Administering the I-ELDA Iowa En

Document Sample
Administering the I-ELDA Iowa En Powered By Docstoc
         the Iowa-ELDA
 Iowa English Language Development Assessment

Training of Trainers
              January 20, 2010
    Schedule for today:
   9:30-10 a.m.
      overview
      FAQs
     BREAK 10-10:15 a.m.

   10:15-11:30 a.m.
      K-2 and… begin grades 3-12
     LUNCH 11:30 a.m.-12:00 p.m.

   12:00-1:30 p.m.
      conclude upper grades 3-12
      inter-rater reliability practice
     BREAK 1:30 – 1:45 p.m.

   1:45-3:00 p.m.
      using results to drive instruction

   3-3:30 p.m.
      Q&A
 Background and FAQs
 Assessment considerations
 Purpose and nature of Iowa-ELDA
 General format
    K-2

    3-5, 6-8, 9-12

 Administration
    What you will need

    What you will need to know

 Returning test materials
 Iowa-ELDA testing results
          FAQs & Updates
 TheseFAQs will be useful to
 share with administrators who are
 responsible for:

          ELL assessment
           AYP reporting
          Student services
                  Iowa ELDA FAQs
Are there any changes from the 2009 Iowa-ELDA
  format that I should be aware for the 2010?
   A ―STUDENT NOT TESTED‖ box has been added to
    the front side of the student bubble answer sheets
       Districts will NOT be required to complete and submit a
        Students NOT Iowa-ELDA Tested spreadsheet.
   Side-2 has been added to the BAS Return Header Form
    to record important notes and/or IEP/504 Plan
    accommodations made for students.
   The Speaking Scoring Guide will be included in the Test
    Administration Manuals as Appendix B.
   The Speaking and Writing Scoring Rubrics have been
      Iowa ELDA FAQs continued…
2010 Changes continued…
 The Kindergarten and Grades 1-2 student test
  booklets (inventories) have been reworked to
  highlight the differences in score point criteria.
 Kindergarten and Grades 1-2 Test
  Administration Manuals, Student Test Booklets,
  and BAS have been reformatted so that the
  sequence of subtests agree with the upper
  grade level materials.
 Kindergarten booklets will be red; Grades 1-2
  booklets will be cherry and K-2 booklets will be
  salmon colored.
                Iowa ELDA FAQs                                              continued…
Will the administration and student testing
 materials be color coded again this year?
   Yes. The administration manuals, student test booklets,
    and BAS* will be color coded by grade cluster as follows:
   *K-2 BAS will remain red for all three grade levels – just the booklets have changed colors.

                            Grade Cluster                              Color
                                        K                               Red

                                       1-2                            Cherry

                                      K-2                            Salmon

                                       3-5                             Green
                                       6-8                              Blue
                                     9-12                             Purple
              Iowa ELDA FAQs continued…
How do districts request the Iowa-ELDA test materials?
 Districts must complete and submit an Iowa-ELDA Order and Agreement form to Northwest
   Area Education Agency (NWAEA) in Sioux City. The form can be downloaded at
 Note: Orders will NOT be processed until both the order form and the bar code template
   have been received by NWAEA.

***** How many times can Districts request answer sheets? The
   testing window allows districts a reasonable amount of time prior to
   asking for their materials. We hope that the districts only make one
   request. Students who are new arrivals should take the placement
   not the progress tests.

How do districts request the Iowa-ELDA BAS?
 Districts must send an electronic request using the Iowa-ELDA Bar Code Template to
   NWAEA filled out with specific student data for each student. The bar code template can be
   downloaded at
How far in advance must districts request their test materials and pre-printed BAS?
 Districts should first plan their test window and then request the materials (~ 40 working
   days in advance) accordingly.
       Iowa ELDA FAQs continued…
What information must districts provide in the EXCEL
  document for NWAEA?
 Districts will submit student identification information,
  that MUST include the student’s state ID number, so that
  BAS can be pre-printed with bar code information.
Will NWAEA ship the test materials along with the pre-
  printed BAS directly to each district?
 Yes. Test materials and pre-printed BAS will be shipped
  to the address indicated on the 2010 Iowa-ELDA Order
  and Agreement Form.
What is the state test window?
 The test window is from February 1 through April 30,
           Iowa ELDA FAQs continued…
How should districts return test materials and BAS to
   ONLY return the Listening/Speaking CDs and ALL (tested and not
    tested) BAS to NWAEA.
   BAS must be returned with a completed 2010 Iowa-ELDA BAS Return
    Header Form.
   Do NOT bend or damage BAS in any way—damaged BAS will delay
    the receipt of district test results.
   Districts should return BAS for scoring by United States Postal Service
    (USPS - Return Receipt Requested or Request Delivery Confirmation
    with a Tracking Number), United Parcel Service (UPS), or Federal
    Express (FedEx), for tracking purposes.
   Do NOT return the student test booklets or test administration manuals
    to the NWAEA. Test booklets should be disposed of at the district
    according to district procedures for disposal of secure materials.
            Iowa ELDA FAQs continued…
Should all buildings from a school district send their test materials and
  BAS for scoring in the same shipment?
 All bubbles answer sheets in a district must be returned together in
  the same package (NOT by individual buildings within a district).
 If it is not practical to return Speaking/Listening CDs in the same
  package as the answer sheets (i.e., large quantities), ship them

What is the mailing address of Northwest AEA for sending the test
  materials and BAS for scoring?
 Districts should mail, ship, or deliver their CDs and BAS for scoring
                Northwest AEA, Attn: Teresa Angerman
            1520 Morningside Avenue, Sioux City, IA 51106
       Iowa ELDA FAQs continued…
Should districts photocopy student BAS as back-up,
  keeping them in a secure place until the Iowa-ELDA
  scores have been returned to the district?
 Yes. This is strongly recommended.

What is the final postmark date for materials being returned
  to NWAEA for scoring?
 May 1, 2010.

After the districts have received their scores from NWAEA,
   what should districts do with the photocopies of the
 Districts should first confirm that each student is
   accounted for, and then shred the BAS (as well as all
   other testing materials/booklets).
         Iowa ELDA FAQs                         continued…
Will we be receiving the Individual Student Results Reports
  in 2010?
 Yes. The NWAEA will send one copy of each student’s
  report to the designated District Test Coordinator.
      Districts may make photocopies as needed.
      It is recommended that the original report is filed in the student’s

Can districts keep elementary test booklets in student
  cumulative folders for teacher reference?
 Yes. This is strongly recommended.
        Iowa ELDA FAQs continued…
Is there any support for K-2 teachers who want to be mindful of
    student progress toward K-2 standards on the Iowa-ELDA
    inventory from the beginning of the school year?
 Yes. The Iowa-ELDA Core Standards tool, for Kindergarten and
    for Grades 1-2, helps teachers make connections between
    classroom assessments they are familiar with (DIBELS, CRTs,
    DGA, or other district measures) early on in the school year, prior
    to the actual administration of the ELDA. *Note: This useful tool
    is not part of the Iowa-ELDA. Teachers will fill out the actual
    Iowa-ELDA inventory during the test window.
Is there a resource or reference for Iowa-ELDA general information?
 Districts may contact their ELL Consultants at their local AEAs or
    refer to the Iowa-ELDA website for useful information and
    downloadable documents at (follow the
    Programs and Services link to Research Development and
    Evaluation to Iowa English Language Development Assess (I-
         Iowa ELDA FAQs continued…
Is there a contact at Northwest AEA, in case districts have an
    unforeseeable question?
 Dr. Tom Green at can be contacted by
    districts if their local AEA representative is unable to assist.

To insure objectivity, who should score Iowa-ELDA writing
 Ideally, teachers would exchange their students writing
   responses for objective scoring, to the extent possible.

Do special education students take the Iowa-ELDA?
 Yes. Please refer to the test administration manuals for
  procedures and acceptable accommodations.
          General Information:
        Dr. Tom Green  Northwest AEA
  1520 Morningside Avenue, Sioux City, IA 51106

     Your AEA or District ELL contact person

   Iowa-ELDA Website address:

(Follow the Program and Services link to
               Iowa ELDA)
               Legal Framework
Title III Requirements
 Annually assess LEP students in grades K-12 for
   language proficiency
 Assessments are aligned with the English Language
   Proficiency Standards which are linked to Content
 Assess all four domains: Reading, Writing, Speaking, &

Title I Requirements
 Administer annual language proficiency assessments
                 Title III Flexibility
   Districts must provide an explanation of any ELL not
    tested. Two different scenarios:
    1.   Title III Flexibility for New Arrivals document
    2.   Students NOT tested (where pre-printed BAS have been
         requested for those students)

   Districts must submit Title III Flexibility for New Arrivals
    information to Dr. Tom Deeter at the Iowa Department
    of Education before June 30, 2010

   See Title III Flexibility for New Arrivals
                             TITLE III FLEXIBILITY FOR NEW ARRIVALS (2008)

Scenario 1
             From:         Dr. Carmen P. Sosa, Title III Consultant                December 2007
                           Dr. Tom Deeter, Assessment Consultant
                           Iowa Department of Education

                     A new ELL is a student who has been in school in the United States for less than 12
             months (US DE, September 2006). All new ELL arrivals must be assessed in both reading
             and math. For reading participation, only the Iowa-English Language Development
             Assessment (Iowa-ELDA) will count for NCLB for AYP. Since these students are not full
             academic year (FAY), they will not count toward proficiency. This process was
             implemented during 2005-06 and will continue into the foreseeable future.

                     The Iowa-ELDA is the growth measure used to assess English language
             proficiency (it is not a placement test). If the Iowa-ELDA is used for the NCLB reading
             participation in lieu of the ITBS/ITED reading subtest, for ELLs who are new (first year
             students), the district needs to report to the Iowa Department of Education so that the
             information can be included in the annual AYP student participation counts.

                     To ensure these recent arrival students are properly counted for AYP, the district
             needs to send Dr. Tom Deeter a list of students containing the following information:

                     1. Student’s name
                     2. State assigned identification (SIN) number (10 digits)
                     3. Grade

             The information should be provided by June 30, 2009. You may submit the information
             using the form on page 2 or in an Excel file.

             When completed, please send the above information to:

             Dr. Tom Deeter
             515-242-5616 phone  email:
Name of School District: _______________________________________________
Contact Person: ______________________________________________________
Phone: ______________________________________________________________
E-mail: ______________________________________________________________

   First-Year Students Taking the Iowa-ELDA and NOT Taking the ITBS/ITED
                  Reading Subtest (School Year: 2008-2009)

Student’s                  Student’s          Student’s
Last Name                  First Name         ID number          Grade
Scenario 2
                    Students NOT tested (where pre-printed BAS
                    have been requested for those students)
   The following box has been added to the front side of the BAS
    for reporting this type of ―STUDENT NOT TESTED‖:
      STUDENT NOT TESTED. If the student was not tested, please provide the reason for
      not testing by filling in the appropriate circle below (select only one).
       Significant medical emergency           Withdrew
       Student exited from ELL services        Dropped
       Other                                   Moved
                                                Deceased
                                                Other

             BAS Modification for 2010
        the Iowa-ELDA
Iowa English Language Development Assessment

         Grades K - 2
        Iowa-ELDA K-2 Background
K-2 Committee
 Developed testing framework
 Examined current K-2 language proficiency tests
 Worked with Measurement, Inc. in the development of
  four inventories - Reading, Writing, Listening, &

K-2 ELP Standards
   Used condensed version of standards
   Dictate the content and length of the inventory
               Characteristics of
            Appropriate Assessments
   Everyday, naturalistic settings

   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
          Characteristics of Assessors
   Must know the child and…
     Be able to accurately assess/observe child

     Have rapport with child before assessing

     Understand child’s culture

   Understand second language acquisition

   Speak fluent (with near native English language
    pronunciation) English
    Who Provides Information About the
      Child for the Iowa-ELDA K-2?
   ELL teacher (probably records information)
   Homeroom/classroom teacher
   Trained associates
   Trained tutors
   School counselor
   School administrator
              Purpose and Nature
              of Iowa-ELDA K-2
   Determine level of language acquisition
   Separate inventories for kindergarten and
    grades 1-2
   Observation of student behaviors
   Typical behavior over time
   Focus on four aspects of language
         Iowa-ELDA K-2 Core Criteria
   Support document: We’ll take a look at the kindergarten
    document on the next slide!
       Summary of content and criteria that students are
        expected to attain
       Assists teachers in noting progress toward proficiency
       Relates to other commonly used classroom
        assessments (e.g. PAT, DIBELS, CRTs, DRA, etc.)
   Kindergarten content and criteria
   Grades 1-2 content and criteria
    Iowa ELDA Standards for Kindergarten

          Teachers are required to assess English Language Learners
yearly using an English language proficiency assessment. The state of
Iowa’s assessment is called the Iowa-ELDA (Iowa English Language
Development Assessment). This document is intended as a support for
teachers who will be completing the Iowa-ELDA inventories in the spring
for their kindergarten grade English Language Learners.
        As you will notice when reviewing this document, several
connections exist to other assessments you give during the school year
(assessments such as PAT, DIBELS, CRTS, ITBS, DRA, as well as local
        If you would like, keep notes about a student’s learning on this
page to prepare for the Iowa-ELDA inventory. This is a tool for your
reference, but final official scoring of these criteria will be recorded on
the Iowa-ELDA inventory during your district’s test window.
                                        READING & WRITING (Grade K)
STUDENT NAME:                                         I-ELDA
                                                       Item #   Not Yet   Some of the time       Most of the time            All the time
          Has skill of letter recognition AND          R01                                       Consonants (15-20)      Consonants (21 +)
                                                                          Consonants (10-14)
          letter-sound correspondence                  R02                                       Short vowels (3)        Vowels (5)
          Recognizes sounds and                                                                                          Initial, ending, &
                                                       R03                Initial                Initial & ending
          combinations of sounds
          Rhymes if given roots or spelling
          Recognizes high frequency words and
          common word families
          Understands concepts of print                R06
          Uses pre-reading strategies
          (predicting, graphic organizers, setting     R07
          a purpose)
          Can classify action verbs and nouns
          Identifies and uses synonyms and
          Reads and follows directions to
          complete simple task
          Identifies story elements (setting, etc.)    R11
          Uses various strategies when reading
          (illustrations, prior knowledge)
          Recognizes cause and effect                  R13
          Identifies patterns such as rhyming          R14
          Draws, discusses, or organizes before

          Writes to convey ideas or stories            W02                Pictures               Pictures and words      Pictures, sentences

          Writes variety of text types (narrative,

          Edits writing for punctuation, caps,
          and spelling
          Prints upper and lower case letters                                                    Letters within words,
                                                       W05                Letters in isolation
                                                                                                                         Letters within words
          Capitalizes letters appropriately            W06                Name                   + Sentence beginning    + Proper nouns

          Spells grade appropriate words
          Uses resources to find conventional
          Draws, discusses, or organizes before        W09
                                  LISTENING & SPEAKING – Grade K
STUDENT NAME:                                 I-ELDA
                                               Item #   Not Yet   Some of the time Most of the time       All the time
            Follows simple directions in

            Responds to questions             L02

            Identify MAIN POINTS from
            spoken language
            Identify DETAILS from spoken
            Understands common school
            Understands content-specific
            Shows understanding by drawing
            conclusions, making               L07
            generalizations, or predictions
                                                                                   Meaning ok, but     Close to native
            Asks a simple question            S01                 One word
                                                                                   not grammatical     English
            Uses language ―chunks‖ to speak
            Responds appropriately to                                              Phrases or simple   Details, more
                                              S03                 One word

            questions                                                              sentences           complete

            Uses vocabulary                   S04                 Social           Social              Social & academic

            Gives directions                  S05

            Clarifies and supports spoken
            Uses connected language and
            discusses meaning
            Uses language to organize,
            agree, and disagree
     General Format of K-2 Inventories
   Separate inventories for the four language domains:
    Reading, Writing, Listening, & Speaking

   Inventories are assembled into a single student test

   Descriptions of student behavior corresponding to a
    specific standard objective
What you will need for kindergarten and grades 1-2:

 Test administration manual
 Student test booklet (inventory) for each student
 BAS for each student
    Completed by teacher, with transfer of answers from

     the individual inventory booklet to BAS
    Students’ BAS MUST be pre-printed with bar codes

     (there are exceptional situations)
    If student information is NOT pre-printed, you must

     contact your STC immediately and order a new BAS
     to be received BEFORE testing begins. PLEASE
     check your BAS inventory to verify you have an
     undamaged BAS for each student PRIOR to testing.
Contents of K-2 Inventory

 Reading     14 Entries
 Writing      9 Entries
 Listening    7 Entries
 Speaking     8 Entries
                Score Points
Score Point 0
 No evidence of mastery
Score Point 1
 Minimal evidence of mastery; with much support
Score Point 2
 Moderate evidence of mastery; with or without
Score Point 3
 Clear evidence of mastery; independently
                                Practice Example - 1
                                                    Reading – Kindergarten

                  1.2 Phonics: Demonstrate knowledge of letter recognition and letter-sound correspondence.
    R01           (See note below.)
Score Point 0              Score Point 1                          Score Point 2                           Score Point 3                 (0-3)
Does not meet    Student demonstrates                 Student demonstrates understanding      Student demonstrates understanding
Score Point 1.   understanding of letter-sound        of letter-sound correlation for some    of letter-sound correlation for nearly
                 correlation for a few consonants     vowels and consonants by                all vowels and consonants by
                 by recognizing, speaking, and/or     recognizing, speaking, and/or writing   recognizing, speaking, and/or writing
                 writing the letter for the sound     the letter for the sound presented in   the letter for the sound presented in
                 presented in written and oral        written and oral context.               written and oral context.
                 Consonants (10-14)                   Consonants (15-20) Short vowels (3)     Consonants (21+) Short vowels (5)
                             Practice Example - 2
                                                Speaking - Kindergarten

    S01           1.2 Ask a simple question.
Score Point 0              Score Point 1                       Score Point 2                        Score Point 3              (0-3)
Does not meet    Student asks questions (social     Student asks questions (social and   Student asks grammatically correct
Score Point 1.   and/or academic) in English with   academic) in English that may be     questions (social and academic) in
                 one word or simple phrase.         grammatically incorrect but convey   English.
                                                    meaning.                             Examples:
                 Examples:                          Examples:                             Would you like to eat lunch with
                  Lunch?                            We play outside?                      me?
                  How are you?                      Teacher gived work, no?             What is the homework for today?
               Define Terms
 Length   of text OR conversation:
     Short
     Medium
     Long

 Level   of teacher support
Review Both Inventories

           Note similarities
           Note differences

          PLAN AHEAD!
           What would you see?
   Small group activity
    by inventory            Reading
    (grades K and 1-2)
                            Writing
   What would you
    see or hear a           Listening
    student doing or
    saying for levels of    Speaking
    each line item?
            Small Group Sharing:
          by District or Grade Level
   Identify measures you are currently using that
    address items on the K and 1-2 inventories
   Talk about how you might like to use the support
    document to facilitate administering the Iowa-
    ELDA inventories
       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

   Utilize the testing window wisely
      Each language domain has subtests that can be

       broken down into separate administrations
          Bubble Answer Sheets (BAS)
   Teacher transfers information from student test
    booklets onto the appropriate BAS
       Use the bubble sheet for Grades K-2 (red)
       ALL student BAS MUST be pre-printed so a teacher
        does not need to write or bubble-in identifying
        information for the student
       If a student does NOT have a pre-printed BAS or theirs
        is damaged, contact your STC IMMEDIATELY to order
        a new BAS so it will be received PRIOR to testing date.
   Photocopy the BAS before returning them to
    NWAEA and keep until test results are returned (as
    a precautionary back-up)
  What do I do with test booklets?
For K-2 Only:
 After completing the BAS for a student,
  place the completed booklet in the
  cumulative student folder for teacher
              K-2 Timeline
 Assessment   window:

…must be during the state testing window of
 February 1 and April 30, 2010
              Return of Test Scores
   NWAEA will send scores electronically directly to
    the contact person designated on the BAS
    Return Header Form at each district
   Let’s look at the:
                2010 Iowa-ELDA
             BAS Return Header Form
                      2010 Iowa-ELDA Bubble Answer Sheet
                             RETURN HEADER FORM
School District Name: _______________________________________________
School District #: ___________                 Superintendent’s Name: _________________

   Complete this form to accompany your Iowa-ELDA student bubble answer sheets (BAS) when returning
    them to the Northwest AEA for processing.
   This form should be placed at the top of your stack of BAS—do NOT attempt to ―attach‖ it in any way.
   If more space is needed, please photocopy this page.
   All of the pre-printed BAS that were sent to your district must be returned—including the pre-printed
    BAS that were printed for students who were not tested. NOTE: If you have completed the STUDENT
    NOT TESTED information on the BAS for the student(s) not tested, then you do not need to list
    him/her on Side 2 of this form.
   The reverse side of this form is provided for any important notes that you would like to add and/or
    accommodations made notations for students with IEPs or 504 Plans.

                          Please indicate the number of BAS for each
                       grade cluster that you are returning by building.
Building Name                              K-2           3-5           6-8                            9-12

                                 S      A      M        P      L         E    
Building Name                                      K-2               3-5                  6-8         9-12
Smith Elementary                                   36                44                   22            0
Smith Middle School                                 0                 0                   23            0
Smith High School                                   0                 0                    0           16

Please provide the name, title, and EMAIL address of the person you would like your
Iowa-ELDA District and Comprehensive Student Results sent to when complete:
Name: ______________________________                     Title: ___________________________________

Email Address: ___________________________________________________________________

Please provide the name, title, and STREET address of the person you would like your
Iowa-ELDA Individual Student Result Reports mailed to when complete:
Name: ______________________________                     Title: ___________________________________

Mailing Address: ___________________________________________________________________
                          Street                                         City                   Zip
             Iowa-ELDA BAS Return Header Form – Side 2

                              IMPORTANT NOTES
             Student’s        Student’s
Student ID   Last Name        First Name        Comments:

                         (for Students with IEPs or 504 Plans)
             Student’s        Student’s
Student ID   Last Name        First Name        Accommodations Made
      Iowa-ELDA Test Scores:
    Performance Level Descriptors
 Students’ Iowa-ELDA subtest skill scores
 will be defined using Performance Level
 Descriptors (PLD) , Levels 1 through 5:
    1=   Pre-functional
    2=   Beginning
    3=   Intermediate
    4=   Advanced
    5=   Fully English Proficient (FEP)
     Questions on the Iowa-ELDA K-2
Go to the NEW Iowa-ELDA Website at

   Iowa-ELDA Bar Code Template 2010 (Template with built-in
    directions for districts to complete student demographic
    information and state ID numbers for bar codes)
   Cut Scores
   Performance Level Descriptors
   General Information
   Timelines and Deadlines
   Iowa-ELDA Support
   Order and Agreement Form
   BAS Return Header Form
   And more…

     Contact: Dr. Tom Green at
        the Iowa-ELDA
Iowa English Language Development Assessment

       Grades 3 - 12
    Security Concerns & Procedures
   As a test administrator, maintaining assessment security is
    one of your most important responsibilities.

   At all times, district and state procedures for protecting secure
    assessment materials must be followed.

   It is illegal and unethical to reproduce or disclose any of this
    material or cause it to be reproduced or disclosed in any

   Assessment security is vital to the successful administration
    of the assessment.

   Ensure the security of not only the physical test booklets, but
    also the individual assessment questions and materials.
Security Concerns & Procedures continued…
   Test booklets for K-2 should be kept in students’
    cumulative folders
   Test booklets for grades 3-12 should be kept
    only until your district test results are received,
    then they can be shredded--unless your district
    has been asked to save them for technical
    adequacy study
   HELPFUL HINT: Consider using 2-gallon plastic
    zipper bags to organize each student’s
   Refer to the Test Administration Manual for other
    important security concerns and procedures.
      General Procedures During
      Assessment Administration
For new students whose English is just beginning and
  cannot interact with any part of the test:

 Each student must be given the opportunity to participate
  in each subtest (Reading, Writing, Speaking, &
 If a student can not go further than being given the test
  and bubble answer sheet: FILL IN THE ―A‖ BUBBLE
  THIS IS APPLICABLE (Reading, Writing, Speaking,
  and/or Listening) to indicate his/her ―PARTICIPATION‖ in
  the assessment.
                    BAS Protocol
   Front side of the BAS is used for student and district
    identification information and scoring Writing Part 1
   Students use the backside of the BAS to respond to Reading,
    Writing, and Listening prompts—and for administrators’
    transfer of Speaking scores.
   Students do not darken bubbles in the Speaking column.
   Speaking is scored by test administrators in real (live) time.
   ALL, tested and not tested, BAS must be returned to NWAEA
    for processing.
   BAS are NOT interchangeable (i.e., a student in grade 7
    cannot use a BAS designed for grade clusters K-2, 3-5, or
   BAS are pre-printed with barcodes. Do not scratch through
    pre-printed information for a particular student so that another
    student can use the answer sheet (i.e., the original student is
    no longer in the district or… ). ONLY PRE-RINTED BAS
 To prevent scoring errors,
  carefully review each student’s
  returned BAS. Possible causes
  for scoring errors include:
      Erasures that only partially               In 2007,
       remove one of the answers.
      More than one answer for any
                                                nearly 5,000
       one question.                             answers
      Incomplete filling in of the circles.        were
      Any extra marks on the answer              marked
       sheet with a No. 2 pencil
       (these may generate what
       appears to be a response by the
           BAS Protocol Continued…
   IMPORTANT NOTE: The optical scanner will not
    accept staples, paper clips, folded answer sheets,
    and/or Post-it Notes. (Post-it Notes leave a residue on
    the answer sheets resulting in misfeeds or the
    processing of more than one answer sheet at a time.
    This could result in errors in scoring or no score for
    one or more students.)
   Side-2 of the BAS Return Header Form is where
    important notes should be made—not on the BAS.
   NWAEA will NOT be held responsible for cleaning-up
    or correcting mis-marked or damaged BAS.
    Procedures for Accommodations
   Accommodations in the administration procedures for
    Iowa-ELDA are allowable provided that they are
    specified in a student’s IEP or 504 Plan and appropriate
    for the Iowa-ELDA.

   A student’s assessment results should reflect his/her
    true ability and should not be influenced by inappropriate

   Any accommodations for an individual must be specified
    before the student takes the assessment and must be
    documented in the student’s IEP and on Side 2 of the
    BAS Return Header Form.
          Accommodations Continued…
   Extended/Adjusted Time: The Iowa-ELDA is an untimed
    assessment. For students whose attention span or behavior
    interferes with regular testing sessions, test administration
    may be altered to allow for a number of shorter testing
    sessions. Testing may also be stopped and continued at a
    later time if behavior interferes with the testing session. The
    time of day the test is administered may also be adjusted to
    be most beneficial to the student. All testing sessions MUST
    be completed within the allotted testing window.
   Individual/Small Group Administration: Tests may be
    administered to a small group or an individual requiring more
    attention than can be provided in a large group administration.
   Contact your District Test Coordinator for additional state
    guidelines on accommodations for the Iowa-ELDA.
            Assessment Schedule &
               Time Allotments
 To ensure that all students have sufficient time to complete the
  assessment, the Iowa English Language Development
  Assessment IS NOT TIMED.
 To use as a guideline only for test administrators, the following
  estimated times are provided:

                  Listening    Speaking      Reading     Writing
    Grades 3-5    45 minutes   25 minutes     1 hour     1 hour
    Grades 6-8    60 minutes   25 minutes     1 hour     1 hour
                                             1 hour +
    Grades 9-12   60 minutes   25 minutes   15 minutes   1 hour
    Preparation Before Administering
            the Assessment
   You will receive a complete set of Iowa ELDA
    test administration materials from your School
    Test Coordinator (STC).
       This shipment will contain the number of materials
        that were ordered for your school
   In the event that your school has not received a
    sufficient amount of materials, please contact
    your STC IMMEDIATELY to obtain additional
    materials prior to testing.
              Testing Materials
In addition to the Test Administration Manual, test
   administrators will need the following materials:
     Listening Prompt CD

     Speaking Prompt CD

     Rater’s Manual for Writing Part 1

Student materials needed:
    One Reading/Writing Student Test Booklet

    One Listening/Speaking Student Test Booklet

    Student BAS

    Student Writing answer sheet

    Two No. 2 pencils with erasers
         Assessment Room Preparation
    Arrive at the assessment room early to make sure that it is
    ready for the assessment session. Before the students arrive,
    the STC must ensure the following:
    All required identifying information is on each student’s answer sheet.
     All materials are to be in a designated secure location until the
     assessment begins.
    Check the assessment room for possible assessment question ―clues‖
     prior to each assessment session. Charts, maps, and other materials in
     the classroom that could assist students with assessment items should
     be covered or removed prior to the assessment administration.
    Give each student a large enough work space to accommodate an
     open test booklet. Work spaces should be cleared of all other materials.
    During the assessment, students should be separated by a reasonable
     distance to encourage independent work and to prevent collaboration.
    Plan to provide two No. 2 pencils with erasers for each student and to
     have extra pencils on hand.
              Scripted Directions
  To ensure standardized administration conditions,
  scripted directions that you will read to the students are
  in Appendix A of the Test Administration Manual.
 An oral script is provided for each assessment (Reading,
  Writing, Listening, and Speaking).
 The scripted directions contain information that students
  need to know about the assessment. Do not deviate
  from the oral scripts.
 Scripts include specific directions for administering each
 The scripted directions that are in bold print must be
  read aloud, verbatim, to students.
 Test administrators should review these scripts prior to
  the assessment session.
  Defective Assessment Materials
Incomplete of Defective Test Booklet:
 Booklets should be inventoried prior to testing to
  assure there are no incomplete or defective test
 Contact your STC IMMEDIATELY to replace
  and defective materials to assure replacements
  reach them prior to testing date.
     After the assessment, return ALL the student’s used
      testing material (defective and replacement) with the
      other testing materials to the STC.
     Place all materials (defective AND replacement) with
      the other Iowa ELDA materials in a designated
      secure location.
      Defective Assessment Materials
Incomplete or Defective Bubble Answer Sheet:

       In the event you need to order a new BAS due to a defective
       answer sheet, you must do so prior to your testing date so the
       replacement reaches the student in time to test.

      Both the student’s defective answer sheet and the
       replacement answer sheet must be submitted when your
       district returns its answer sheets to the NWAEA for scoring.

      Place all materials (defective AND replacement) with the other
       Iowa ELDA materials in a designated secure location.
               Contaminated Materials
   If an ANSWER SHEET becomes                   If a TEST BOOKLET
    contaminated, please follow the               becomes soiled with
    steps below:                                  contaminated materials:
       Follow district safety protocol.              Dispose of the booklet
       Transfer the student’s responses               according to school
        from the contaminated answer                   and/or district safety
        sheet to a BAS.                                procedures.
       Write and bubble in ALL student
        identifying information on the
        replacement BAS.
       Dispose of the contaminated BAS
        according to school and/or district
       When the materials are returned,
        provide an explanation on the
        side-2 of the BAS Return Header
     Procedures Following Assessment
   When all students have completed the assessment,
    collect a BAS from each student individually along with
    his or her test booklet(s).
   Do not allow students to ―pass around‖ assessment
   Immediately after the assessment, and before dismissing
    students, carefully count the test booklets and BAS to
    ensure that you have collected ALL student materials.
   Do not allow any student to leave the room until all test
    booklets have been collected.
   After dismissing the students, sort the BAS by grade
    cluster and return all student and test administration
    materials to your STC.
                Things to Remember
Before You Begin:
   Arrange for a quiet, comfortable, well-lighted, distraction-free setting
    in which to assess students
   Decide whether to give students breaks between the assessment
   Be aware that if assessment groups exceed the numbers specified
    for each section of the assessment (1:20), a proctor must be present
    in addition to the test administrator
   Use the extra set of overage testing materials as your own so that
    you can refer to each of the testing booklets while you are
    administering the assessment
   This is an important test (equivalent in importance to ITBS/ITED)
    and we need to make sure others know its importance also
             Things to Remember
While administering the Assessment:
   Use the scripts located in Appendix A of the Test Administration
   Attend to students when they raise their hands. You may answer
    questions to clarify general directions, but may not answer
    questions about or read aloud any assessment material.
   Be sure that students are marking their
    answers in the appropriate bubbles on
    their answer sheets.
   Maintain a quiet and comfortable
    environment in the classroom.
   Stay in the classroom during the entire
Things to Remember
       After Administering
         the Assessment:
          Thank students for
           their efforts on the
          Ensure that students
           have not altered their
           identifying information
            Reading Assessment
Number of Items:
Grades 3-5           = 50   READING
Grades 6-8           = 50
Grades 9-12          = 60

Part 1: Short passages
Part 2: Instructions
Part 3: Longer passages
   Reading – Part 1: Short Passages
                              Grades 9-12

Sample question 2

    Mary and her friends Petra and David went to the mall yesterday to
    buy a birthday present for Petra’s baby sister. They bought her a lovely
    toy bear.

Why did Mary and her friends go to the mall?

A. To see Petra’s sister
B. To get some new shoes
C. To have lunch
D. To buy a gift
       Reading – Part 2: Instructions
                                    Grades 9-12

Read the instructions for a car wash fundraiser your class is having.

      1. Use a hose to wet the outside of the car.
      2. Scrub the car with soapy sponges.
      3. Clean the hubcaps and any other dirty spots.
      4. Rinse the car.
      5. Dry the car with soft, clean towels.

16.   According to the instructions, which of these should be done first?

      A. Spray down the car
      B. Collect the money
      C. Say hello to the driver
      D. Organize the team
Reading – Part 3: Longer Passages
             Grades 9-12

        See: The Notice
               next slide
                                       The Notice
   In the store window, there was a handwritten notice. It read, ―Stop the new road.
Public meeting. Thursday, May 19. Community Hall, 4 p.m.‖
   ―Did you know about this?‖ I asked.
   ―Yeah. Something about the council wanting to put a new road through here. It’s
going to join Cary Street with the highway on the other side of the mall.‖
   ―But the park!‖ I said. ―Does that mean the new road will go right through the park?‖
   ―Well… yeah. I suppose so.‖
   I felt ill. Where would we skateboard if the park wasn’t there? Lots of kids
Skateboarded there. A new road would ruin everything.
   ―Hello! Earth calling Carlos!‖ I heard Maria saying. ―Anyone at home in there?‖
   ―Sorry,‖ I muttered. ―I was thinking. We wouldn’t be able to skateboard in the park
   ―Maybe,‖ she said, ―but Mom says the new road will be good. No more traffic jams.‖
   ―But what about us?‖ I asked. ―More cars and noise. And no ramp!‖
   ―It’s not the end of the world,‖ she said. ―Look, I’ve got to get home. Mom will go
crazy if I’m late again. I’ll race you.‖ She zoomed around the corner, but I didn’t want to
chase after her. I stared at the notice for ages. Perhaps if I stared long enough, it would
go away.
             Writing Assessment
Number of Items:
Grades 3-5 = 4 (Part 1) + 15    WRITING
Grades 6-8 = 4 (Part 1) + 15
Grades 9-12 = 5 (Part 1) + 15

Part 1: Written responses
Part 2: Read and respond to
        examples of student
    Writing Assessment Continued…
Writing Part 1, written responses, are scored on
  the basis of how well students:
 Follow the directions
 Write about the prompt
 Include details in their answers
 Responses make sense and are easy to
 Correctly use the English language
                  Scoring Writing
   Use the writing rubric provided in the Writing Scoring
    Samples booklet (or in the Test Administration
    Manual) to score student writing samples for Writing
    Part 1.
      See the Iowa-ELDA Writing Rubrics for Grades

       3-12 on the next slide…

   Transfer student scores to the front side of the
    students’ BAS in the Writing Part 1 column.
                                         2010 Iowa-ELDA Writing Rubric

Score                            0                    1                    2                      3
                       Left blank            States or implies    States or implies     States or implies
                       Fails to               the main idea of      the main idea of       the main idea of
Criteria for Rating

                         demonstrate an        the prompt            the prompt             the prompt
                         understanding of     Includes few, if     Includes vague,       Includes relevant,
                         the task              any, details          partially relevant     specific details
                       Off-topic                                    details
                       Incomprehensible      Comprehension        Comprehension         Mechanical and/or
                         due to mechanical     may be interfered     may be interfered      grammatical
                        and/or                 with by               with by                errors do not
                        grammatical            mechanical and/or     mechanical             interfere with
                        errors                 grammatical           and/or                 comprehension
                       Written in a           errors                grammatical
                        language other                               errors                Language is
                        than English                                Language is            appropriate to the
                                                                     somewhat               topic and audience
                                                                     appropriate to the
                                                                     topic and
            Listening Assessment
Number of Items:
Grades 3-5       = 50         LISTENING
Grades 6-8       = 50*
Grades 9-12      = 60*

Part 1: Short phrases
Part 2: Short dialogues
Part 3: Long dialogues
Part 4: Short presentations
*Grades 6-8 & 9-12 include
Part 5: Long Presentations
      Listening Assessment continued…
 Can    be administered in small groups 1:20
 Will   need a Listening CD and a CD player
 Practicegiving the Listening assessment
  before administering it to students :
     Read through the scripted directions
     Practice using the prompt recording/player
        Speaking Assessment
Number of Items:
Grades 3-5       = 16   SPEAKNG
Grades 6-8       = 16
Grades 9-12      = 16
    Speaking Assessment continued…
   Speaking test must be administered 1:1
   Will need a Speaking CD and a CD player
   Speaking Script Directions (Appendix A) is
    organized into the five stages of administration:
        1.   Introduction
        2.   Directions on how to answer
        3.   Activate the prompting recording
        4.   Complete the final preparations
        5.   Begin the assessment
 Practice giving the Speaking assessment before
  administering it to students:
       Read through the scripted directions beforehand
       Practice using the prompt recording/player
    Speaking Assessment Continued…
   Score the items in order 1 through 16
   There are 4 sets of four related questions. Each set of
    questions is comprised of one Connect, one Tell, one
    Expand, and one Reason item, in that order.
   Each set of four questions will reference two numbered
    pictures in the student’s speaking test booklet.
   The Speaking Scoring Guide for each grade cluster
    has been a made a part of each Test Administration
    Manual as Appendix B accordingly to assist teachers
    with scoring student responses.
    Sample: Speaking Scoring Guide
                                              Grades 9-12
                                     QUESTION 11 - EXPAND
Now look at picture 6 of another night sky. Say at least two sentences about how the night skies in
the two pictures are alike or how they’re different. For example, you can talk about the change in the
shape in the sky or if the two night skies have changed. Reme mber, tell me at least two sentences
about how the night skies in the two pictures are alike or how they’re different.

Score 0
 The pictures are the same. (provides only information from the prompt)
 Different shapes (fails to provide even a subordinate clause)
Score 1
 They don't have the same stars. (one independent clause provides only partial information)
Score 2
 The difference of this two pictures is the big shape of the big bird is upside down in this picture and the
   stars are not in the same pla ce they were in picture 5. (multiple independent clauses provide enough
   specific information with a clear comparison.)
 The first one is normal and the second one is upside down. There's like more stars on the second one than
   the other one. (multiple independent clauses provide enough specific information with a clear
   Iowa-ELDA Speaking Rubric
                                           Question No.             Question No.             Question No.             Question No.
                                      1.                       2.                       3.                       4.

                                      5.                       6.                       7.                       8.
                                      9.                       10.                      11.                      12.
                                      13.                      14.                      15.                      16.
                                             Connect                    Tell                   Expand                    Reason
 Same       Prompt
              Nos.:                         1, 5, 9, 13             2, 6, 10, 14             3, 7, 11, 15             4, 8, 12, 16
                                                 0                        0                        0                        0
Rubric                                Response fails to
                                                               Response fails to
                                                               provide essential
                                                                                        Response fails to
                                                                                        provide essential
                                                                                                                 Response fails to
                                                                                                                 express a clear

 for all                              conversational
                                      connection; essential
                                                               information cued for
                                                               and/or to
                                                                                        information cued for
                                                                                                                 position (position
                                                                                                                 cannot be inferred) or
                                      information (e.g.,       describe/extend with     ideas/information that   response expresses a
 Three                                name or number of
                                      person, place, thing)
                                                               specific detail and/or
                                                               example; response
                                                                                        serve to explain,
                                                                                        elaborate, and/or
                                                                                                                 position but lacks
                                                                                                                 information that may
                                      is either not provided   may include only         convey order             serve as support for
Upper                                 or is
                                                               essential information
                                                               cued for with no
                                                                                        (temporal or spatial);
                                                                                        response may include
                                                                                                                 that position;
                                                                                                                 response may include

Grade                                                          development              only essential           only an unsupported

            Speaking Scoring Rubric
                                                                                        information cued for     position statement
                                                                                        with no development
Levels:                                          1
                                      Response partly
                                                               Response provides
                                                                                        Response provides
                                                                                                                 Response expresses
                                      establishes/confirms     essential information    both essential           a position (explicit or
  3-5,                                conversational
                                      connection; at least
                                                               cued for and attempts
                                                               to describe/extend
                                                                                        information cued for
                                                                                        and attempts to
                                                                                                                 implied) and partially
                                                                                                                 supports that position
                                      some essential           with general             explain, elaborate,      with information
  6-8,                                information provided
                                      (e.g., name or
                                                               information; OR
                                                               response provides
                                                                                        and convey order
                                                                                        (temporal or spatial);
                                                                                                                 (personal experience
                                                                                                                 or observation, fact,

& 9-12                                number of person,
                                      place, thing); other
                                      information is missing
                                                               some specific detail
                                                               or example without
                                                               making explicit
                                                                                        information included
                                                                                        as development may
                                                                                        be partial or overly
                                                                                                                 hearsay, etc.) that
                                                                                                                 may be incomplete,
                                                                                                                 only partially
                                      or unclear               essential information    general                  plausible, or overly
                                      Errors in mechanics      cued for                 Errors in mechanics      general
                                      or conventions may       Errors in mechanics      or conventions may       Errors in mechanics
                                      impede                   or conventions may       impede                   or conventions may
                                      understanding            impede                   understanding            impede
                                                               understanding                                     understanding
                                                 2                        2                        2                         2
                                      Response                 Response provides        Response provides        Response expresses
                                      establishes/confirms     essential information    both essential           a clear position
                                      conversational           cued for and             information cued for     (explicit or implied)
                                      connection; essential    describes/extends        and specific             and includes
                                      information provided     with specific detail     ideas/information that   information to clearly
                                      (e.g., name or           and/or example           serve to explain,        support that position
                                      number of person,        Errors in mechanics      elaborate, and convey    (personal experience
                                      place, thing) clearly    or conventions do not    order (temporal or       or observation, fact,
                                      and without ambiguity    impede                   spatial)                 hearsay, etc.)
                                      Errors in mechanics      understanding            Errors in mechanics      Errors in mechanics
                                      or conventions do not                             or conventions do not    or conventions do not
                                      impede                                            impede                   impede
                                      understanding                                     understanding            understanding
         Importance of Iowa-ELDA
   Results from Iowa-ELDA used as partial determination
    whether districts meet AMAOs
   Reported to community, parents and feds.
   Required by NCLB to assess growth in academic
   The importance of Iowa-ELDA for ELLs is equivalent to
    ITBS or ITED
   All teachers and educators need to understand the
    critical importance of Iowa-ELDA and assess accordingly
 Review of Materials

Sample test booklets
Test administrator’s guide
Teacher support materials
Scoring Speaking
Scoring Writing
   Student proficiency levels are based on composite
   Composite scores are derived from a combination of
    student scores in the four subtest areas
   Each of the subtests has a range of scores from one
    to five. The subtests are:
       Reading
       Listening
       Writing and
       Speaking.

   See NWAEA website for definitions of proficiency for
    each of these subtests
    This combination of scores was defined as the
    “Composite Score”. This total or overall score has a
    range from one to six.
   Level 1 is any combination of levels achieved on each of the four
    subtests where the average of all four levels is equivalent to 0 or
    more but less than 2 [(level of: subskill 1 + subskill 2 + subskill 3 +
    subskill 4) divided by 4 = 0.00 to 1.75)].
   Level 2 is any combination of levels achieved on each of the four
    subtests where the average of all four levels is equivalent to 2 or
    more but less than 3 [(level of: subskill 1 + subskill 2 + subskill 3 +
    subskill 4) divided by 4 = 2.00 to 2.75)].
   Level 3 is any combination of levels achieved on each of the four
    subtests where the average of all four levels is equivalent to 3 or
    more but less than 4 [(level of: subskill 1 + subskill 2 + subskill 3 +
    subskill 4) divided by 4 = 3.00 to 3.75)].
   Level 4 requires a minimum overall score of 16 and is
    a maximum of 18. Level 4 is a combination of
    subskills on three subtests at Level 4 or Level 5 and
    one subskill that falls below a Level 4 (i.e., a Level 3 or
    less) on the remaining subtest.
   Level 5 requires a minimum overall score of 16 and is
    a maximum of 17. Level 5 is one subskill at Level 5
    and three subskills at Level 4, or four subskills at Level
    4. All levels must be above a Level 3.
   Level 6 requires a minimum overall score of 18 and is
    a maximum of 20. Level 6 is at least two of the
    subskills at Level 5 and the other two remaining
    subskills at a minimum of Level 4 or 5. All levels must
    be above a Level 3.
English Language Proficiency Standards
   I-ELDA English language proficiency (ELP)
    standards were adopted from the consortium of
    states that developed this test
   These standards were selected after considering
    the appropriateness of the standards for the
    range of proficiencies and backgrounds in each
    grade cluster and the goal of full English
   Standards identified were in the Reading,
    Writing, Listening, and Speaking domains
   Demonstrate pre-/early reading skills
   Comprehend key vocabulary/phrases
   Comprehend written instructions
   Determine main idea/purpose
   Identify important supporting details
   Draw inferences, predictions, and conclusions
   Determine writer’s attitude/perspective
   Analyze style/form
 Planning  and
 Writing a draft
 Revising
 Editing
 Comprehend    spoken instructions
 Determine main idea/purpose
 Identify important supporting details
 Determine speaker’s attitude/perspective
 Comprehend key vocabulary/phrases
 Draw inferences, predictions,
 Connect
 Tell
 Explain
 Reason
   The questions for each of the standards for
    grades 3-12 will be reported in terms of the
    percentage of questions correct
   Each district will receive reports that contain
    Individual student data on the four subtests
    and their Composite Score
   Grade level descriptive statistics will be
    provided for these scores when the numbers
    of tested students in a district exceeds 20
        individual results with AEAs is
 Sharing
 a LEA decision
 Subgrantees  will receive a summary of
 their respective districts’ results
 Subgrantees   will not receive individual
 district or student data
        data will be rolled into the state
 District
 data base using student identifiers
           General Information:
     Dr. Tom Green  Northwest AEA
  1520 Morningside Avenue, Sioux City, IA 51106


           Iowa-ELDA Training:
Lynn Tiemann AEA 10  PH: 319-399-6811
 Annalisa Miner & Lisa Wymore  AEA 267
      PH: 641-357-6125 & 641-753-3564 &

      Iowa-ELDA Website address:

Shared By: