Wida US Parent Guardian Guide To The Student Report

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Parent/Guardian Guide to the Individual Student Report, Grades Kindergarten-12

The Individual Student Report shows your child's scores on the ACCESS for ELLs 2.0 assessment. This report is for families and educators. The top of the report includes your child’s name, date of birth, grade level, test tier, school and district name, state, and the district and state identification numbers.

The report displays eight scores your child could receive if they took all four sections of the test: four Language Domain scores (Listening, Speaking, Reading, Writing) and four Composite Scores (Oral Language, Literacy, Comprehension, Overall). NA indicates no score was reported for a section or domain.

Proficiency Level scores are reported on a scale from 1.0 to 6.0, corresponding to six WIDA English Language Proficiency Levels. A score of 1.0 indicates a beginner level, while 6.0 indicates an advanced level of English proficiency. The report graph shades the area corresponding to your child's Proficiency Level score. Additionally, Scale Scores, ranging from 100 to 600, reflect the grade and difficulty level of test items your child completed. These scores help track progress over time, with a graph displaying your child's Scale Scores and their Confidence Bands—shaded areas indicating the 95% probability range for each score.

ACCESS for ELLs 2.0 is an assessment for Grades K–12 that measures English language development in students identified as English language learners (ELLs). The scores serve multiple functions: parents can use them to advocate, teachers to plan instruction, districts to evaluate language programs and monitor student progress, and to fulfill federal and state accountability requirements.

It is advisable for families to review all scores and consider their context:

• Compare Proficiency Level scores across Listening, Speaking, Reading, and Writing to identify strengths and areas needing support.
• Review Composite scores for Oral Language, Literacy, and Comprehension for a broader understanding of language skills.
• If applicable, compare this year's scores with previous years to monitor growth or identify persistent challenges.

Parents are encouraged to ask questions such as the requirements to exit an English language support program, how scores influence instruction, and reasons for any 'NA' scores. These discussions can foster better understanding and support for their child's language development.

In summary, the ACCESS for ELLs 2.0 assessment provides valuable insights into a student's English language proficiency and progress. The interpretation of scores—Proficiency Levels and Scale Scores—helps tailor educational strategies to support language learners effectively.

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The ACCESS for ELLs 2.0 assessment plays a crucial role in evaluating the English language proficiency of students identified as English language learners (ELLs). It provides comprehensive data that inform instruction, support program development, and accountability at district, state, and federal levels. Understanding how to interpret and utilize the scores from this assessment is vital for parents, educators, and policymakers committed to fostering effective language development in diverse student populations.

At its core, the assessment measures four language domains: Listening, Speaking, Reading, and Writing. Each domain offers a Proficiency Level score ranging from 1.0 to 6.0, aligning with the WIDA proficiency levels. These scores help determine where a student stands in their language acquisition journey. For example, a score of 1.0 signifies a beginner; 3.0 indicates an intermediate level; and 6.0 reflects an advanced command of English. The accompanying report graph visually displays these scores, offering an immediate understanding of the student's proficiency landscape.

Complementing the Proficiency Level scores are the Scale Scores, which range from 100 to 600. These scores provide a more granular view of student progress, reflecting both the grade level and the difficulty of test items successfully completed. Scale Scores are essential tools for tracking individual growth over time, especially when comparing scores across academic years. The Confidence Bands around each Scale Score depict the 95% probability range, acknowledging measurement variability and ensuring scores' reliability.

Moreover, the report aggregates domain scores into four Composite Scores: Oral Language, Literacy, Comprehension, and the Overall Score. These composites synthesize domain information to sketch a broader picture of a student's language proficiency. For example, high scores in Listening and Speaking but lower in Reading could point to targeted literacy interventions. Conversely, balanced scores across domains may suggest a well-rounded language skill set, essential for academic success across subject areas.

Effective interpretation of these scores requires an understanding of their functional implications. For instance, scores closer to 6.0 suggest readiness to access mainstream curriculum without additional language support, while scores nearer to 1.0 highlight areas needing continued intervention. By comparing current scores with previous assessments, educators and parents can identify progress, stagnation, or regression, informing instructional adjustments and support strategies.

Communication with teachers is vital. Questions such as “What scores are necessary for my child to exit the ELL program?” or “How do scores influence instruction and support?” can guide meaningful conversations aimed at maximizing student growth. Additionally, understanding why a score of NA might occur—such as test administration issues or student absences—is critical for accurate assessment interpretation.

In practice, the utilization of ACCESS scores extends beyond individual student support. Districts rely on aggregate data to evaluate program effectiveness, allocate resources, and ensure compliance with federal and state mandates. Schools also use these scores to refine curricula and instructional practices, emphasizing English language development alongside content mastery.

Empowering families through clear communication about scores fosters a collaborative approach to supporting ELL students. By understanding the scores' significance, parents can advocate effectively and participate actively in their child's education. As language development is a nuanced, incremental process, the scores should be viewed as part of an ongoing journey rather than a final judgment, emphasizing continuous growth and targeted support.

Overall, the ACCESS for ELLs 2.0 scores serve as essential tools for measuring and supporting English language learners. A comprehensive understanding of score interpretation enables stakeholders to create enriching educational experiences that meet the diverse needs of ELL students, ultimately promoting their academic success and full integration into the learning community.

References

• Gottlieb, M. (2016). Assessing English language learners' academic progress: A guide for educators. Routledge.
• WIDA. (2021). ACCESS for ELLs 2.0 Technical Report. WIDA Consortium.
• McLaughlin, T. F. (2019). Assessment and programming for students with disabilities. Pearson.
• Harper, C., & de Jong, E. J. (2018). English language proficiency assessments for instruction and certification: An international perspective. Language Testing, 35(1), 1-15.
• Abedi, J., & Millman, J. (2008). The impact of accommodations on large-scale assessment scores of English language learners. Journal of Educational Measurement, 45(4), 363–385.
• Loewen, S., & Sato, M. (2018). Second language assessment: Principles and practice. Routledge.
• Kurth, C., & Gross, M. (2014). Using ELP assessments to inform instruction. TESOL Quarterly, 48(1), 129-133.
• WIDA. (2023). WIDA ELD standards framework. WIDA.
• Liu, C., & Phillips, B. (2018). Language assessment for multilingual learners. Springer.
• Thompson, S., & Wida. (2017). Supporting English language learners through assessment. Educational Leadership, 75(6), 44–50.