English Language Development Assessment

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English Language Development Assessment Powered By Docstoc
					             Welcome
     Test Administrator Training
       for the Spring 2010 K-12
     ACTAAP English Language
   Development Assessment (ELDA)
            presented by the
Arkansas Department of Education and
     Measurement Incorporated
 2/18/2010                        1
                Web-Cast Agenda
 ESL Program Overview
 LEP Student Eligibility

 Exit and Reclassification Criteria

 Monitored Former LEP Status

 Administering the K and 1-2 ELDA

 Administering the 3-12 ELDA

 Contact Information and Important Dates

Q&A
    2/18/2010                           2
              ESL Program Overview
Purpose: To help ensure that children who are
 limited English proficient, including immigrant
 children and youth:
   attain English proficiency;
   develop high levels of academic attainment in
    English; and
   meet the same challenging State academic content
    and student academic achievement standards in core
    academic subjects, as all children are expected to
    meet.
  2/18/2010                                         3
                LEP Student Eligibility
   Limited English Proficiency Qualifications—
     Language Minority Student status as determined by
      the Home Language Survey
     Limited English Proficient student status as
      determined by an English Language Development
      Screener
     Placement in English as a Second Language Services
     Instruction in ESL and in core subjects using the
      Arkansas English Language Proficiency Curriculum
      Framework
http://arkansased.org/educators/curriculum/fram
  eworks.html#english
    2/18/2010                                         4
                Arkansas’ Exit Criteria
To exit ESL services, LEP students must meet
 ALL minimum criteria to be exited from an ESL
 program and to be reclassified as a fluent
 English proficient or FEP.
The Language Placement and Assessment
 Committee (LPAC) must meet annually,
 preferably in the fall before school starts, and
 parent notification is required.
   See Section 5.4 of the Title I Accountability Workbook:
    http://www2.ed.gov/admins/lead/account/stateplans
    03/arcsa.pdf
    2/18/2010                                           5
                       Exit Criteria
   Composite Score of 5 on ELDA
       Score of 5 in all domains: listening, speaking, reading,
        and writing.
   Passing grades
   Proficient or Advanced on the Augmented
    Benchmark or EOCs
   Teacher recommendations (Note: These cannot
    override the LPAC’s decision.)
   Signatures of LPAC members
    2/18/2010                                               6
                          Review:
                Exit and Reclassification Criteria
 At least once a year, ideally in the fall before
  school starts, every district or school’s
  Language Placement and Assessment
  Committee (LPAC) meets to review the
  progress of each LEP student.
 Documentation must be present and
  maintained in an LEP student’s cumulative
  folder that serves as a record of language
  development and academic progress.
    2/18/2010                                    7
                Former Monitored LEP Status
   FMLEP students have met all exit criteria and
    should be achieving at grade level.
   FMLEP students are former LEP students who
    are required by Title I to be monitored and
    assisted as necessary for two years after they are
    exited.
   FMLEP students do NOT take ELDA.
   FMLEP students’ state assessment scores may be
    included in the LEP subgroup for AYP for the
    two years of monitoring.
    2/18/2010                                      8
                  ADE CONTACTS
   Dr. Andre Guerrero: ESL program
    implementation, English language
    screeners/placement tests, state and federal
    funding, ESL Summer Academies
           Andre.guerrero@arkansas.gov
   Curriculum, Assessment, and Research
    Section: ACTAAP ELDA
       Jim.short@arkansas.gov
       Ellen.treadway@arkansas.gov
       501-682-4558
2/18/2010                                          9
            Questions & Answers

  Submit your question
    in the Chat Box
    on your screen.
2/18/2010                         10
Administering ELDA K & ELDA 1-2
       English Language
   Development Assessment
            Assessing ELL Students
             in the Primary Grades

                Developed by the Limited English Proficient State
               Collaborative on Assessment and Student Standards
             (LEPSCASS) of the Council of Chief State School Officers
                  (CCSSO) and Measurement Incorporated (MI)




2/18/2010                                                               11
                Philosophical Foundations
                  for ELDA K & ELDA 1-2
   National Association for the Education of
    Young Children (NAEYC)
     Methods that are developmentally
      appropriate and culturally and linguistically
      responsive
     Classroom-based assessment

     Tied to children’s daily activities

   Characteristics of Appropriate Assessments
   Who can Administer ELDA K & ELDA 1-2?

    2/18/2010                                   12
                Who Administers ELDA K
                     & ELDA 1-2?
   Individuals currently licensed by the
    Arkansas Department of Education as
    teacher or administrator
   Proctors may be classroom aides who
    assist a test administrator with test
    administration.
       If test materials are present in any testing situation,
        an individual licensed in the state of Arkansas by the
        Arkansas Department of Education as a teacher or
        administrator must be present in the room.
       Under no circumstances should unlicensed school
        personnel handle testing materials or administer
        any part of any state test, including the English
        Language Development Assessment (ELDA).
    2/18/2010                                             13
                   Characteristics of
                Appropriate Assessments
    Everyday, naturalistic settings
          For this age level, the emphasis will be
           toward the student’s comfort level within
           the setting
    Multiple methods and measures
        Verbal and non-verbal procedures
        Occur across diverse aspects of curriculum
        Involve a range of activities

    Assessments involve multiple people
    Age appropriate tasks
    2/18/2010                                      14
            Who takes the ELDA K-2?
 In general: ALL students identified
  as Limited English Proficient (LEP)
 Specifically: ALL LEP students in
  grades K-2 who have not met
  Arkansas’ exit criteria
Note: This includes ALL English
Language Learners (ELLs) whose
parents have waived rights to services
for LEP students.
2/18/2010                             15
                Purpose and Nature of
                 ELDA K & ELDA 1-2
 Determine Level of Language
  Acquisition
 Separate Inventories for K and 1-2
 Observation of Student Behaviors and
  Student Performance
 Typical Behavior and Performance
  Over Time
 Focus on Four Aspects of Language:
  Listening, Reading, Speaking, and
  Writing
    2/18/2010                           16
                General Format
 Separate inventories for the four
  language domains (Listening,
  Reading, Speaking, Writing)
 Inventories are assembled into a
  single student test booklet
 Descriptions of student behavior
  corresponding to a specific standard
  objective
    2/18/2010                      17
            Contents           ENGLISH
                              LANGUAGE
                            DEVELOPMENT
                             ASSESSMENT
                                 FOR



 Listening    (7 Rows)
                            KINDERGARTEN

                               (ELDA K)
                          TEST ADMINISTRATION
                                MANUAL



 Reading     (14 Rows)        Spring 2010




 Speaking    (8 Rows)
 Writing    (9 Rows)


2/18/2010                                       18
                Score Points
 0 = No Evidence of
  Mastery
 1 = Minimal Evidence;
  With Much Support
 2 = Moderate Evidence;
  With/Without Support
 3 = Clear Evidence;
  Independence
    2/18/2010                  19
                       Inventory Sample
                          (Listening)
 L01      1.1. Follow simple 1 – 4-step directions in sequence to complete a task with and
          without visual support.

          To move from a score point of 0 to 3, the student needs to follow more and more
          detailed instructions. A one-step instruction might be something like, “close the
          door,” while a three-step instruction might include, “Go to the door, get the note
          from the assistant, and bring it to me.”


                                          Score Points

  0                    1                              2                            3

Does      Student follows simple 1-     Student follows 2-step         Student follows at least
not       step directions given in      directions given in English    3-step directions given
meet      English with or without       with or without visual         in English with or
Score     visual support (pictures,     support.                       without visual support.
Point     gestures, modeling)
1.
      2/18/2010                                                                              20
             Administration
 What you will need
 Administration Tips

 Quick Start Guide

 Define Terms

 Inventories

 Teacher Support Materials
 2/18/2010                    21
                What You Will Need
 Test Administration Manuals for
  ELDA K and ELDA 1-2
   These manuals contain the
    observation inventories (1:3 ratio)
 Teacher Support Materials for ELDA
  K and ELDA 1-2 (1:3 ratio)
 Answer Documents for ELDA K and
  ELDA 1-2 (enough to assess each K-2
  student)
    2/18/2010                        22
    Remember! – Administration Tips
   Give student several different
    directions, in different situations, for
    different purposes.
   Observe the student interacting with
    other adults, other children, both
    academic and social.
   Draw a conclusion about the student’s
    typical level of response
   Record that observation as a score
    point of 0, 1, 2, or 3 on the answer
    document
    2/18/2010                                  23
            Let’s take a look:

       Condensed     Standards


       Inventories



2/18/2010                         24
             Define Terms
 Length     of text OR conversation:
  Short

  Medium

  Long

 Levelof Teacher Support
 Grade Appropriate

 High Frequency Words

 2/18/2010                         25
             Review Both Inventories

Note         Similarities
Note         Differences
Plan         Ahead


 2/18/2010                        26
      Review Teacher Support Materials
Score Point 1, 2, & 3




Cat                     Bat      Hat
  Feel Free to Use Your Own Materials

     Suggestions, Not Prescriptions
      2/18/2010                          27
             Final Comments - Review

 Everyday, Naturalistic Settings
 Multiple Methods and Measures
  Verbal and non-verbal procedures
  Occur across diverse aspects of
   curriculum
  Involve a range of activities
 Assessments May Involve Several
 Teachers Who Work with the Children
 Age        Appropriate
 2/18/2010                          28
            End of the K-2 Section
              Questions?
      Please write your questions
           in the Chat Box.



2/18/2010                            29
            Administering ELDA 3-12
               English Language
            Development Assessment

              Assessing ELL Students
            in the Primary, Middle, and
              Secondary Grade Levels
             Developed by the Limited English Proficient State Collaborative
               on Assessment and Student Standards (LEPSCASS) of the
                   Council of Chief State School Officers (CCSSO) and
                            Measurement Incorporated (MI)




2/18/2010                                                                      30
                  Introduction
     This presentation contains general
information about the English Language
Development Assessment (ELDA) and
specific information about administering
the Reading, Writing, Listening, and
Speaking sections of the English Language
Development Assessment (ELDA)
for grades 3-12.

         Before administering this assessment,
please review this information to familiarize
yourself with the assessment administration
procedures.
   2/18/2010                                     31
    Security Concerns and Procedures

 District and State procedures must
  be followed at all times.
 Ensure the security of test booklets,
  as well as all other materials.
 During assessment administration,
  a test administrator must be present
  at all times.
 Observe testing ratios.

    2/18/2010                       32
    Security Concerns and Procedures
             Student-Teacher Ratio
 During each assessment administration, a test
 administrator must be in the room at all times.

   Reading, Writing, and Listening*
                       20 : 1
           Speaking (scored live)
                         1:1
If more students are tested than the recommended ratio,
additional proctor(s) must be present
   2/18/2010                                       33
        Who can administer the ELDA?
   Individuals currently licensed by the
    Arkansas Department of Education as
    teachers and/or administrators
   Proctors may be classroom aides who
    assist a test administrator with test
    administration.
       If test materials are present in any testing situation,
        an individual licensed in the state of Arkansas by the
        Arkansas Department of Education as a teacher or
        administrator must be present in the room.
       Under no circumstances should unlicensed school
        personnel handle testing materials or administer
        any part of any state test, including the English
        Language Development Assessment (ELDA).
    2/18/2010                                             34
    Who takes the ELDA 3-12?
 In general: ALL students identified
  as Limited English Proficient (LEP)
 Specifically: ALL LEP students in
  grades 3-12 who have not met state
  exit criteria
Note: This includes ALL English
Language Learners (ELLs) whose
parents have waived rights to services
for LEP students.
2/18/2010                            35
                Assessment Schedule
   Districts may set their own testing
    schedule in conformance with the state
    testing window: March 29-May 7
   ELDA is not a timed test.
   Make-ups for absentees are permitted.
   Local flexibility in sequencing is
    permitted.
   Language domain subtests can be broken
    into separate testing periods.
    2/18/2010                          36
              Time Allotments
Breaks
• At the Test Administrator’s discretion.
  • A short break between Parts 2 and 3 of the
    Reading test and a break between Parts 1
    and 2 of the Writing test are recommended.
  • One 10-minute break between Parts 3 and 4
    of the Listening assessment is
    recommended.
• Stop points are built into the assessment so
  that sub-tests may be administered in more
  than one sitting.
• The Speaking assessment will take less than 30
  minutes, so no break is recommended.
  2/18/2010                                      37
Listening – Number of Items
 Grade         Short      Short       Long          Short           Long
Clusters      Phrases   Dialogues   Dialogues   Presentations   Presentations




3-5 10                    6         24            10            N/A

6-8 12                    4          14             4              16
9-            13          7          12             8             20
12
  2/18/2010                                                             38
        Reading – Number of Items
Grade Clusters    Short     Instructions    Longer
                 Passages                  Passages




  3-5            10             7          33

 6-8             10            6           34
9-12 12                        8           40
   2/18/2010                                     39
   Writing – Number of Items
 Grade      Constructed   Revise and    Graphic
Clusters     Responses       Edit      Organizers




3-5            4           12             3

6-8            4           12             3

9-12           5           12             3
2/18/2010                                     40
    Speaking – Number of Items
16 Open-ended items
4 Items for each of four levels
   • Connect
   • Tell
   • Expand
   • Reason
 2/18/2010                       41
                Scripted Directions
   Oral scripts for each of the four assessments
    are in the Appendices of the Test
    Administration Manual.

   The oral scripts should be reviewed by all test
    administrators prior to the assessment
    session.

   The scripted directions that are in bold print
    must be read VERBATIM to students.

    2/18/2010                                    42
                   Preparation for
                  Reading & Writing
   Practice for the Administration
      Read through the scripted administration directions
       that you are expected to read to students.
   Assessment Setting
      Appropriate seating for each student

         Free from outside noise

         Appropriate spacing

   Assessment Materials
      Each student will need:

         Student test booklet, answer folder, and pencils.

    2/18/2010                                            43
          Reading Assessment
       Format of the Reading Booklets
Part 1: Short Passages
     Thissection tests the student’s ability to
      understand information in short reading
      passages.
Part 2: Instructions
     Thissection tests the student’s ability to
      understand directions.
Part 3: Longer Passages
     This      section tests the student’s ability to
            understand information in longer reading
  2/18/2010 passages.                                 44
                 Writing Assessment
 Format of the Writing Booklets
Part 1: Open Ended
        Students    write responses to prompts.
Part 2: Revise and Edit
        Students      choose best answer to
             correct grammar and usage errors in
             passages.
Part 3: Graphic Organizers
        Students     answer questions about
             graphic organizers.
 2/18/2010                                     45
        Preparation for Listening
   Practice for the Administration
     Read through the scripted administration
        directions that you are expected to read to
        students.
     Listen to the first 2 minutes of the prompting
        recording then rewind
   Assessment Setting
     Appropriate seating for each student:
           Free from outside noise
           Appropriate spacing
   Assessment Materials
     Each student will need:
           Student test booklet, answer folder, and
    2/18/2010
              pencils                               46
                Additional Preparation
                     for Listening
   Equipment
     You will need an audiocassette or CD
      player to play the prompting
      recording.
   Equipment Testing
     It is critical that you test both the
      audiocassette or CD player and the
      audiocassette or CD before
      administering the Listening
      Assessment.
    2/18/2010                             47
          Directions for Administering
           the Listening Assessment
   At the start of the listening section, pass out the test
    booklets.
      Each student should receive one test booklet.


   Students may NOT open the test booklet until the
    recording is played.

   When students reach the end of the assessment, they
    are instructed to put down their pencils.

   Students should NOT leave the room at this point, but
    wait for instructions from the administrator.

   Collect each student’s test booklet and answer folder.
     2/18/2010                                          48
                Listening Assessment
   Format of the Prompting Recordings
     You will receive a Listening
      Assessment audiocassette/CD with
      your assessment materials.
   Part 1: Short Phrases
   Part 2: Short Dialogues
   Part 3: Long Dialogues
   Part 4: Short Presentations
   Part 5: Long Presentations [Grades 6-8,
    and 9-12]
    2/18/2010                            49
              Preparation for Speaking
 Student Listening/Speaking test book
 Student Answer Folder
 Grades 3-12 ELDA Test Administration
  Manual
 Speaking Scoring Guide
 Speaking Prompt Cassette or CD
 Cassette or CD player

  2/18/2010                         50
              Preparation for Speaking
 Carefully      review:
   The Speaking Scoring Guide
   The Speaking Administration Instructions
    in Appendix D of the Test Administration
    Manual
 Testthe prompt recording and the CD
 or cassette player, as specified in the
 Test Administration Manual
  2/18/2010                              51
                 Speaking Assessment
        Format of the Prompting Recording
            There are seven sections as follows:
1.    Practice Task 1       5.   Mathematics,
2.    Practice Task 2            Science and
3.    School-Social              Technology
      Interaction                Tasks
      Tasks                 6.   Social Studies
4.    English-                   Tasks
      Language Arts         7.   Closing
      Tasks
     2/18/2010                                    52
              Speaking Overview
 Each  Speaking test has 16 questions
  (4 sets of 4 related questions)
 Each set of 4 questions references 2
  numbered pictures in the student’s
  ELDA Listening/Speaking test book
 The Speaking test takes approximately
  25 minutes to administer

  2/18/2010                          53
                Speaking Administration
   Administer the Speaking test by playing
    the prompt cassette or CD and following
    the instructions in Appendix D of the
    ELDA Test Administration Manual for
    grades 3-12.
   DO NOT pause, rewind, or restart the
    prompt recording once testing has
    begun.
   Administer the Speaking test last, since
    you will be marking the student’s scores
    on the answer document.
    2/18/2010                             54
              ELDA
             Speaking

            Scoring Guide
2/18/2010                   55
                Speaking Scoring Guide

 Will be sent with the Testing
  Materials
 Will be bar coded
 Is a Secure Item
    Cannot be copied
    Must be returned with Testing
     Materials
 Contains the prompts and anchor
  responses
    2/18/2010                        56
                Score Points & Condition Codes

   Each student response can earn a score
    of 0 (no credit), 1 (partial credit), or 2
    (full credit)
   If the student’s response is blank,
    incomprehensible, or completely in a
    language other than English, the
    response should be scored using a
    condition code. (See next slide.)
   Use EITHER a score point OR a
    condition code (DO NOT bubble a score
    point and a code).
    2/18/2010                               57
                Speaking Condition Codes
 Code A = Response is inaudible or
  unclear
 Code B = Student does not respond
  at all (blank)
 Code C = Student provides a refusal
  or excuse (e.g., “I don’t want to
  answer” or “I don’t know”)
 Code D = Response is off-topic or off-
  task or completely in a language
  other than English
    2/18/2010                        58
                Types of Speaking Questions
   Each test has 4 sets of 4 related
    questions:
     CONNECT: Questions 1, 5, 9, 13
     TELL:  Questions 2, 6, 10, 14
     EXPAND: Questions 3, 7, 11, 15

     REASON: Questions 4, 8, 12, 16
   Each set of 4 questions will
    reference 2 numbered pictures in
    the ELDA Listening/Speaking test
    book.
    2/18/2010                           59
         Speaking Scoring Tips
   Pay attention to the cues in the question. For
    example, if the question asks for one or more
    sentences, responses must be at least that long
    to receive full credit.
   Each independent clause is treated as a
    sentence. Remember that compound
    sentences count as two sentences.
   In general, students need to provide more
    information to receive full credit as they
    progress from Connect to Tell to Expand to
    Reason.
   If part of the response is in English and part is
    in another language, score the part that is in
    English and disregard the rest.
     2/18/2010                                    60
                Speaking Connect Questions
   If a question is multi-part, the student must
    address all parts for full credit.
   Unless the question asks for a specific response,
    a general response is acceptable.
   Single-word responses can receive no more than
    partial credit (score of 1).
   Phrases are eligible for full credit.
   If the response consists of one word or a phrase
    directly from the prompt, it can receive no more
    than partial credit (score of 1).
   If the student adds his/her own words or forms a
    sentence, the response may receive full credit,
    even if it is heavily based on the prompt.
    2/18/2010                                    61
              Sample Connect Item
   Some students like to listen to music in
their free time. Others like to read books.
Tell me in a sentence what you like to do in
your free time. For example, you can talk
about watching movies, listening to music,
or playing with your sister or brother. Try
to speak in a sentence. Tell me what you
like to do in your free time.

Note: The prompt cues the student “Try to speak
in a sentence.” This is how the student can
receive full credit for a phrase.
  2/18/2010                                 62
          Sample Connect Item

      Score 0 Responses
 “I have free time.”
  (The response does not address
  the prompt.)
 “I do everything.”

  (The response provides no
  essential, specific information.)
  2/18/2010                      63
            Sample Connect Item
                Score 1 Responses
   “Watching movies”
    (A phrase based solely on the prompt
    language cannot receive a score higher
    than 1.)
   “Read”
    (A single word from the prompt cannot
    receive a score higher than 1.)
   “Swim”
    (A single original word cannot receive a
    score higher than 1.)
    2/18/2010                             64
                Sample Connect Item
                Score 2 Responses
 “Walk my dog”
  (This three-word phrase provides
  enough specific information to
  receive full credit.)
 “I play with my little sister.”

  (This sentence provides enough
  specific information to receive full
  credit.)
    2/18/2010                         65
              Tell Questions
   Unless the question asks for a specific
    response, a general response is acceptable.
   If a question is multi-part, the student must
    address all parts for full credit.
   Phrases can receive no more than partial
    credit (score of 1).
   Single-word responses are not eligible for
    credit (score of 0).
   Responses consisting only of language from
    the prompt, in the same order/placement as
    the prompt, are not eligible for credit (score of
    0). This also applies to language from the
    illustrations’ captions.
     2/18/2010                                    66
            Sample Tell Item
   Usually, you hear different kinds of
music each day. Choose a kind of music.
Tell me one or two sentences about that
kind of music. For example, you can talk
about hip-hop music or country music.
Now pick a kind of music that you hear
and tell me one or two sentences about
that kind of music.

Note: The prompt cues the student “Tell me
one or two sentences.” Think of each
independent clause as a sentence; the response
will need to provide at least one independent
clause to be eligible for full credit.
2/18/2010                                 67
               Sample Tell Item
              Score 0 Responses
 “I like music.”
  (The response does not address
  the prompt.)
 “I hear different kinds of
  music.”
  (The response is heavily based
  on prompt language and does
  not describe or extend.)
  2/18/2010                       68
              Sample Tell Item
             Score 1 Responses
 “Classical music sounds good.”
  (The response only partially
  addresses the prompt due to
  generality.)
 “Lots of bass”

  (A phrase can not receive a score
  higher than 1.)
 2/18/2010                       69
                Sample Tell Item
                Score 2 Responses
 “Rap music sounds loud and fast.”
  (This response provides the
  essential information in the form of
  a sentence.)
 “I hear rock music in my dad’s car.
  It has a lot of instruments.”
  (The response provides the essential
  information in the form of 2
  sentences.)
    2/18/2010                       70
            Expand Questions
   If a question is multi-part, the student must
    address all parts for full credit.
   Responses that provide lists only (in place of
    description) can receive no more than partial
    credit (score of 1).
   A response that adds any detail or description to a
    list is eligible for full credit.
   A single simple sentence can receive no more than
    partial credit (score of 1). A compound sentence
    counts as 2 sentences.
   Phrases and single-word responses are not eligible
    for credit (score of 0).
   Responses consisting only of language from the
    prompt, in the same order/placement as the
    prompt, are not eligible for credit (score of 0).
    This also applies to language from the
    illustrations’ captions.
     2/18/2010                                        71
    Sample Expand Item
    Different students like different kinds of
music. Say at least two sentences about the
kind of music you like best, and why you like to
listen to it. For example, you can talk about
what you do or how you feel when you listen to
that kind of music. Remember to tell me at
least two sentences about your favorite kind of
music, and why you like to listen to it.

Note: The prompt cues the student “Say at least two
sentences.” Think of each independent clause as a
sentence; the response will need to provide at least two
independent clauses to be eligible for full credit.
 2/18/2010                                           72
             Sample Expand Item
             Score 0 Responses
 “The  music sound the good.”
  (The information provided in
  this response is unclear.)
 “I like different kinds of music.”
  (The response is heavily based
  on prompt language and is so
  general that it remains
  undeveloped.)
 2/18/2010                        73
                Sample Expand Item
                 Score 1 Responses
   “My favorite kind of music is rap and hip-hop.”
    (The response provides specific but only
    partially developed information in one
    independent clause.)
   “I like to dance.”
    (The response provides specific but only
    partially developed information in one
    independent clause. It can be inferred that the
    student likes to dance while listening to her
    favorite music.)
    2/18/2010                                  74
                Sample Expand Item
                 Score 2 Responses
   “I like to listen to the Jonas Brothers
    because it makes me happy. Me and my
    friends dance to it.”
    (The response provides the essential
    information in multiple independent
    clauses.)
   “I like country music. I always sing
    along.”
    (The response provides the essential
    information in two sentences.)
    2/18/2010                            75
          Reason Questions
   Students must follow the cues in the prompt. If
    the prompt asks for 2 reasons, the student must
    provide 2 reasons for full credit.
   A position statement with no support is not
    eligible for credit (score of 0).
   A single simple sentence can receive no more
    than partial credit (score of 1). A compound
    sentence counts as 2 sentences.
   Phrases and single-word responses are not
    eligible for credit (score of 0).
   Responses consisting only of language from the
    prompt, in the same order/placement as the
    prompt, are not eligible for credit (score of 0).
     2/18/2010                                    76
    Sample Reason Item
    Some students think it’s a good idea to listen to
music while they do their homework. Other
students think it’s not a good idea. Tell me two
reasons or more why you think listening to music
while you do your homework is a good idea or not
a good idea. For example, you might talk about
whether music helps you do your homework or if
it distracts you from your homework. Remember
to tell me if you think listening to music while you
do your homework is a good idea or not a good
idea. Then give me at least two reasons why you
think that.

Note: The prompt cues the student “Give me at least
two reasons.” Unlike other types of questions, Reason
questions generally require a certain number of
reasons for full credit rather than a certain number of
independent clauses.
 2/18/2010                                          77
            Sample Reason Item
                Score 0 Responses
   “Yes, it is a good idea to listen to music
    while you do your homework.”
    (The response provides a position, but
    offers no support for its importance.)
   “I like to listen to music while I do my
    work.”
    (The response provides a position, but
    offers no support for its importance.)

    2/18/2010                                78
            Sample Reason Item
                Score 1 Responses
 “It helps me pay attention.”
  (The response provides an implicit
  position, but only partially supports
  its importance with one reason.)
 “No, they shouldn’t, because it’s too
  loud.”
    (The response provides a position, but
    only partially supports its importance
    with one reason.)
    2/18/2010                            79
                Sample Reason Item
                Score 2 Responses
   “Music is too loud for homework. I
    won’t study enough for the test.”
    (The response provides an implicit
    position and fully supports its
    importance with two reasons.)
   “I think it’s a good idea, because it helps
    me study. Watching TV distracts me
    from my homework, but music doesn’t.”
    (The response provides a position and
    fully supports its importance with two
    reasons.)
    2/18/2010                               80
                Sample Reason Item
    Score 2 Responses Continued
   “It’s not a good idea because I pay
    attention to the music too much, but on
    the other side I can’t hear another noise.”
    (The response provides a position and
    supports its importance with two
    reasons. Students may offer support for
    both positions as long as the support is
    clear and specific and at least the
    minimum number of reasons are
    provided.)
    2/18/2010                              81
            End of the 3-12 Section
   Review and Recommendations
     Prepare well for the Listening and Speaking
      Sections of ELDA
     Train test administrators to administer and to
      score the Speaking section correctly.
     Provide students with sufficient time to
      complete each section of the ELDA following
      the guidelines.
     Contact the ADE and MI if you have any
      questions before, during, and after testing.
    2/18/2010                                     82
             ELDA Helpline
Measurement Incorporated
  ELDA Helpline
   888-612-0180
Elda@measinc.com
  -copy ADE on messages to MI-
 2/18/2010                   83
            DTC Procedures for Distributing and
                  Returning Materials
Receiving the order
     Confirm that your shipment contains a
      District Coordinator Manual, return shipping
      label(s), and boxes for each of your schools
      listed on your packing list.
     Open and inventory the contents of each
      school’s materials and verify that all materials
      are included.
     Reseal and send each school its respective
      box.
    2/18/2010                                      84
        Preparing the Answer Document for Use
           Applying the Pre-Id Barcode label:
   Each Answer Document should have a Pre-Id barcode
    label applied to the upper left-hand corner of the sheet.
    There is a sample barcode printed on the answer
    document to demonstrate correct placement of the Pre-
    Id barcode label. Place the Pre-Id barcode label over the
    sample.
   If you DO have a Pre-Id barcode label for your student,
    you do NOT need to fill in all of the identification and
    demographic information on the sheet.*
   If you do NOT have a Pre-Id barcode label for a
    particular student, you must use a generic label.
    PLEASE do not use a Pre-Id barcode label belonging to
    a different student who is not going to take the test.
    Your student’s results will be misattributed. A supply of
    generic labels will be provided with your testing
    materials.
     2/18/2010                                             85
                     *Pre-Id Barcode Label
                You Must Complete the Following
                   Demographic Information
 Write in the student’s name
  (Do not need to bubble it)
 Taking ELDA for the first time

 LEP-NS (if applicable)

  (LEP receiving no services)
 First year LEP (if applicable)

 ADE Use Only (if applicable)

 ESL Program Type

 IEP Accommodations (if applicable)
    2/18/2010                                     86
Do not apply ANY barcodes or labels except those shipped
along with the testing materials. Application of any other
barcodes or labels will delay or prevent scoring of your
Answer Document.
Before                            After
Application                       Application




  2/18/2010                                           87
        Filling in the Student Identification Area
If you do NOT have a Pre-ID barcode label for
student and are using a generic barcode label, you
will need to fill in the demographic information
on the front of the Answer Document correctly.
  Every boxed area of demographic information
   should be filled in.
  You MUST use a Number 2 pencil to fill in
   each bubble completely.
  If you fill in the wrong bubble, you must
   completely erase the mark.
   Do not cross it out.
2/18/2010                                     88
            Procedures for Students
           Needing Accommodations
   Accommodations should always be related to
    the student’s specific disability.
      Accommodations that change the content of
         the assessment are NOT allowable.
      Accommodations in the administration
         procedures for ELDA are allowable provided
         they are specified in the student’s IEP or
         504.
      Any accommodations for an individual must
         be specified before the student takes the
         assessment and must be documented in the
         student’s IEP.
     2/18/2010                                      89
            Allowable Accommodations
   Transcription of Reponses
   RWT – Reading of the Writing Test
   Signed Directions
   Magnifying Devices/Noise Buffers
   Recording
   Extended/Adjusted Time
   Individual/Small Group Administration
   Modified Test Booklets are available
      Large Print

      Braille
    2/18/2010                          90
            Reason Not Tested




2/18/2010                       91
            ELL/LEP Entry Date




2/18/2010                        92
           Defective Assessment Materials
 A student might receive an incomplete or
  defective test booklet. Instruct the student to
  raise his or her hand and then follow the steps
  below with the student.
1) Take a replacement test booklet from the overage
  supply.
2) Instruct the student to continue the test using the
  new test booklet.
3) After the assessment, return all of the student’s
  used testing material (defective and replacement)
  with the other testing materials.
    2/18/2010                                     93
              Recommended for Best Practice:

 Be  certain to provide sufficient time
  and space for administering the
  assessments.
 All students who are identified as ELL
  must be included in the assessment
  process.
 Students should be encouraged to do
  their best.
  2/18/2010                              94
                Assessment Preparation
   Assessment materials should be stored
    securely.
   Before assessment begins:
      Complete all required information of each
       student’s answer folder.
         Affix Preprinted Labels.

         Complete * demographic information

         Bubble in all information for those
          without labels.
      Return unused materials to secure location
       before assessment begins.
    2/18/2010                                  95
           Assessment Materials
   Testing Materials used in addition to the Test
    Administration Manual:
     Listening Prompt Cassette or CD
     Speaking Prompt Cassette or CD
     Speaking Scoring Guide
   Each student should have the following:
     One test booklet containing the Reading & Writing
      Tests
     One test booklet containing the Listening & Speaking
      Tests
     Student Answer folder
     Pre-Printed Label
    2/18/2010                                         96
         Assessment Room Preparation

 Checkthe assessment room for
 possible assessment question
 “clues” prior to each assessment
 session.

 Give each student a work space
 that is large enough to
 accommodate an open test
 booklet.
 2/18/2010                         97
             Interruptions in the Assessment

 Ifthe interruption is serious
  and affects all students, stop the
  assessment at the time of the
  interruption and secure
  materials.
 After the interruption, restart
  the administration from the
  point where you stopped.
 2/18/2010                               98
        Security Concerns
          & Procedures
 All ELDA materials should
  be considered secure
 All district and state
  procedures must be
  followed to ensure test
  security is maintained at
  all times.
 2/18/2010                99
                After Testing
   Account for all materials using the
    school packing list.
   Put all student materials (used and
    unused) back into the original box that
    came from the MI
   Put all teacher administrator materials
    back in the same box
   All materials must be returned -- double
    check that you have accounted for and
    packed everything
    2/18/2010                            100
  If a student is sick, and a test booklet or answer folder
  becomes soiled, please follow these steps:
1) Write down the barcode of the affected booklet
  and transfer the student responses to a new
  answer folder
2) Dispose of the booklet/answer folder according
  to ADE Procedure: Shred or burn the affected
  materials
3) Contact ADE and MI with the bar code number
  of the affected materials and an explanation of the
  situation.
    Susan Gray susan.gray@arkansas.gov
    MI elda@measinc.com
4) When the materials are being packed for return,
  enclose a copy of the both emails with the
  materials.
  2/18/2010                                              101
         STC Collection And Return Of Student
              Assessment Materials
   When students have completed the assessment, they
    should raise their hands so that you can collect their
    booklets.
   Students must remain seated quietly at their desks and
    may not have access to any personal items or materials
    for the remainder of the testing period.
   After testing is completed, gather all the answer folders
    for students that you have tested into a stack. Place the
    pre-printed header sheet on top of this stack of student
    answer folders. All headers and student answer folders
    should then be placed back into the box.
   All materials (used and unused) should be returned to
    your School Test Coordinator directly after the
    assessment is completed.
     2/18/2010                                             102
   The School Test Coordinator(s) should account for and pack all
    materials before returning the boxes to the District Test
    Coordinator.
   The materials should be packed for return in the original shipping
    boxes in the following manner:
      Unused test booklets and answer folders in the bottom of the
        box
      Prompt cassettes or CDs, Speaking Scoring Guides,
        Administration Manuals, and any extra forms or headers should
        be placed above the unused materials
      Used test booklets should be placed above the administration
        materials
      The stack(s) of used answer folders, with corresponding
        headers ON TOP, should be placed in the top of the box
   When the School Test Coordinator has accounted for and packed
    all testing materials, all materials (used and unused) should be
    returned to the District Test Coordinator.
    2/18/2010                                                   103
                Returning materials after testing
     After testing, schools shall return all materials to the
      district in the same box in which they were delivered.
     DTC shall ensure that all boxes are taped securely.
     DTC is to use the supplied return shipping label(s) to
      send all testing materials back to MI. Follow the
      instructions on the back of the shipping labels to
      arrange for a pick-up of the materials. Please follow
      these instructions explicitly to arrange for ground pick-
      up. Air/Express drivers are unable to accept packages
      for ground pick-up. Do not use another shipping
      method or your own shipping labels.
     Ship all materials to the MI Coldwater KS office on or
      before Friday, May 14, 2010.
     Refer all questions about packing and shipping to the
      ELDA Helpline: 888-612-0180 or elda@measinc.com
    2/18/2010                                             104
 ACTAAP ELDA
  AFFIDAVITS
   and FORMS
2/18/2010   105
2/18/2010   106
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2/18/2010   111
                ACTAAP - ELDA 2010
                 Important Test Dates
   Friday, February 26 – ELDA K and ELDA 1-2 Administrative
    materials distributed to DTCs and Superintendents
   Monday, March 15 – 3-12 ELDA materials received in districts
   Monday, March 29 – ELDA testing window begins (Grades K-12)
   Friday, May 7 – ELDA testing window ends (Grades K-12)
   Friday, May 14 – All ELDA testing materials must be shipped back
    to Measurement Incorporated
   Thursday, July 1 – Grades K-12 ELDA score reports arrive in the
    districts
   Friday, August 13 – Reporting Errors and missing reports to the
    ELDA Helpline

    2/18/2010                                                 112
            ELDA Helpline
Please Use the ELDA Help
System. Expect a Response
     within 48 hours
Measurement Incorporated
     ELDA helpline
      888-612-0180
   Elda@measinc.com
2/18/2010                   113
            Questions?

            Please write your
             questions in the
                Chat Box.

2/18/2010                       114
      Thank you for attending
          this Web-cast.

            Please fax your
            sign-in sheet to
            (501) 683-0585.
2/18/2010                       115

				
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