Transcript Network Team Training Opening Session

ELDA Administration 2012-2013
AGENDA
• Overview of ELDA and ELD Standards
• Administration of ELDA K-2
• Administration of ELDA 3-12
• Test Accommodations
• Interpreting and Using ELDA Results
• Resources and Reminders
• Contact Information
Overview of ELDA and
ELD Standards
Why ELDA?
• To meet requirements of NCLB
• To provide measure of English language proficiency of
English language learners in grades K-12
• To provide information for teachers and parents
regarding English language learners’ proficiency in
listening to, speaking, reading, writing, and
comprehension of English
• To show progress in attaining English language
proficiency
Bulletin 111
§4003.
Making progress in learning English will be demonstrated by a student
who moves from the most recent Prior Year ELDA Composite Level to, in
the current year, at least the next higher Progress Criterion as described
below:
Prior Year ELDA Level
• Beginning (Level I)
Progress Criterion
Lower Intermediate (Level II)
Lower Intermediate (Level II)
Upper Intermediate (Level III)
Upper Intermediate (Level III)
Advanced (Level IV)
Advanced (Level IV)
Full English Prof. (Level V) or
English proficient
(Sec.4001-Definition)
Full English Prof. (Level V)
English Proficient
(Sec.4001-Definition)
Louisiana English Language
Development Standards (ELDS)
• Basis for ELDA
• Four English language domains
• Reading
• Writing
• Listening
• Speaking
ELDS Connection to
Curriculum and Assessment
• ELDS are aligned with the State’s English
Language Arts Standards (Bulletin 112).
• ELDS are linked to the State’s Math, Science,
and Social Studies Standards.
• ELDS are aligned to the ELDA.
• ELDS are aligned to ELDA Performance Levels.
Louisiana English Language
Development Standards (ELDS)
• Listening Standard
• Students demonstrate competence in listening as
a tool for learning comprehension.
• Speaking Standard
• Students demonstrate competence in speaking
for effective communication in social and
academic context.
ELDS
(cont.)
• Reading Standard
• Students read, comprehend, analyze, and
respond to a range of materials using various
strategies for different purposes.
• Writing Standard
• Students write proficiently in English for various
purposes and audiences.
Proficiency Levels
Each language domain has five English language
proficiency levels.
•
•
•
•
•
Level I:
Level II:
Level III:
Level IV:
Level V:
Beginning
Lower Intermediate
Upper Intermediate
Advanced
Full English Proficiency
Proficiency Level Descriptors
• A Proficiency Level Descriptor gives an
overview of what a child should be able to do
linguistically at a proficiency level in each
language domain.
• Speaking Level II
• Students at this level use appropriate strategies to initiate
and respond to simple conversation with hesitation, relying
on known vocabulary, familiar structures and utterances,
and may have to repeat themselves to be understood.
ELD Benchmarks
• Each level of English language proficiency has a
benchmark in each of the language domains.
• Speaking Level II Benchmark
•
Students use appropriate strategies to initiate and respond
to simple statements and questions to continue to access
the curriculum in core subject areas.
ELD Performance Indicators
• Each benchmark has Performance Level
Indicators that describe measurable, specific
linguistic behaviors common to each level of
language proficiency.
• S.2.1 Speaking, Level II, Performance Level
Indicator 1
 Name people, places, objects, events, and basic
concepts such as days of the week, food, occupations,
and time.
ELDA Components
• Domains: Listening, Speaking, Reading, and Writing
• Divided by grade clusters
•
•
•
•
Kindergarten, 1-2
3-5
6-8
9-12
• Measures progress in learning English
• Academic language
• School environment language
ELDA Schedule
• Testing: February 4 through March 15, 2013
• Districts may set their own schedules within these
dates.
• Local flexibility in sequencing of tests
• For grades 3-12, Speaking is administered individually
and should be administered after Reading, Writing,
and Listening.
ELDA Proficiency Levels
Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
3: Higher Intermediate
{Entry into level 5
{Entry into level 4
{Entry into level 3
2: Lower Intermediate
{Entry into level 2
1: Beginning
Level 1
ELDA Administration
Kindergarten, Grades 1 and 2
Purpose of
ELDA K-2 Inventories
• To determine level of language acquisition
• To separately assess kindergarten and grades 1-2
• To allow observation of typical student behaviors
over time
• To maintain regular classroom settings and
activities during inventory
Inventories: Language Domains
and Item Distribution
• Listening (7 Items)
• Reading (14 Items)
• Speaking (8 Items)
• Writing (9 Items)
Testing Materials for Kindergarten
and Grades 1 and 2
• For each test administrator
•
•
ELDA Assessment Guide
Test Administration Manual

•
•
Oath of Security must be signed by each test
administrator and proctor and sent to the School Test
Coordinator.
A Kindergarten or a Grades 1 and 2 Inventory for
each student assessed
#2 pencils with good erasers!
Planning for ELDA K-2
• Review Assessment Guide
• Posted at
http://www.louisianaschools.net/lde/saa/2357.html
• Includes inventory rows with scoring guidelines
• Includes support materials for K and grades 1-2
 Can be copied
 Use to determine additional classroom materials that
will be needed to assess inventories
Planning for ELDA K-2
(cont.)
• Determine schedule by examining the following
factors:
•
•
•
Testing Window: February 4 – March 15, 2013
Use of a Variety of Familiar Settings
Multiple Methods and Measures


Across diverse aspects of curriculum
Involving a range of activities and instructional materials
•
Possible groupings of students during activities
•
Many of the items of the K-2 inventories may be
assessed and scored during regular classroom
activities.
Support Materials
Score Point 1, 2, & 3
Cat
Bat
Hat
• Samples, not required
• You will need to also use your own classroom
materials (grade appropriate instructional materials).
Kindergarten, Grades 1 and 2
Scoring Rubric
Score
Description
0
Student has not yet begun to acquire this skill or behavior.
1
Minimal demonstration of the behavior set is evident, either in a
very limited range of behaviors or a wider range of behaviors at a
very low level.
2
Considerable progress but not mastery. Student may have mastered
some of the behaviors but made considerably less progress on
others.
3
Mastery or near mastery of all or nearly all of the behaviors listed.
Sample Inventory Item
R01
1.2 Phonics: Demonstrate knowledge of letter recognition and letter-sound correspondence.
Score Point 0
Score Point 1
Score Point 2
Score Point 3
Does not
meet score
point 1
Student demonstrates
understanding of letter-sound
correlation for a few (10–14)
consonants by recognizing,
speaking, and/or writing the
letter for the sound presented
in written and oral context.
Student demonstrates
understanding of letter-sound
correlation for some (3) short
vowels and (15–20) consonants
by recognizing, speaking,
and/or writing the letter for the
sound presented in written and
oral context.
Student demonstrates
understanding of letter-sound
correlation for all short vowels
and consonants by recognizing,
speaking, and/or writing the
letter for the sound presented
in written and oral context.
Louisiana Believes
26
ELDA Administration
Grades 3-12
Testing Materials for Grades 3 - 12
•For each test administrator:
–Test Administration Manual
Oath of Security must be signed by each test administrator
and proctor and then given to School Test Coordinator.
– Listening Prompt CD (1 for each grade cluster)
– Speaking Prompt CD (1 for each grade cluster)
– Speaking Scoring Guide
•For each student:
–One test booklet containing the Reading and Writing Tests
Student oaths must be signed and left in test booklets.
–One test booklet containing the Listening and Speaking Tests
–One student answer document
Testing Groups
Grades 3-12
• Reading, Writing, Listening
– Maximum of 20 students per testing group
– Additional trained proctors must assist if >20
students.
• Speaking
– Scored individually
– Must be scored by teacher knowledgeable of
assessment
Assessment Room Preparation
•
Check the assessment room for possible assessment question
“clues” prior to each assessment session.
 Charts, maps, and other materials that could assist students with
assessment items should be covered or removed prior to 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.
General Administration
Procedures
• When an assessment session has begun, check that students are
marking and writing their answers in the appropriate places on their
answer documents.
• After students finish the Reading and Writing tests and close their test
booklets and answer documents, they may read materials not related
to the tests that were distributed by you before testing.
• Verify the students have completed the tests before they have left
the testing environment. Allowing students to later return to
previously attempted items is considered a breach of test security.
• 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.
Approximate Testing Times
Cluster
Listening
Speaking
Reading
Writing
3-5
35 minutes
20 minutes
45 minutes
1 hour
6-8
42 minutes
20 minutes
45 minutes
1 hour
9-12
41 minutes
20 minutes
45 minutes
1 hour
Breaks for Grades 3-12
• A short break is recommended between
• Parts 2 and 3 of the Reading test
• Parts 1 and 2 of the Writing test
• Parts 3 and 4 of the Listening test
• The Speaking assessment will take 20 minutes, so a
break is not recommended.
The Reading Assessment
Part 1: Short Passages
This section tests the student’s ability to understand information in short
reading passages. Students read a passage with a word or words that are
missing and then choose the best word or words to fill in the blank. There are
one or more missing words in 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. For some directions, the
answer choices are samples of students’ work. The student will need to
identify which student 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.
The Writing Assessment
Part 1: Open Ended
Students write in English in response to prompts. The prompts may
include pictures that the students describe.
Part 2: Revise and Edit
Short “student-written” passages are used to give students a
nonthreatening opportunity to demonstrate English proficiency by
improving what appear to be sentences or passages written by their
peers. Students respond to 12 multiple-choice items and choose the
best answer to correct grammar and language usage errors in passages
or to add a topic or concluding sentence.
Part 3: Graphic Organizers
Students answer multiple-choice questions about graphic organizers.
Short Constructed-Response Rubric
Score
Descriptor
3
These responses state or imply the main idea of the prompt. They include completely
relevant, specific details. The language is appropriate to the topic and is directed at the
appropriate audience. There may be mechanical and/or grammatical errors, but they do
not interfere with comprehension.
2
These responses state or imply the main idea of the prompt. They include vague and/or
partially relevant details. The language is somewhat appropriate to the topic and the
audience. There may be mechanical and/or grammatical errors that partially interfere with
comprehension.
1
These responses state or imply the main idea of the prompt. They include few if any
details. There may be mechanical and/or grammatical errors that interfere with
comprehension.
0
These responses fail to demonstrate a minimal understanding of the task. They may be off
topic, written in a language other than English, totally incomprehensible due to mechanical
and/or grammatical errors, copies of the prompt, or completely blank.
Extended Constructed-Response
Rubric
Score
Descriptor
4
These responses state or imply the main idea of the prompt. They are thorough,
complete, and specific. The language is appropriate to the topic and is directed at the
appropriate audience. There may be mechanical and/or grammatical errors, but they do
not interfere with comprehension.
3
These responses state or imply the main idea of the prompt. They include some relevant
details. The language is somewhat appropriate to the topic and the audience. There may
be mechanical and/or grammatical errors, but they do not interfere with comprehension.
2
These responses state or imply the main idea of the prompt. They include relevant details,
but the details are vague. There is an attempt at language that is appropriate to the topic
and audience. Errors in mechanics and/or grammar may partially interfere with
comprehension.
1
These responses state or imply the main idea of the prompt. They include few if any
details. There may be mechanical and/or grammatical errors that interfere with
comprehension.
0
These responses fail to demonstrate a minimal understanding of the task. They may be off
topic, written in a language other than English, totally incomprehensible due to
mechanical and/or grammatical errors, copies of the prompt, or completely blank.
The Listening Assessment
Part 1: Short Phrases. 1 question for each phrase
Part 2: Short Dialogues. 1 question for each dialogue
Part 3: Long Dialogues. 2 questions for each dialogue
Part 4: Short Presentations. 1 question for each short
presentation
Part 5: Long presentations (for clusters 6-8 and 9-12 only):
4 questions for each presentation
On each listening CD, the narrator will read the entire content of the test
booklet. Stimulus material is read two times. Questions are read one time.
Students have 10 seconds to respond to each question in their answer
documents after the narrator has read the last option. You will be asked
to read the scripted directions from the test administration
manual prior to the first part.
Preparation For Administering
Listening
Prior to administering the Listening assessment it is critical to:
•Read through the scripted administration directions that you are expected
to read to students.
•Make sure that the Listening CD is appropriate for the grade level being
assessed.
•Test both the CD player and the CD to ensure that the prompting
recording will be audible to all students. If the CD player requires
batteries, make sure that they will last the entire assessment session.
•Place the CD player at a centrally located place in the room. Turn it on and
listen to it from each student’s seat. Are the prompts and timing signals
easily audible? If not, adjust the volume accordingly.
•Listen to the first 2 minutes of the prompting recording then rewind or
restart.
Preparation for Administering Listening
(cont.)
•
•
•
•
The room must be free from outside noise from the
hallway and adjoining classrooms.
Students should be seated far enough apart so that
they do not distract one another.
All students and the test administrator must be able
to hear what is on the CD.
Students should not be seated at the same table or
have the opportunity to see one another’s answer
folders.
The Speaking Assessment
The Speaking Assessment for each grade cluster is
recorded on a CD and has the following five sections.
1. Practice Task 1
2. English Language Arts Tasks
3. Mathematics, Science, and Technology Tasks
4. Social Studies Tasks
5. Closing
Preparation For Administering
Speaking
•Individual Test Administration
Because you will be scoring students’ oral responses in real time, the
Speaking assessment will need to be administered individually.
•Equipment
CD player to play the prompting recording.
Make sure that you test the sound quality of the prompting recording
before the administration to identify an appropriate volume setting.
•Materials
Student test booklet (contains supportive graphics for students)
Student answer document (for test administrator to record score)
Preparation For Administering Speaking
(cont.)
•
Prior to administering the Speaking assessment you should:
 Read through the directions in the Test Administration Manual.
 Read through the Speaking Scoring Guide.
 Listen to the first 2 minutes of the prompting recording then rewind
or restart. During the first two minutes, you will hear the
administration practice task.
• During testing, you will need to switch the prompting recording on
and off if students have any questions and at the end of the 12 tasks.
Scoring the Speaking Assessment
• Four Item Types
•
•
•
•
Connect
Tell
Expand
Reason
• Speaking Scoring Guide
•
•
•
•
Testing Tips
Grouped by grade cluster
Item specific scoring rubrics
Includes sample responses at each score (0, 1, 2) for each
item
Answer Document Preparation
•Assessment materials not in use must be stored in the
predetermined, locked secure area designated by the School Test
Coordinator.
•Before testing,
•Verify you have received a preidentified answer document
(grades 3-12) or inventory (kindergarten, grades 1 and 2) for
each student.
•If there is not a preidentified answer document or inventory for
a student you need to assess, notify the school test coordinator
that you need a nonpreidentified answer document or
inventory.
•Complete required demographic information on each student’s
answer document.
•Code TA number.
•Return all materials to a designated secure location until the
assessment begins.
Unique Fields for ELDA Answer
Documents and Inventories
K First or Native Language
R Born in U.S.?
S Date of Entry into U.S.
T Time student enrolled in a school in the U.S.
U Type of specialized language program (may code more
than one program)
V Time student enrolled in specialized program coded in V
W Nonparticipation Codes
Test Security
Security Concerns and
Procedures
•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 documents but also the
individual assessment questions and materials.
•Your responsibility for maintaining the security of the
assessment questions and materials continues even after the
test materials have been returned to your School Test
Coordinator.
•Under no circumstances should students have access to
assessment materials before or after the assessment session.
Security of ELDA Materials
•All ELDA materials are individually numbered with color-coded
barcode labels.
•These materials must be accounted for throughout the assessment.
•BOTH USED AND UNUSED secure materials must be returned to
Data Recognition Corporation (DRC) after testing
–Test booklets (grades 3-12)
–Answer documents (grades 3-12)
–Kindergarten, grades 1 and 2 inventories
–Listening and Speaking CDs
–Speaking Scoring Guide (grades 3-12)
Handling Interruptions
In the event of an interruption, follow the general guidelines
below.
1. If the interruption 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.
3. Make sure all materials are kept secure.
4. Notify the School Test Coordinator and document what
occurred.
Procedures Following
Assessment Administration
•
When most students have finished testing, collect their test materials. For
students who need additional time, follow procedures established by the School
Test Coordinator.
•
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.
•
Immediately after the assessment, and before dismissing
students, carefully count the test booklets and answer
documents to ensure that you have collected all student
materials.
Test Accommodations
Procedures for Students with
Accommodations
•
Accommodations in administering ELDA are
allowable provided that they are specified in a
student’s IEP or 504 plan and used on a regular basis
in classroom instruction and assessment.
•
A student’s assessment results should reflect her or
his true ability and should not be influenced by
inappropriate accommodations.
Accommodations
The following accommodations may be provided:
• 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.
• Transferred Answers: If a student recorded answers in the test booklet,
typed responses, or used other assistive devices, the test administrator
must transfer the student’s responses onto a scorable answer document
exactly as the student wrote them.
• Answers Recorded: Students who are unable to write due to a disability
are allowed to dictate their responses to a transcriber or into an audio
recorder. The Writing constructed responses should be recorded on the
scorable answer document exactly as dictated without punctuation and
capitalization. The student must add the punctuation and capitalization.
Accommodations (cont.)
• Extended/Adjusted Time: The ELDA Reading and Writing assessments are
untimed. 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 benefit the
student. All testing sessions MUST be completed within the allotted testing
window. The Listening and Speaking assessments may be altered to allow for
shorter testing sessions, but the tapes may NOT be repeated.
• Assistive Technology: Students may use a computer to type their responses
instead of writing in the answer document. Spell check, glossaries, grammar
check, dictionaries, and thesauruses are not allowed on the ELDA. Responses
created on a word processor must be transferred to the scorable answer
document.
Accommodations (cont.)
Tests Read Aloud: The Writing Test may be read aloud for students with
this accommodation. No parts of the Reading Test may be read aloud.
Communication Assistance: The Writing, Speaking, and Listening Tests
may be signed for students with this accommodation. No parts of the
Reading Test may be signed. Nonverbal students who sign to communicate
may sign their responses for the Speaking test.
Large Print and Braille: If students within your school require large-print or
braille materials, contact your District Test Coordinator. District Test
Coordinators should contact DRC to order materials. There are separate
braille instructions.
Other: Other accommodations documented on the IEP or IAP may be
provided if they do not subvert the purpose of the test or provide an unfair
advantage. Contact your District Test Coordinator for information.
Alert: LEP Accommodations are not allowed on ELDA!
May I administer ELDA to nonpublic school
students who receive Title III services?
• Districts are responsible for administering an
annual English proficiency assessment that is
agreed upon by the nonpublic school.
• ELDA or other assessments may be used.
• If ELDA is used, districts should use their district
overage materials.
• Do not affix bar-code labels.
Test Results
How are the test results used?
• Consistent measurement of English language
development across our state and the other
participating states
• Individual student reports of performance in each
domain and a composite score to help determine
strengths and needs of our students.
• District/state level reports to help us see how we are
doing with our ELL students.
• Federal reporting (AMAOs)
• Progress in English acquisition
• Attainment of full English proficiency
ELDA Interpretive Guide
•Overview of ELDA
•Scaled-score ranges
•Proficiency level descriptors
•ELDA standards
•Sample reports and interpretations
•Posted on LDOE website in Library and on eDIRECT
ELDA Proficiency Levels
Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
{Entry into level 5
3: Higher Intermediate
{Entry into level 3
2: Lower Intermediate
{Entry into level 2
1: Beginning
Level 1
{Entry into level 4
Reports
• Student-Level Reports
• Available through LEAP web reporting system
• Student Report
• Student Testing History
• ELDA and content assessments
• Student labels
• For student’s cumulative folder
• LEAPweb reporting system
• Available through LEAP web reporting system
• School rosters
• CSV file
CSV file
• District/School Name and Code
• Student Demographics
• Domain Scores
•
•
•
•
•
•
•
•
– Raw Score
– Scaled Score
– Proficiency Level
Composite Level
First or Native Language
Birth Country Code
Date of Entry into US
Time Student Enrolled in US School
LEP Funding Code
Type of Language Services
Migrant
Summary Reports
• State and District Level
• English Language Learner Program Report
• Type of specialized language program
• Time enrolled in U. S. school
• Subgroup Report
•
•
•
•
•
Regular education, Section 504, Special Education
Gender
Ethnicity
Free/Reduced lunch
Migrant
Resources and Reminders
ELDA resources…
• ELDA Assessment Guide
•
•
•
•
Overview of assessment format
Sample items with scoring rubrics
Support materials for K-2 Inventories
Complete listing of ELDA proficiency level descriptors for
each domain/grade cluster
• Parent Guide
• English, Vietnamese, Spanish
• Posted at www.louisianaschools.net
Reminders
Before you begin:
Verify that you have received the correct number of assessment materials
from your School Test Coordinator. Overage materials are sent to each
district and school.
Gather and organize all necessary materials:
Test Administration Manual
a supply of sharpened # 2 pencils (pens may not be used)
inventories (kindergarten, grades 1 and 2)
student test booklets and answer documents (grades 3-12)
Speaking Scoring Guide (grades 3-12)
Listening and Speaking CDs (grades 3-12),
Compact Disc player
silent work for students who finish Reading or Writing early
Reminders (cont.)
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 sessions.
Be aware that if assessment groups exceed the numbers specified, a proctor
must be present in addition to the test administrator.
Verify you have accurate demographic information for all students.
Verify accommodations for all students with IEPs or Section 504 plans.
Verify your Test Administration Number (TA Number) to code on the
inventory or answer document.
Contact Information
Leslie Lightbourne
ELDA Testing and Test Accommodations
[email protected]
225-342-3404
Shelia Campbell
Title III, Screening, Services
[email protected]
225-219-4436