Transcript Slide 1

WESTELL
TEST ADMINISTRATOR
TRAINING
March 5, 2015
Mami Itamochi – WVDE
Miquela Darnall – Measurement Inc
Introduction
This presentation contains general information for
administration of the
West Virginia Test of English Language Learning WESTELL
(English Language Development Assessment ELDA).
The WESTELL is a required statewide assessment of all
students with Limited English Proficiency (LEP)
in grades K-12.
(Policy 2417)
OVERVIEW
•
•
•
•
Scheduling & Time Allotments
Receiving Materials
Security
Administration
– Room Preparation
– Reading, Writing, Speaking, Listening
• Accommodations
• K-2 Assessment
• Other – Comments, Communications
Schedule
And
Time Allotments
Schedule and Time Allotments
The 2015 administration of the WESTELL will take place
March 16 through April 24, 2015
•Districts may set their own schedules in conformance
with the state testing calendar.
•Make-ups for absentees are permitted as long as they
are in the testing window.
•WESTELL/ELDA is not a timed assessment.
•Local flexibility in sequencing of tests is permitted.
Schedule and Time Allotments
Approximate WESTELL/ ELDA Test Times
Cluster
Listening
Speaking
Reading
Writing
K
and
1-2
7 Items Inventory
8 Items Inventory
14 Items Inventory
9 Items Inventory
3-5
35 minutes
20 minutes
42 minutes
1 hour
6-8
42 minutes
20 minutes
42 minutes
1 hour
9-12
41 minutes
20 minutes
44 minutes
1 hour
Schedule and Time Allotments
Breaks
•Test Administrator’s discretion.
•A short break between Parts 2 and 3 of the Reading
test and between Parts 1 and 2 of the Writing test is
recommended.
•One 10-minute break between Parts 3 and 4 of the
Listening assessment is recommended.
•The Speaking assessment will take less than 30
minutes, so no break is recommended.
Receiving
Test
Materials
Receiving Testing Materials
School Test Coordinator (STC) Information
• Check the materials against the school packing list
• Note any discrepancies in the amount of secure
materials you receive on the Security List
•Inform District Coordinator of any discrepancies
• District Coordinator must Inform Measurement Inc.
of any discrepancies
Receiving Testing Materials
School Test Administrator Information
Apply pre-printed student identification labels to the
Student Answer Folders. For students who DID NOT
receive a Pre ID Student Label, fill in the Demographic
section of each Student Answer Folder.
*Recording Speaking Response Tapes will also be
included for Districts who are requesting Meas. Inc. to
score Speaking.
Student
Answer Folder
ENGLISH LANGUAGE
DEVELOPMENT
ASSESSMENT
SPEAKING
SCORING GUIDE
Spring 2005
Field Test
Listening Prompt
Tape or Disc
Reading/Writing
Test Book
Speaking Prompt
Tape or Disc
Listening/Speaking
Test Book
Speaking
Scoring Guide
Test Administration
Manual
Security Concerns
And
Procedures
Security Concerns and Procedures
Maintaining assessment security is one of your most
important responsibilities as a test administrator.
•At all times, district and state procedures for protecting secure
assessment materials should be followed.
•You are responsible for ensuring the security of not only the
physical test booklets and answer folders but also the individual
assessment questions and materials.
•Your responsibility for maintaining the security of the assessment
questions and materials continues throughout the entire testing
window and through the return of testing materials.
•Under no circumstances should students have access to assessment
materials before or after the assessment session.
Security Concerns and Procedures
•All grades 3-5, 6-8, and 9-12 test booklets are individually numbered
with secure barcodes.
•All WESTELL/ELDA materials must be accounted for throughout the
assessment.
•BOTH USED AND UNUSED test materials must be returned to
Measurement Incorporated after testing
Grade K is ORANGE
Grades 1-2 are Red
Grades 3-5 are GREEN
Grades 6-8 are BLUE
Grades 9-12 are PURPLE
* School Test Coordinators must ensure that the information on
Student Answer Folders is completed in a secure manner.
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
Security Concerns and Procedures
School Test Coordinator Responsibilities
Before Testing http://wvconnections.k12.wv.us/documents/Security2009.ppt
After Testing
•Confirm all materials using the school packing list
•Place header sheet on top of Student Answer Folders
•Put all student test materials (used and unused) back into the original box that
came from the district – may consolidate materials into fewer boxes but
everything must be returned
•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
District Test Coordinator Responsibilities
•Use the Pre-Addressed Address Label to Return the
box to Measurement Inc. immediately
Things to Remember
Before You Begin:
•Verify that you have received the correct number of assessment
materials from your STC.
•Gather and organize all necessary materials: student test
materials, supply of sharpened # 2 pencils (pens may not be
used), the Administration Manual, Speaking Scoring Guide,
prompting cassettes, and silent work for students.
•Arrange for a quiet, comfortable, well-lighted, distraction-free
setting in which to assess students.
•Decide whether to give students breaks between the
assessment sessions.
•Be aware that if assessment groups exceed the numbers
specified for each section of the assessment, a proctor must be
present in addition to the test administrator.
Administration
Assessment Room Preparation
Arrive at the assessment room early to make sure
that it is ready for the assessment session.
•Assessment materials not in use should be stored securely and
away from students.
•Before the students arrive, do the following (the STC must
ensure that the following is carried out in a secure manner):
•Apply pre-printed Student ID labels to Student Answer
Folder (if applicable)
•For each student that does not have a pre-printed Student
ID label, complete all required demographic information on
each student’s answer folder.
Assessment Room
Preparation
If MI will score the Speaking test for your district, the
STCs should follow the procedures below:
• If you have a pre-ID label for the student, apply the label with the
barcode beginning “SR” to the Speaking Response Tape.
• If you do NOT have a pre-ID label for the student, apply a generic
label marked “Speaking Response Tape Label” to the student's
Speaking Response Tape.
• In either case, the last 5 digits of the barcode number on the tape
label should match the last 5 digits of the barcode number on the
student's answer document label.
• This information MUST match in order for MI to assign the
correct Speaking scores to the student.
NOTE: You should also write the student’s name on his/her Speaking
Response Tape using permanent marker, but you must follow the steps
above to ensure accurate scoring.
Assessment Room Preparation
Grades 3-12
The following testing materials will be used in addition
to the ELDA Test Administration Manual:
•Listening Prompt Cassette or Compact Disc
•Speaking Prompt Cassette or Compact Disc
•Speaking Scoring Guide
•Header Sheet
You will be shipped the following materials for each
student:
•One test booklet containing the Reading and Writing Tests
•One test booklet containing the Listening and Speaking Tests
•Student Answer folder
•Pre-printed labels
Assessment Room Preparation
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 work space that is large enough to
accommodate an open test booklet.
•Work spaces should be cleared of all other materials.
•Students should be separated by a reasonable distance to
encourage independent work and to prevent collaboration.
•Plan to provide two # 2 pencils with erasers for each student
and to have extra pencils on hand.
Scripted Directions
Oral scripts for each of the four assessments are in
Appendices A-D of the Test Administration Manual.
The scripts include information on preparing for the administration,
specific directions for administering each assessment, and oral
scripted materials to be read aloud to students.
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.
Appendix A = Reading ELDA Script
Appendix B = Writing ELDA Script
Appendix C = Listening ELDA Script
Appendix D = Speaking ELDA Script
WESTELL/ELDA
Reading and Writing
Assessments
Grades 3-12
Preparation For Administering
the Reading and Writing Assessments
Practice for the Administration
Prior to administering the Reading and Writing assessments you
should:
•Read through the scripted Reading directions (Appendix A) that you
are expected to read to students.
•Read through the scripted Writing directions (Appendix B) that you
are expected to read to students.
Assessment Setting
•Appropriate seating for each student
•Free from outside noise from the hallway and adjoining classrooms
•Students seated far enough apart so that they do not distract one
another
•Students should not be seated at the same table or have the
opportunity to see one another’s answer documents.
Preparation For Administering
the Reading and Writing Assessments
Assessment Groups
You may assess up to 20 students in a classroom. If more than
20 students are present, a proctor must assist in the test
administration.
Assessment Materials
Each student will need the following for the Reading and
Writing assessments:
1. One Student Reading/Writing test booklet
2. One Student answer document
3. Two #2 pencils with erasers
Preparation For Administering
the Reading and Writing Assessments
Interruptions in the Administration
It is important that the test administration be smooth and
free of interruptions. In the event of an interruption,
follow the general guidelines below.
These guidelines may be superseded by guidelines
provided by your school or state testing coordinator.
1. If the interruption is serious and affects all
students, stop the assessment at the time of the
interruption.
2. After the interruption, restart the administration
from the point where you stopped.
Preparation For Administering
the Reading Assessment
Format of the Reading Booklets
The Reading assessment is divided into three parts. You will be asked to read the
scripted directions prior to part one and prior to part three. The format of the
Reading booklet is as follows.
Part 1:
Short Passages
This section tests the student’s ability to understand information in short reading
passages. There are one or more questions about each passage.
Part 2:
Instructions
This section tests the student’s ability to understand directions. There is a different set
of instructions for each question. The student will need to identify which person
followed the directions correctly.
Part 3:
Longer Passages
This section tests the student’s ability to understand information in longer reading
passages. The student will answer several questions about each passage.
Preparation For Administering
the Writing Assessment
Format of the Writing Booklets
The Writing assessment is divided into three parts. You will
be asked to read the scripted directions prior to part each
part of the assessment. The format of the Writing
assessment is as follows.
Part 1: Open Ended
Students write responses to prompts.
Part 2: Revise and Edit
Students choose the best answer to correct grammar and
usage errors in passages.
Part 3: Graphic Organizers
Students answer questions about graphic
organizers.
Preparation For Administering
the Reading and Writing Assessments
Directions for Administering the Reading and Writing
Tests
•At the start of the test, pass out the test booklets. Give each student
one booklet.
•Students may NOT open the test booklet until directed to do so.
•Make sure that each student has two #2 pencils with erasers.
•Follow the scripts in Appendices A and B of the Test Administration
Manual to administer the Reading and Writing tests.
•When the test has ended, collect each student’s test booklet and
answer document.
•Do not dismiss students until you have carefully counted the test
booklets.
WESTELL/ELDA
Listening and Speaking
Assessments
Grades 3-12
Preparation For Administering
the Listening and Speaking Assessments
Equipment
• You will need an audiocassette or compact disc
player to play the prompt recording.
– The player must provide adequate clarity and volume
so that all students in the administration can hear the
Listening and Speaking tasks clearly.
– Make sure that you test the sound quality of the
prompt recording before the administration to identify
an appropriate volume setting.
Preparation For Administering
the Listening and Speaking Assessments
Equipment Testing
You must test both the audiocassette or compact disc player and
the audiocassette or compact disc before administering the
Listening and Speaking assessments.
– Make sure to use the appropriate grade level audiocassette or
compact disc.
– Place the prompt cassette or compact disc player at a centrally
located place in the room. Turn it on and listen to it from each
student’s seat. Adjust the volume if it is not clearly audible.
– Make sure that the audiocassette is fully rewound.
– Make sure that the player has fresh batteries, if necessary.
Preparation For Administering
the Listening and Speaking Assessments
Interruptions in the Administration
It is important that the test administration be smooth and free of
interruptions. In the event of an interruption (such as a fire alarm or
cassette/compact disc player malfunction), follow the general guidelines
below.
These guidelines may be superseded by guidelines provided by your
school or state testing coordinator.
1.
If the interruption is serious and affects all students, pause the
prompt recording at the time of the interruption.
2.
After the interruption, restart the administration from the point
where you paused the prompting recording.
Preparation For Administering
the Listening Assessment
Assessment Groups
You may assess up to 20 students in a classroom. If more than
20 students are present, a proctor must assist in the test
administration.
Assessment Setting
•Appropriate seating for each student
•Free from outside noise from the hallway and adjoining
classrooms
•Students seated far enough apart so that they do not distract
one another
•Students should not be seated at the same table or have the
opportunity to see one another’s answer documents.
Preparation For Administering
the Listening Assessment
Practice for the Administration
Prior to administering the Listening assessment you should:
•Read through the scripted administration directions (Appendix
C) that you are expected to read to students.
•Listen to the first 2 minutes of the prompt recording; then
rewind or restart.
Assessment Materials
Each student will need the following for the Listening
assessment:
1. One Student Listening/Speaking test booklet
2. One Student answer document
3. Two #2 pencils with erasers
Preparation For Administering
the Listening Assessment
Format of the Prompt Recordings
•
•
•
•
•
•
You will receive one Listening assessment audiocassette or compact disc
with each set of administration materials.
The narrator will read the entire content of the test booklet.
The questions and answer choices are read once.
The stimulus material is read once, except for Part 5 (long
presentations) – only 6-8 and 9-12 have part 5.
Students have 10 seconds to respond to each question after the
narrator has read the last option.
The Listening assessment is divided into 5 parts:
1.
2.
3.
4.
5.
Short Phrases
Short Dialogues
Long Dialogues
Short Presentations
Long Presentations (grades 6-8 and 9-12 only)
Preparation For Administering
the Listening Assessment
Directions for Administering the Listening Test
•At the start of the Listening section, pass out the test booklets.
Give each student one booklet.
•Students may NOT open the test booklet until directed to do so.
•Make sure that each student has two #2 pencils with erasers.
•Play the Listening prompt cassette or CD, following the
instructions in Appendix C of the Test Administration Manual.
•When the Listening test has ended, collect each student’s test
booklet and answer document.
•Do not dismiss students until you have carefully counted the test
booklets.
Preparation For Administering
the Speaking Assessment
Assessment Groups
Because you will be scoring students’ oral responses in real time,
the Speaking assessment will need to be administered individually.
* In order to avoid subjectivity bias, it is recommended that any
teacher who provides direct services to a student NOT score that
student’s Speaking test. (This does not apply to the Listening,
Reading, and/or Writing administration).
Assessment Setting
•Appropriate seating for each student
•Free from outside noise from the hallway and adjoining
classrooms
Preparation For Administering
the Speaking Assessment
Practice for the Administration
Prior to administering the Speaking assessment you should:
•Read through the scripted administration directions
(Appendix D) that you are expected to read to students.
•Listen to the first 2 minutes of the prompt recording.
During the first two minutes, you will hear the
administration practice tasks 1 and 2.
•Rewind the prompt recording if you are using an
audiocassette.
•Practice using the rubrics and sample responses in the
Speaking Scoring Guide.
Preparation For Administering
the Speaking Assessment
Assessment Materials
Each student will need the following for the Speaking
assessment:
• One Student Listening/Speaking test booklet
• One Student Speaking Response Tape (only if your
district has opted to have MI score the Speaking test)
The Test Administrator will need the following during
the test administration:
• One Student answer document
• Two #2 pencils with erasers
• The Speaking Scoring Guide
• The grades 3-12 Test Administration Manual
Preparation For Administering
the Speaking Assessment
Format of the Prompt Recording
•You will receive one Speaking assessment audiocassette or compact disc with
each set of administration materials.
•The narrator will read most of the assessment, but you will read some
introductory directions (see Appendix D of the Test Administration Manual).
•After the practice tasks, there are 3 groups of 4 related tasks.
•Each group of related tasks has one of each type of item, in this order:
Connect, Tell, Expand, Reason.
The recording is divided into six sections:
1.
2.
3.
4.
5.
6.
Practice Task 1
Practice Task 2
English-Language Arts Tasks
Mathematics, Science, and Technology Tasks
Social Studies Tasks
Closing
Preparation For Administering
the Speaking Assessment
Directions for Administering the Speaking Test
•
At the start of the Speaking test, pass out the test booklets.
•
Each student should receive one test booklet.
•
Students may NOT open the test booklet until directed to do
so.
•
Students will respond orally to audio prompts.
•
Test administrators should score the student’s responses in
real time as they are spoken.*
•
Use the Speaking Scoring Guide to aid in scoring.
•
Record the scores on page 8 of the student’s answer
document.
•
Collect each student’s test booklet and answer document
before dismissing students.
•
*Note: If you are recording student responses for MI to
score, minimize background noise so that each student
can be heard clearly on his or her Speaking Response
Tape. Otherwise correct scores may not be assigned.
General Procedures During
Assessment Administration
•For each test, give the student the test booklet that will be
used and the answer folder.
•Explain to students that they will be taking a test. Inform them
that they need to be quiet and that if they have questions, they
should raise their hands.
•If necessary, the test administrator may repeat the directions
or answer questions regarding the directions for all students
who have difficulty understanding or following the directions.
•Test directions should be repeated verbatim whenever
possible. If the directions must be simplified, the simplification
must adhere to the intent of the directions and should not
provide any additional information.
•Students should be encouraged to complete all exercises and
questions and not to leave anything blank.
General Procedures During
Assessment Administration
•When the assessment session has begun, check that students are marking
and writing their answers in the appropriate places on their answer folders.
•Test administrators should not interfere with the students’ concentration as
they check students’ progress.
•Except on the Speaking section, students are not allowed to talk during the
administration of the assessment. Direct students who finish the assessment
before the other students to remain silent.
•Teachers will provide materials for students to work on after they finish the
test and close their booklets.
•Toward the end of the assessment period, but while students still have their
test booklets, it is good assessment practice to remind students to complete
the entire assessment.
•It is inappropriate to review a student’s test booklet after it is handed in and
then give it back to the student with instructions to complete the
assessment. This action would constitute a breach of test security.
General Procedures During
Assessment Administration
•When all students have completed the assessment, collect the
remaining test booklets.
•Do not allow any student to leave the room until his or her test
booklet has been collected. Collect a test booklet from each
student individually. Do not allow students to “pass around”
assessment materials.
•Allow students who have finished the assessment to work quietly at
their desks. Have a supply of generic silent work to distribute to
these students.
•Immediately after the assessment, and before dismissing students,
carefully count the test booklets to ensure that you have collected
all student materials.
General Procedures During
Assessment Administration
A student might receive an incomplete or defective
answer folder. Instruct the student to raise his or her
hand and then follow the steps below with the student.
• Take a replacement answer folder from the overage supply if you have
one.
• Print the student’s name on the new answer folder.
• Direct the student to continue with the new answer folder.
• Staple the student’s replacement answer folder to the original.
• After the assessment, return all of the student’s used testing material
(defective and replacement) with the other testing materials.
Accommodations
Procedures for Students with
Accommodations
Accommodations should always be related to the
student’s specific disability.
•Accommodations that change the content of the assessment are
NOT allowable. For example, it is inappropriate to define words
used in the writing or reading passages, any other stimulus
materials, or the assessment questions.
•Accommodations in the administration procedures for ELDA are
allowable provided that they are specified in a student’s IEP or 504
plan and provided for the ELDA. A student’s assessment results
should reflect her or his true ability and should not be influenced
by inappropriate accommodations.
•Any accommodations for an individual must be specified before
the student takes the assessment and must be documented in the
student’s IEP. Contact your District Coordinator for additional
state guidelines on accommodations for the ELDA.
Procedures for Students with
Accommodations
If a student with disabilities takes the ELDA, the
administration of the assessment should be under
standardized assessment conditions. Only those
accommodations listed below or specifically identified
in the student’s IEP or 504 plan may be provided. The
following accommodations may be provided to students
with disabilities on the ELDA (in addition to any
accommodations specified in the student’s IEP or 504
plan.):
•Computerized Assessment:
Students may use a computer to type their responses instead of
writing in the answer folder. Spell check, glossaries, grammar
check, dictionaries and thesauruses are not allowed on the ELDA.
Word processed responses should be stapled into the student’s
original answer folder.
Procedures for Students with
Accommodations
•Dictation of Responses: Students who are unable to write due to a
disability are allowed to dictate their responses to a transcriber or into an
audio recorder for the Reading and Listening ELDA. The student’s
answers should be transferred onto the student’s original answer folder.
A scribe may not be used for the Writing ELDA.
•Extended/Adjusted Time: The 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.
Procedures for Students with
Accommodations
Modified Test Booklets
•Braille and Large Print versions of the grades 3-12 Reading
and Writing ELDA only are available upon request.
•If students within your school require modified assessment
materials, contact your District Test Coordinator.
•District Test Coordinators should contact Measurement
Incorporated to order these materials.
K and 1-2
Administration
Administration: Grades K and 1-2
• 4 content areas, inventory-based
• Test should be administered by classroom teacher, ESL
teacher, or other qualified person(s) familiar with the
student’s abilities. Multiple individuals may collaborate on
the student’s assessment.
• Test Administrators observe students for a minimum of 2
weeks
• K and 1-2 Test Administration Manuals define the skills to
be assessed and how to evaluate student performance
• K and 1-2 Teacher Support Materials provide examples of
prompts to which students may respond
• Test Administrators should feel free to use their own
resource materials to evaluate student performance
Purpose and Nature of WESTELL K-2
• Determine Level of Language
Acquisition
• Separate Inventories for K and 1-2
• Observation of Student Behaviors
• Typical Behavior Over Time
• Focus on Four Aspects of
Language
Contents
• Reading (14 Entries)
• Listening (7 Entries)
• Writing (9 Entries)
• Speaking (8 Entries)
Score Points
• No Evidence of Mastery (0)
• Minimal Evidence; With Much Support
(1)
• Moderate Evidence; With/Without
Support (2)
• Clear Evidence; Independence (3)
Performance Levels
•
•
•
•
•
•
Pre-Functional (1)
Beginner (2)
Intermediate (3)
Advanced (4)
Fully English Proficient (5)
Not To Be Confused With Score
Points
Language Acquisition in
Young Children
Formulaic
Speech
Telegraphic
Speech
Silent
Period
Home
Language
Productive
Phase
What You Will Need
ELDA 1-2
Answer
ELDA K-2
Documents
ELDA K-2 Test Teacher
Grades 1-2
Administration Support
Spring 2013
Manual
Materials
Spring 2007 Spring 2007
Test Administration Manuals, Teacher Support Materials, and Answer
Documents for grades K and 1-2
Administration Tips
• Define Terms
• Review Both Inventories
• Review Teacher Support
Materials
Sample Listening Inventory Row –
1
1.1 Follow simple 1-4-step directions in sequence to complete a task with and
without visual support.
L01
Score
Point 0
Does not
meet
Score
Point 1
Score Point 1
Student follows simple 1-step
directions given in English
with or without visual support
(pictures, gestures,
modeling).
Score Point 2
Student follows 2-step
directions given in English
with or without visual
support.
Score Point 3
Student follows at least 3-step
directions given in English
with or without visual support
*The score for each row is bubbled on the
answer document.
Sample Listening Inventory Row –
2
4.2 Demonstrate comprehension of spoken language through drawing conclusions,
making generalizations, making predictions, etc.
L07
Score
Point 0
Does not
meet
Score
Point 1
Score Point 1
Score Point 2
Score Point 3
After listening to a simple
direction presented in
English, a student
demonstrates comprehension
through making predictions,
generalizations, and drawing
conclusions
After listening to a simple short
story or conversation presented
in English, a student
demonstrates comprehension
through making predictions,
generalizations, and drawing
conclusions.
After listening to a complex long story
or conversation presented in English, a
student demonstrates comprehension
through making predictions,
generalizations, and drawing
conclusions.
Example:
- sorting pictures into groups
indicating generalization
- drawing pictures to indicate
a prediction or draw a
conclusion
*Please bubble the score on the answer document, it is totaled
when the answer document is scanned at MI
Define Terms
• Short, Medium, Long
• Level of Teacher Support
• Grade Appropriate
• Note Similarities
• Note Differences
• Plan Ahead
Review Teacher Support
Materials
Score Point 1, 2, & 3
Sample
Cat
•
•
Bat
Suggestions, Not Prescriptions
Feel Free to Use Your Own Materials
Hat
Final Comments
• 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
Comments
Communications
Training- Test Administrator
•
•
Test Administrators Manual is available on-line and must be reviewed
prior to administration
K and 1-2 Documents posted on WV website
– Kindergarten Administration Manual (including Inventory)
http://wvconnections.k12.wv.us/documents/ELDAKAdminManual_2015.pdf
– Kindergarten Support Materials
http://wvconnections.k12.wv.us/documents/2015ELDAKTSM.pdf
– 1-2 Administration Manual (including Inventory)
http://wvconnections.k12.wv.us/documents/ELDA_1-2AdminManual_2015.pdf
– 1-2 Support Materials
http://wvconnections.k12.wv.us/documents/2015ELDA1-2TSM.pdf
•
Speaking - Districts that choose the OPTION of Self-scoring Speaking
must provide appropriate training on Speaking Scoring Rubrics
http://wvconnections.k12.wv.us/documents/2011WESTELLSpeaking.ppt
http://wvconnections.k12.wv.us/documents/2011ELDASpeakingScoringRubric_short.doc
•
Security- Training materials and Code of Ethics/Security Agreement is
available on-line and must be reviewed & signed prior to administration
http://wvconnections.k12.wv.us/documents/TestProceduresAgreement09_000.doc
http://wvconnections.k12.wv.us/documents/Security2009.ppt
Communication
• Documents on WVConnections website
– Letters to the parents
– http://wvconnections.k12.wv.us/documents/LetterEn
glishWESTELLParentstoMami2-12-15.pdf
– http://wvconnections.k12.wv.us/documents/LetterSp
anishWESTELLParentstoMami2-12-15.pdf
– http://wvconnections.k12.wv.us/documents/LetterCh
ineseWESTELLParentstoMami2-12-15.pdf
– Student Excuse Letter
http://wvconnections.k12.wv.us/documents/St
udentexcuseletter.pdf
– Local Communication Venues
• ESL newsletter
• Parent Involvement Committees
• Principal meetings
Need Help?
• ELDA Helpline 888-612-0180
[email protected]
• Mami Itamochi 304-558-0200
[email protected]