New Questions:

ACHIEVEMENT
How is achievement measured as defined by the test developer?
What are the DC averages?
What is the national average or norm?
WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE FOR ACHIEVEMENT? (so if we go with a yes/no dichotomous scoring scheme)
WHAT IS YOU SUGGESTION FOR A REACH/IDEAL TARGET FOR ACHIEVEMENT? (so if we go with a low/mid/high performance three tiered scoring scheme)

If ACCESS an also be used for Growth please copy and paste the above questions and answer FOR growth.

Old Questions:
- Quick overview of this assessment.
- What are the proficiency levels or cut scores?
- How is growth calculated for this assessment (i.e., 3 points is adequate growth for students in the 220-250 range)
- Test reliability if that information is available.- anything else you find relevant about the assessment and how scores are used
- Anything else you find relevant about the assessment and how scores are used.

ACCESS for ELL's stands for Assessing Comprehension and Communiccations in English State to State for English Language Learners. Is is a large scale est of English proficiency based on the WIDA (World Class Instructional Design and Assessment) Consortium's approach to instructing and assessing English language learners.
The ACCESS for ELLs assesses student's English Language proficiency in five areas: Social and Instruction Language, the language of English Language Arts, language of Mathmatics, language of Science, and language of Social Studies; across four domains: listening, speaking, reading and writing.
ACCESS assesses 6 levels of English Language proficiency:
Level 1 - Entering - pictorial or graphic representation of the language of the content areas; words, phrases of chunks of language when presented with one-step commands; oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support.
Level 2 - Beginning - General language related to content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede meaning of the communication when presented with one-to-one multiple step commands, directions, questions, or a series of statements with sensory, graphic or interactive support.
Level 3 - Developing - General and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that often impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic, or interactive support.
Level 4 - Expanding - Specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs; oral or written language with minimal phonological, syntactic or sematic errors that do not impeded the overall meaning of the communication when presented with oral or written connected discourse with sensroy, graphic or interactive support.
Level 5 - Bridging - soecialized or technical language of the content area; a variety of sentence lengths of varying linguistice complexity in extended oral or writted discourse, including stories, essays, or reports; oral or written language approaching comparability to that of English proficient peers when presented with grade level material.
Level 6 - Reaching - specialized or technical language reflective or the content areas at grade level; a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specific grade level; oral or written communication in English comparable to English proficient peers.
The language proficiency levels delineate expected perfomance and describe what English language learners can reasonably be expected to do within each domain.
The assessment is administered twice a year under the supervision of the Office of Bilingual Education.
The assessment provides both formative and summative framework for instruction. Topics used on the assessment are drawn from national academic content standards.