APT™?

Let’s review while Let’s review while

we compare and we compare and

contrast . . .contrast . . .

What does ACCESS for ELL® What does ACCESS for ELL® and W-APT™ stand for?and W-APT™ stand for?

Assessing Comprehension and Assessing Comprehension and Communication in English State-Communication in English State-to-State for English Language to-State for English Language LearnersLearners

WIDA-ACCESS for WIDA-ACCESS for ELLs™ Placement TestELLs™ Placement Test

Page 6

Who is WIDA?Who is WIDA?

A.A. World-wide Instructional Design World-wide Instructional Design AssociationAssociation

B.B. A consortium of several states A consortium of several states (currently 20) who oversee the (currently 20) who oversee the administration of the ACCESS for ELL® administration of the ACCESS for ELL® and W-APT™ along with other ELL and W-APT™ along with other ELL populationspopulations

C.C. Both of the aboveBoth of the above

In the ELL world, how many In the ELL world, how many ELP levels are there?ELP levels are there?

A.A. 33

B.B. 55

C.C. 66

D.D. 77

The WIDA English Language The WIDA English Language Proficiency ScaleProficiency Scale

88

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

6

REACHING

BRIDGING

7 NEVER ELL

How many instructional How many instructional areas are tested with either areas are tested with either ACCESS for ELL® or W-ACCESS for ELL® or W-APT™?APT™?

A.A. 33

B.B. 44C.C. 55

D.D. 77

The WIDA ELP The WIDA ELP StandardsStandardsStandard 1—SIStandard 1—SI

English language learners communicate in English for English language learners communicate in English for social social and instructionaland instructional purposes in the school setting. purposes in the school setting.

Standard 2— LAStandard 2— LA English language learners communicate information, ideas and English language learners communicate information, ideas and

concepts necessary for academic success in the content area of concepts necessary for academic success in the content area of Language ArtsLanguage Arts..

Standard 3—MAStandard 3—MA English language learners communicate information, ideas and English language learners communicate information, ideas and

concepts necessary for academic success in the content area of concepts necessary for academic success in the content area of MathMath..

Standard 4—SCStandard 4—SC English language learners communicate information, ideas and English language learners communicate information, ideas and

concepts necessary for academic success in the content area of concepts necessary for academic success in the content area of Science.Science.

Standard 5— SSStandard 5— SS English language learners communicate information, ideas and English language learners communicate information, ideas and

concepts necessary for academic success in the content area of concepts necessary for academic success in the content area of Social Studies.Social Studies.

How many grade level How many grade level clusters are there?clusters are there?

A.A. 33

B.B. 55

C.C. 66

D.D. 77

K, 1-2, 3-5, 6-8, 9-12 Binders are broken down by grade cluster.

Which tier would be most Which tier would be most appropriate for a student appropriate for a student with little or no English with little or no English language proficiencies?language proficiencies?

A.A.

B.B.

C.C.

How many language How many language domains are tested?domains are tested?

A.A. 22

B.B. 33

C.C. 44

D.D. 55

Domains: Speaking, Listening, Reading, Writing

Each grade cluster in your binder has a section for testing each of these domains.

You must be a certified TA You must be a certified TA to administer the ACCESS to administer the ACCESS for ELL ®?for ELL ®?

A.A. YesYes

B.B. NoNo

In contrast to ACCESS for ELL®, TAs do not need to be certified to administer the W-APT™. However, since the test is scored locally using the same criteria as ACCESS for ELL®, TA must know how to score the speaking and writing portion of the exam.

Let’s begin . . . Let’s begin . . .

What is W-APT™?What is W-APT™?

In 8 words . . .In 8 words . . .

Semi-secure, screener that determines a Semi-secure, screener that determines a student’s ELPstudent’s ELP

Purposes of the W-APT™Purposes of the W-APT™ To identify students who may be candidates for To identify students who may be candidates for

English as a second language (ESL) and/or English as a second language (ESL) and/or bilingual services;bilingual services;

To determine the academic English language To determine the academic English language proficiency level of students new to a school or to proficiency level of students new to a school or to the U.S. school system in order to determine the U.S. school system in order to determine appropriate levels and amounts of instructional appropriate levels and amounts of instructional services; services;

To accurately assign students identified as ELLs to To accurately assign students identified as ELLs to one of the 3 tiers for ACCESS for ELLs™one of the 3 tiers for ACCESS for ELLs™; and; and

Determine ELP level for administering and Determine ELP level for administering and providing accommodations for the WKCE exam.providing accommodations for the WKCE exam.

WKCE ELL Decision ProcessWKCE ELL Decision Process

ELL Students: English Language Level 1 and Level 2

“Recently Arrived” Less than 12 months attending a U.S. school

)

AYP = Test Participant Only

In Country More Than 12 Months

AYP = Test Participant Only

AYP = Test Participant & Each Tested Subject

Must Take Math TestMay Take Reading Test

Record First-Year Status on WKCE Book

Not FAY

Not FAY

Must Take Math TestMust Take Reading Test

FAY

Must Take Math TestMust Take Reading Test

Grade Grade 11

Grade Grade 22

Grade Grade 33

Grade Grade 44

Grade Grade 55

Grade Grade 66

Grade Grade 77

Grade Grade 88

Grade Grade 99

Grade Grade 1010

Grade Grade 1111

Grade Grade 1212

KK 1-2 1-2 TestTest

3-5 Test3-5 Test 6-8 Test6-8 Test 9-12 Test9-12 Test

1-2: 1-2: For students in 2nd sem. Gr. 1 through 1st For students in 2nd sem. Gr. 1 through 1st sem. Gr. 3sem. Gr. 3

3-5: 3-5: For students in 2nd sem. Gr. 3 through 1st For students in 2nd sem. Gr. 3 through 1st sem. Gr. 6sem. Gr. 6

6-8: 6-8: For students in 2nd sem. Gr. 6 through 1st For students in 2nd sem. Gr. 6 through 1st sem. Gr. 9sem. Gr. 9

9-12: 9-12: For students in 2nd sem. Gr. 9 through 1st For students in 2nd sem. Gr. 9 through 1st sem. Gr. 12sem. Gr. 12

Which W-APT™ test Which W-APT™ test forms to give?forms to give?

Administration Times and Administration Times and General ScoringGeneral Scoring

K-WAPT™: up to 5 - 30 minutes*K-WAPT™: up to 5 - 30 minutes* 1-2, 3-5, 6-8, 9-12: 45 – 90 minutes*1-2, 3-5, 6-8, 9-12: 45 – 90 minutes*Gr. 1-12Gr. 1-12 TimeTime ScoringScoring

SpeakingSpeaking up to 15 minutesup to 15 minutes rubricrubric

ListeningListening up to 20 minutesup to 20 minutes answer keyanswer key

ReadingReading up to 20 minutesup to 20 minutes answer keyanswer key

WritingWriting up to 30 minutesup to 30 minutes rubricrubric

*Test is adaptive, so lower proficiency levels will take less time—not officially timed.

Materials (for K and Materials (for K and grades 1-12)grades 1-12)

KINDERGARTENKINDERGARTEN GRADES 1-12GRADES 1-12

Listening and Speaking Picture Listening and Speaking Picture Cue BookletCue BookletListening and Speaking ScriptListening and Speaking ScriptScoring SheetScoring Sheet

Main Test BookletMain Test BookletScriptScriptStudent Writing BookletStudent Writing BookletScoring SheetScoring Sheet

Reading Picture Cue BookletReading Picture Cue BookletWriting Picture Cue BookletWriting Picture Cue BookletReading and Writing ScriptReading and Writing ScriptScoring SheetScoring Sheet

What’s in my binder?What’s in my binder? Test Administration ManualTest Administration Manual KindergartenKindergarten

TA script for LS, Picture Cue Book, TA script for LS, Picture Cue Book, Score Score SheetSheet

TA script for RW, Picture Cue Book, TA script for RW, Picture Cue Book, Score Score SheetSheet

Grades 1-2, 3-5, 6-8, 9-12Grades 1-2, 3-5, 6-8, 9-12 TA Script, Main Test Booklet (SLR), TA Script, Main Test Booklet (SLR), 2-page 2-page

score sheet, Student Writing Bookletscore sheet, Student Writing Booklet

*Consumable items*Consumable items

W-APT™ MaterialsW-APT™ Materials

All grade levels screeners are in your binder; All grade levels screeners are in your binder; copy consumable itemscopy consumable items

These have been downloaded with the WIDA These have been downloaded with the WIDA password. Semi-secure, confidential tests.password. Semi-secure, confidential tests.

Eliminate distractions--TESTING: DO NOT Eliminate distractions--TESTING: DO NOT DISTURBDISTURB

Two sharpened pencils with erasersTwo sharpened pencils with erasers

Note: The W-APT™ is updated occasionally.Note: The W-APT™ is updated occasionally.

General Administration General Administration and Using the Scoring and Using the Scoring SheetSheet

Usually administered individually with intake of Usually administered individually with intake of a new student—unlike ACCESS for ELL® that a new student—unlike ACCESS for ELL® that has group tests for RWLhas group tests for RWL

Set up:Set up: Sit at right angle to studentSit at right angle to student Lay out papersLay out papers

Follow scriptFollow script Administer and score simultaneouslyAdminister and score simultaneously Follow guidelines for adaptivity (on scoring Follow guidelines for adaptivity (on scoring

sheet)sheet)

Accommodations for ELLs Accommodations for ELLs with Disabilitieswith Disabilities

Should be stated in an IEPShould be stated in an IEP Same accomodations as ACCESS for Same accomodations as ACCESS for

ELL®ELL® See page 51 in manual (Appendix F)See page 51 in manual (Appendix F)

Scoring the Speaking Scoring the Speaking TestTest

Uses same criteria as ACCESS for ELL®:Uses same criteria as ACCESS for ELL®:Linguistic Complexity (How Much)Linguistic Complexity (How Much)Vocabulary (How Much)Vocabulary (How Much)Language Control (How Well)Language Control (How Well)

Listen to speaking examples available on Listen to speaking examples available on WIDA website. WIDA website. Page 29 is your rubric to guide you.Page 29 is your rubric to guide you.

Speaking Test Speaking Test AdministrationAdministration Read aloud bold text.Read aloud bold text. Pace in normal, natural conversational tonePace in normal, natural conversational tone Point out when picture is repeated to save timePoint out when picture is repeated to save time Underline words for emphasisUnderline words for emphasis May repeat/rephrase one time if necessaryMay repeat/rephrase one time if necessary Limit positive reinforcement (“Good”, “okay”)Limit positive reinforcement (“Good”, “okay”) Follow navigational map on page 18Follow navigational map on page 18 Allow students to exit on positive note.Allow students to exit on positive note.

Scoring the Speaking Scoring the Speaking TestTestExceeds—too easy; not challengedExceeds—too easy; not challengedMeets—expected response Meets—expected response i.e. “Pen” (meets) vs. Ballpoint Pen (exceeds)i.e. “Pen” (meets) vs. Ballpoint Pen (exceeds)

Approaches—response may be correct, but answer lacks Approaches—response may be correct, but answer lacks linguistic complexity, language control, or vocabulary for the linguistic complexity, language control, or vocabulary for the level responselevel responseNo Response—nothing or “I don’t know”No Response—nothing or “I don’t know”

?—TA is unsure, continue on, don’t end or leave any ?—TA is unsure, continue on, don’t end or leave any questions with a ?questions with a ?Not administered—navigation map stopped examNot administered—navigation map stopped exam

If several main questions, only one needs to be answered appropriately.If several main questions, only one needs to be answered appropriately.

Recording Speaking Recording Speaking ScoresScores

Let’s practice . . .Let’s practice . . .

Multiple Grade Clusters and LevelsMultiple Grade Clusters and Levels Get out scoring sheetGet out scoring sheet Refer to rubricRefer to rubric Score each sample based on rubric Score each sample based on rubric

criteriacriteria

Administering Listening Administering Listening TestTest

Follow TA script exactlyFollow TA script exactly Keep test moving at a steady paceKeep test moving at a steady pace Maximum of 10 sec. wait timeMaximum of 10 sec. wait time READ ONLY ONCE unless there is a READ ONLY ONCE unless there is a

disruptiondisruption

Administering Reading Administering Reading TestTest

Student reads silently (or aloud quietly to Student reads silently (or aloud quietly to self if preferred) on their own and look at self if preferred) on their own and look at you when they are ready to give answeryou when they are ready to give answer

Don’t offer any subtle or evaluative Don’t offer any subtle or evaluative commentscomments

Look at a reading test sampleLook at a reading test sample

Scoring the Listening & Scoring the Listening & Reading ComponentsReading Components

Multiple choice answers. TA records Multiple choice answers. TA records students answers on scoring sheetstudents answers on scoring sheet

Very little left to the interpretation of the Very little left to the interpretation of the test administratortest administrator

View a score sheet for grade 3-5 on View a score sheet for grade 3-5 on reading and listeningreading and listening

Administering the Administering the Written TestWritten Test

Part A: Low level, social instructional tasksPart A: Low level, social instructional tasks Administer part A if previous scores indicated they Administer part A if previous scores indicated they

would not be capable of a more advanced levelwould not be capable of a more advanced level

Part B: High level, mathPart B: High level, math Administer part B if previous scores indicated they Administer part B if previous scores indicated they

Part A would be too easy for studentPart A would be too easy for student

Both: If you administered A and felt they Both: If you administered A and felt they “topped out” and could’ve done Part B or “topped out” and could’ve done Part B or scored the maximum on Part Ascored the maximum on Part A

Scoring the Written TestScoring the Written Test

Linguistic complexity*Linguistic complexity*VocabularyVocabularyLanguage ControlLanguage ControlScoring rubric on page 48Scoring rubric on page 48

*Give more weight to this characteristic*Give more weight to this characteristic

If you administered A & B, give student the higher If you administered A & B, give student the higher of the two scores.of the two scores.

Let’s Practice Scoring . . .Let’s Practice Scoring . . .

For each example, use your writing rubric For each example, use your writing rubric to determine what score you would give to to determine what score you would give to each of the following students’ written test each of the following students’ written test samples.samples.

Let’s compute composite Let’s compute composite score . . .score . . .

Calculate this 3rd grade student’s Calculate this 3rd grade student’s composite scores using the information composite scores using the information gathered from all sessions of the W-APT™.gathered from all sessions of the W-APT™.

So what . . .So what . . .

What recommendation would you give for:What recommendation would you give for: The student’s tier placement on the The student’s tier placement on the

ACCESS for ELL® exam?ACCESS for ELL® exam? ELL services? Notification to parents?ELL services? Notification to parents? Administering WKCE?Administering WKCE?

Let’s Review . . .Let’s Review . . .

Select A for TRUE and B for FALSESelect A for TRUE and B for FALSE

The W-APT™ is a mandatory test for all The W-APT™ is a mandatory test for all ELL students.ELL students.

One purpose of the W-APT™ is to One purpose of the W-APT™ is to determine the level of support the ELL will determine the level of support the ELL will need in the mainstream classroom. need in the mainstream classroom.

Once the W-APT™ is administered, all Once the W-APT™ is administered, all student scoring sheets are mailed in to student scoring sheets are mailed in to Metritech for rating and arriving at a Metritech for rating and arriving at a composite score.composite score.

All domains are assessed within the All domains are assessed within the administration of the W-APT™. administration of the W-APT™.

With the exception of pencils, clock, and a With the exception of pencils, clock, and a DO NOT DISTURB sign, all materials are DO NOT DISTURB sign, all materials are included in your binder for administering included in your binder for administering the W-APT™ to K-12 students.the W-APT™ to K-12 students.

Several examples to score the written portion Several examples to score the written portion of the W-APT™ (along with rationale) can be of the W-APT™ (along with rationale) can be downloaded at WIDA’s website.downloaded at WIDA’s website.

A student scoring a 0 or 1 on Part C of the A student scoring a 0 or 1 on Part C of the listening test would proceed to Part D of listening test would proceed to Part D of the listening test.the listening test.

It takes about 60 minutes to administer all It takes about 60 minutes to administer all domains of the W-APT™ to a newly domains of the W-APT™ to a newly arriving kindergarten grade student.arriving kindergarten grade student.

Questions?Questions?

Thank you for your participation and dedication to serving ELL students.