1. 1 Administering ELDA K & ELDA 1-2 English Language Development Assessment Assessing ELL Students in the Primary Grades Developed by the Limited English Proficient State Collaborative on Assessment and Student Standards (LEPSCASS) of the Council of Chief State School Officers (CCSSO) and Measurement Incorporated (MI)

2. 2 Philosophical Foundation for ELDA K & ELDA 1-2 National Association for the Education of Young Children National Association for the Education of Young Children Methods that are developmentally appropriate, culturally, and linguistically responsive Methods that are developmentally appropriate, culturally, and linguistically responsive Classroom-based assessment Classroom-based assessment Tied to children’s daily activities Tied to children’s daily activities Characteristics of Appropriate Assessments Characteristics of Appropriate Assessments Who can Administer ELDA K & ELDA 1-2? Who can Administer ELDA K & ELDA 1-2?

3. 3 Who Administers ELDA K & ELDA 1-2? Individual currently licensed by the Arkansas Department of Education as a teacher or administrator Individual currently licensed by the Arkansas Department of Education as a teacher or administrator Proctors may be classroom aides who assist a test administrator with test administration. Proctors may be classroom aides who assist a test administrator with test administration. If test materials are present in any testing situation, an individual licensed in the state of Arkansas by the Arkansas Department of Education as a teacher or administrator must be present in the room. If test materials are present in any testing situation, an individual licensed in the state of Arkansas by the Arkansas Department of Education as a teacher or administrator must be present in the room. Under no circumstances should unlicensed school personnel handle testing materials or administer any part of a state test, such as the English Language Development Assessment (ELDA). Under no circumstances should unlicensed school personnel handle testing materials or administer any part of a state test, such as the English Language Development Assessment (ELDA).

4. 4 Characteristics of Appropriate Assessments Everyday, naturalistic settings Everyday, naturalistic settings For this age level, the emphasis will be toward the student’s comfort level within the setting For this age level, the emphasis will be toward the student’s comfort level within the setting Multiple methods and measures Multiple methods and measures Verbal and non-verbal procedures Verbal and non-verbal procedures Occur across diverse aspects of curriculum Occur across diverse aspects of curriculum Involve a range of activities Involve a range of activities Assessments involve multiple people Assessments involve multiple people Age appropriate tasks Age appropriate tasks

5. 5 Who takes the ELDA K-2? In general: ALL students identified as Limited English Proficient (LEP) In general: ALL students identified as Limited English Proficient (LEP) Specifically: ALL LEP students in grades K-2 who have not met state exit criteria Specifically: ALL LEP students in grades K-2 who have not met state exit criteria

6. 6 Purpose and Nature of ELDA K & ELDA 1-2 Determine Level of Language Acquisition Determine Level of Language Acquisition Separate Inventories for K and 1-2 Separate Inventories for K and 1-2 Observation of Student Behaviors and Student Performance Observation of Student Behaviors and Student Performance Typical Behavior and Performance Over Time Typical Behavior and Performance Over Time Focus on Four Aspects of Language: Listening, Reading, Speaking, and Writing Focus on Four Aspects of Language: Listening, Reading, Speaking, and Writing

7. 7 General Format Separate inventories for the four language domains (Listening, Reading, Speaking, Writing) Separate inventories for the four language domains (Listening, Reading, Speaking, Writing) Inventories are assembled into a single student booklet Inventories are assembled into a single student booklet Descriptions of student behavior corresponding to a specific standard objective Descriptions of student behavior corresponding to a specific standard objective

8. 8 Contents Listening (7 Rows) Listening (7 Rows) Reading (14 Rows) Reading (14 Rows) Speaking (8 Rows) Speaking (8 Rows) Writing (9 Rows) Writing (9 Rows) ELDA K and 1-2 Test Administration Manual Spring 2008

9. 9 Score Points 0 = No Evidence of Mastery 0 = No Evidence of Mastery 1 = Minimal Evidence; With Much Support 1 = Minimal Evidence; With Much Support 2 = Moderate Evidence; With/Without Support 2 = Moderate Evidence; With/Without Support 3 = Clear Evidence; Independence 3 = Clear Evidence; Independence

10. 10 Inventory Sample (Listening) L01 1.1. Follow simple 1 – 4-step directions in sequence to complete a task with and without visual support. To move from a score point of 0 to 3, the student needs to follow more and more detailed instructions. A one-step instruction might be something like, “close the door,” while a three-step instruction might include, “Go to the door, get the note from the assistant, and bring it to me.” Score Points 0123 Does not meetScore Point 1. Student follows simple 1-step directions given in English with or without visual support (pictures, gestures, modeling) Student follows 2-step directions given in English with or without visual support. Student follows at least 3-step directions given in English with or without visual support.

11. 11 Administration What you will need What you will need Administration Tips Administration Tips Quick Start Guide Quick Start Guide Define Terms Define Terms Inventories Inventories Teacher Support Materials Teacher Support Materials

12. 12 What You Will Need Test Administration Manuals for ELDA K and ELDA 1-2 Test Administration Manuals for ELDA K and ELDA 1-2 These manuals contain the observation inventories (1:3 ratio) These manuals contain the observation inventories (1:3 ratio) Teacher Support Materials for ELDA K and ELDA 1-2 (1:3 ratio) Teacher Support Materials for ELDA K and ELDA 1-2 (1:3 ratio) Answer Documents for ELDA K and ELDA 1-2 (enough to assess each K-2 student) Answer Documents for ELDA K and ELDA 1-2 (enough to assess each K-2 student)

13. 13 Remember! – Administration Tips Give student several different directions, in different situations, for different purposes. Give student several different directions, in different situations, for different purposes. Observe the student interacting with other adults, other children, both academic and social. Observe the student interacting with other adults, other children, both academic and social. Draw a conclusion about the student’s typical level of response Draw a conclusion about the student’s typical level of response Record that observation as a score point of 0, 1, 2, or 3 in the answer document Record that observation as a score point of 0, 1, 2, or 3 in the answer document

14. 14 Let’s take a look:  Condensed Standards  Inventories

15. 15 Define Terms Length of text OR conversation: Length of text OR conversation: Short Short Medium Medium Long Long Level of Teacher Support Level of Teacher Support Grade Appropriate Grade Appropriate High Frequency Words High Frequency Words

16. 16 Review Both Inventories Note Similarities Note Similarities Note Differences Note Differences Plan Ahead Plan Ahead

17. 17 Review Teacher Support Materials l Suggestions, Not Prescriptions l Feel Free to Use Your Own Materials

18. 18 Final Comments - Review Everyday, Naturalistic Settings Everyday, Naturalistic Settings Multiple Methods and Measures Multiple Methods and Measures Verbal and non-verbal procedures Verbal and non-verbal procedures Occur across diverse aspects of curriculum Occur across diverse aspects of curriculum Involve a range of activities Involve a range of activities Assessments Involve Multiple People Assessments Involve Multiple People Age Appropriate Age Appropriate

19. 19 End of the K-2 Section

20. 20 Administering ELDA 3-12 English Language Development Assessment Assessing ELL Students in the Primary, Middle, and Secondary Grade Levels Developed by the Limited English Proficient State Collaborative on Assessment and Student Standards (LEPSCASS) of the Council of Chief State School Officers (CCSSO) and Measurement Incorporated (MI)

21. 21 Introduction This presentation contains general information about the English Language Development Assessment (ELDA) and specific information about administering the Reading, Writing, Listening and Speaking English Language Development Assessments for grades 3-12. Before administering this assessment, please review this information to familiarize yourself with the assessment administration procedures.

22. 22 Security Concerns and Procedures District and State procedures must be followed at all times District and State procedures must be followed at all times Ensure the security of test booklets as well as all other materials Ensure the security of test booklets as well as all other materials During assessment administration, a test administrator must be present at all times During assessment administration, a test administrator must be present at all times Testing Ratios Testing Ratios

23. 23 Security Concerns and Procedures During each assessment administration, a test administrator must be in the room at all times. Reading, Writing, and Listening* 20 : 1 Speaking (scored live) 1 : 1 If more students are tested than the recommended ratio, additional proctor(s) must be present Student-Teacher Ratio

24. 24 Who can administer the ELDA? Individual currently licensed by the Arkansas Department of Education as a teacher or administrator Individual currently licensed by the Arkansas Department of Education as a teacher or administrator Proctors may be classroom aides who assist a test administrator with test administration. Proctors may be classroom aides who assist a test administrator with test administration. If test materials are present in any testing situation, an individual licensed in the state of Arkansas by the Arkansas Department of Education as a teacher or administrator must be present in the room. If test materials are present in any testing situation, an individual licensed in the state of Arkansas by the Arkansas Department of Education as a teacher or administrator must be present in the room. Under no circumstances should unlicensed school personnel handle testing materials or administer any part of a state test, such as the English Language Development Assessment (ELDA). Under no circumstances should unlicensed school personnel handle testing materials or administer any part of a state test, such as the English Language Development Assessment (ELDA).

25. 25 Assessment Schedule Districts may set their own testing schedule in conformance with the state testing window Districts may set their own testing schedule in conformance with the state testing window ELDA is not a timed test ELDA is not a timed test Make-ups for absentees are permitted Make-ups for absentees are permitted Local flexibility in sequencing is permitted Local flexibility in sequencing is permitted Language domain subtests can be broken into separate testing periods Language domain subtests can be broken into separate testing periods

26. 26 Time Allotments Breaks Test Administrator’s discretion.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.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.One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended. Stop points are built into the assessment so sub-tests may be administered in more than one sitting.Stop points are built into the assessment so sub-tests may be administered in more than one sitting. The Speaking assessment will take less than 30 minutes, so no break is recommended.The Speaking assessment will take less than 30 minutes, so no break is recommended.

27. 27 Listening – Number of Items Grade Clusters ShortPhrases Short Dialogues Long Dialogues Short Presentations Long Presentations 3-5882212 6-88814812 9-12101012820

28. 28 Reading – Number of Items Grade Clusters ShortPassagesInstructions Longer Passages 3-510634 6-810535 9-1212840

29. 29 Writing – Number of Items Grade Clusters ConstructedResponses Revise and EditGraphicOrganizers 3-54123 6-84123 9-125123

30. 30 Speaking – Number of Items 16 Open-ended items 4 Items for each of four levels ConnectConnect TellTell ExpandExpand ReasonReason

31. 31 Scripted Directions Oral scripts for each of the four assessments are in the Appendices of the Test Administration Manual The oral scripts should be reviewed by all test administrators prior to the assessment session. The 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. The scripted directions that are in bold print must be read verbatim to students. Can be further explained/questions clarified Can be further explained/questions clarified

32. 32 Preparation for Reading & Writing Practice for the Administration Practice for the Administration Read through the scripted administration directions that you are expected to read to students. Read through the scripted administration directions that you are expected to read to students. Assessment Setting Assessment Setting Appropriate seating for each student Appropriate seating for each student Free from outside noise Free from outside noise Appropriate spacing Appropriate spacing Assessment Materials Assessment Materials Each student will need: Each student will need: Student test booklet, answer folder and pencils Student test booklet, answer folder and pencils

33. 33 Reading Assessment Format of the Reading Booklet Format of the Reading Booklet Part 1: Short Passages Part 1: Short Passages This section tests the student’s ability to understand information in short reading passages. This section tests the student’s ability to understand information in short reading passages. Part 2: Instructions Part 2: Instructions This section tests the student’s ability to understand directions. This section tests the student’s ability to understand directions. Part 3: Longer Passages Part 3: Longer Passages This section tests the student’s ability to understand information in longer reading passages. This section tests the student’s ability to understand information in longer reading passages.

34. 34 Writing Assessment Format of the Writing Booklets Format of the Writing Booklets Part 1: Open Ended Part 1: Open Ended Students write responses to prompts. Students write responses to prompts. Part 2: Revise and Edit Part 2: Revise and Edit Students choose best answer to correct grammar and usage errors in passages. Students choose best answer to correct grammar and usage errors in passages. Part 3: Graphic Organizers Part 3: Graphic Organizers Students answer questions about graphic organizers. Students answer questions about graphic organizers.

35. 35 Preparation for Listening Practice for the Administration Practice for the Administration Read through the scripted administration directions that you are expected to read to students. Read through the scripted administration directions that you are expected to read to students. Listen to the first 2 minutes of the prompting recording then rewind Listen to the first 2 minutes of the prompting recording then rewind Assessment Setting Assessment Setting Appropriate seating for each student Appropriate seating for each student Free from outside noise Free from outside noise Appropriate spacing Appropriate spacing Assessment Materials Assessment Materials Each student will need: Each student will need: Student test booklet, answer folder and pencils Student test booklet, answer folder and pencils

36. 36 Additional Preparation for Listening Equipment Equipment You will need an audiocassette/CD player to play the prompting recording. You will need an audiocassette/CD player to play the prompting recording. Equipment Testing Equipment Testing It is critical that you test both the audiocassette/CD player and the audiocassette/CD before administering the Listening Assessment. It is critical that you test both the audiocassette/CD player and the audiocassette/CD before administering the Listening Assessment.

37. 37 Directions for Administering the Listening Assessment At the start of the listening section, pass out the test booklets. At the start of the listening section, pass out the test booklets. Each student should receive one test booklet Each student should receive one test booklet Students may NOT open the test booklet until the recording is played. Students may NOT open the test booklet until the recording is played. When students reach the end of the assessment, they are instructed to put down their pencils. When students reach the end of the assessment, they are instructed to put down their pencils. Students should NOT leave the room at this point but wait for instructions from the administrator. Students should NOT leave the room at this point but wait for instructions from the administrator. Collect each student’s test booklet and answer folder. Collect each student’s test booklet and answer folder.

38. 38 Listening Assessment Format of the Prompting Recordings Format of the Prompting Recordings You will receive a Listening Assessment audiocassette/CD with your assessment materials. You will receive a Listening Assessment audiocassette/CD with your assessment materials. Part 1: Short Phrases Part 1: Short Phrases Part 2: Short Dialogues Part 2: Short Dialogues Part 3: Long Dialogues Part 3: Long Dialogues Part 4: Short Presentations Part 4: Short Presentations Part 5: Long Presentations [Grades 6-8, and 9-12] Part 5: Long Presentations [Grades 6-8, and 9-12]

39. 39 Preparation for Speaking Practice for the Administration Practice for the Administration Read through the scripted administration directions that you are expected to read to students. Read through the scripted administration directions that you are expected to read to students. Listen to the first 2 minutes of the prompting recording then rewind Listen to the first 2 minutes of the prompting recording then rewind Assessment Groups Assessment Groups This portion of the assessment is individually administered This portion of the assessment is individually administered Equipment Equipment You will need an audiocassette/CD player to play the prompting recording. You will need an audiocassette/CD player to play the prompting recording.

40. 40 Speaking Assessment 1. Practice Task 1 2. Practice Task 2 3. School-Social Interaction Tasks 4. English-Language Arts Tasks 5. Mathematics, Science and Technology Tasks 6. Social Studies Tasks 7. Closing Format of the Prompting Recording There are seven sections as follows:

41. 41 ELDA Speaking Scoring Guide

42. 42 Scoring Guide Will be sent with the Testing Materials Will be sent with the Testing Materials Will be bar coded Will be bar coded Is a Secure item Is a Secure item Cannot be copied Cannot be copied Must be returned with Testing Materials Must be returned with Testing Materials Contains the prompts and anchor responses Contains the prompts and anchor responses

43. 43 Speaking Assessment Connect Connect Tell Tell Expand Expand Reason Reason

44. 44 Speaking Format Score the items in order Score the items in order Two speakers—man and a woman Two speakers—man and a woman Four sets of four questions Four sets of four questions First and second speaker alternate the presentation of each set of questions First and second speaker alternate the presentation of each set of questions

45. 45 Connect Rubric – Score Pt. 0 No response No response Response fails to: Response fails to: Confirm conversational connection Confirm conversational connection Essential information is not provided or unclear/ambiguous Essential information is not provided or unclear/ambiguous

46. 46 Connect Rubric – Score Pt. 1 Partly establishes/confirms conversational connection Partly establishes/confirms conversational connection Some essential information is provided Some essential information is provided Other essential information is missing/unclear Other essential information is missing/unclear Errors in mechanics/conventions may impede understanding Errors in mechanics/conventions may impede understanding

47. 47 Connect Rubric – Score Pt. 2 Establishes/confirms conversational connection Establishes/confirms conversational connection Essential information provided clearly and without ambiguity Essential information provided clearly and without ambiguity Errors in mechanics or conventions do not impede understanding Errors in mechanics or conventions do not impede understanding

48. 48 Connect Notes Multi-part questions Multi-part questions Specific response is not cued for Specific response is not cued for Responses to the cue “how long” Responses to the cue “how long” One word answers One word answers Responses from prompt Responses from prompt Phrases Phrases

49. 49 Tell Rubric – Score Pt. 0 No response No response Response fails to provide: Response fails to provide: Essential information cued for Essential information cued for Describe/extend with specific detail or examples Describe/extend with specific detail or examples May include only essential information cued for with no development May include only essential information cued for with no development

50. 50 Tell Rubric – Score Pt. 1 Essential information cued for AND Essential information cued for AND Attempts to describe/extend with general information OR Attempts to describe/extend with general information OR Some specific detail or example without explicit essential information Some specific detail or example without explicit essential information Errors in mechanics or conventions may impede understanding Errors in mechanics or conventions may impede understanding

51. 51 Tell Rubric – Score Pt. 2 Essential information cued for AND Essential information cued for AND Describes/extends with specific detail and/or example Describes/extends with specific detail and/or example Errors in mechanics or conventions do not impede understanding Errors in mechanics or conventions do not impede understanding

52. 52 Tell Notes Extensions may not compensate for missing essential information Extensions may not compensate for missing essential information Specific response is not cued for Specific response is not cued for Responses containing only prompt repetitions Responses containing only prompt repetitions

53. 53 Expand Rubric – Score Pt. 0 No response No response Fails to provide essential information cue for and/or ideas/information that serve to: Fails to provide essential information cue for and/or ideas/information that serve to: Explain Explain Elaborate Elaborate Convey order Convey order Only essential information with no development Only essential information with no development

54. 54 Expand Rubric – Score Pt. 1 Provides both essential information AND attempts to explain, elaborate, and convey order Provides both essential information AND attempts to explain, elaborate, and convey order Information included as development may be partial or overly general Information included as development may be partial or overly general Errors in mechanics or conventions may impede understanding. Errors in mechanics or conventions may impede understanding.

55. 55 Expand Rubric – Score Pt. 2 Provides both essential information cued for AND specific ideas/information that Provides both essential information cued for AND specific ideas/information that Explain Explain Elaborate Elaborate Convey order Convey order Errors in mechanics or conventions do not impede understanding. Errors in mechanics or conventions do not impede understanding.

56. 56 Expand Notes Multi-part questions Multi-part questions If a description is cued for If a description is cued for List alone is partial credit List alone is partial credit Additional detail is full credit Additional detail is full credit Single simple sentence is partial credit Single simple sentence is partial credit Compound sentence is two sentences Compound sentence is two sentences

57. 57 Reason Rubric – Score Pt. 0 No response No response Fails to express a clear position (position cannot be inferred) Fails to express a clear position (position cannot be inferred) Expresses a position but lacks information to support the position Expresses a position but lacks information to support the position Response may include only an unsupported position statement Response may include only an unsupported position statement

58. 58 Reason Rubric – Score Pt. 1 Expresses a position (explicit or implied) AND partially supports position with information Expresses a position (explicit or implied) AND partially supports position with information May be May be Incomplete Incomplete Only partially plausible Only partially plausible Overly general Overly general Errors in mechanics/conventions may impede understanding Errors in mechanics/conventions may impede understanding

59. 59 Reason Rubric – Score Pt. 2 Expresses a clear position (explicit or implied) AND Expresses a clear position (explicit or implied) AND Includes information to clearly support that position Includes information to clearly support that position Errors in mechanics or conventions do not impede understanding Errors in mechanics or conventions do not impede understanding

60. 60 Reason Notes Position statement with nothing more Position statement with nothing more No evidence of intended function No evidence of intended function Receives a 0 Receives a 0 Single simple sentence is partial credit Single simple sentence is partial credit Compound sentence is two sentences Compound sentence is two sentences

61. 61 End of the 3-12 Section

62. 62 DTC Procedures for Distributing and Returning Materials Receiving the order Confirm that your shipment contains a District Coordinator Manual, return shipping label(s), and boxes for each of your schools listed on your packing list. Confirm that your shipment contains a District Coordinator Manual, return shipping label(s), and boxes for each of your schools listed on your packing list. Open and inventory the contents of each school’s materials and verify that all materials are included. Open and inventory the contents of each school’s materials and verify that all materials are included. Reseal and send each school its respective box. Reseal and send each school its respective box.

63. 63 Preparing the Answer Document for Use Applying the Pre-Id Barcode label: Each Answer Document should have a Pre-Id barcode label applied to the upper left-hand corner of the sheet. There is a sample barcode printed on the answer document to demonstrate correct placement of the Pre-Id barcode label. Place the Pre-Id barcode label over the sample. Each Answer Document should have a Pre-Id barcode label applied to the upper left-hand corner of the sheet. There is a sample barcode printed on the answer document to demonstrate correct placement of the Pre-Id barcode label. Place the Pre-Id barcode label over the sample. If you DO have a Pre-Id barcode label for your student, you do not need to fill in all of the identification and demographic information on the sheet. If you DO have a Pre-Id barcode label for your student, you do not need to fill in all of the identification and demographic information on the sheet. If you do NOT have a Pre-Id barcode label for a particular student, you must use a generic label. PLEASE do not use a Pre-Id barcode label belonging to a different student who is not going to take the test. Your student’s results will be misattributed. A supply of generic labels will be provided with your testing materials. If you do NOT have a Pre-Id barcode label for a particular student, you must use a generic label. PLEASE do not use a Pre-Id barcode label belonging to a different student who is not going to take the test. Your student’s results will be misattributed. A supply of generic labels will be provided with your testing materials.

64. 64 Do not apply ANY barcodes or labels except those shipped along with the testing materials. Application of any other barcodes or labels will delay or prevent scoring of your Answer Document. Before After Application Application

65. 65 Filling in the Student Identification Area If you do not have a Pre-ID barcode label for student and are using a generic barcode label, you will need to fill in the demographic information on the front of the Answer Document correctly. If you do not have a Pre-ID barcode label for student and are using a generic barcode label, you will need to fill in the demographic information on the front of the Answer Document correctly. Every boxed area of demographic information should be filled in. Every boxed area of demographic information should be filled in. You MUST use a Number 2 pencil to fill in each bubble completely. You MUST use a Number 2 pencil to fill in each bubble completely. If you fill in the wrong bubble, you must completely erase the mark. Do not cross it out. If you fill in the wrong bubble, you must completely erase the mark. Do not cross it out.

66. 66 Procedures for Students needing Accommodations Accommodations should always be related to the student’s specific disability Accommodations should always be related to the student’s specific disability Accommodations that change the content of the assessment are NOT allowable. Accommodations that change the content of the assessment are NOT allowable. Accommodations in the administration procedures for ELDA are allowable provided they are specified in the student’s IEP or 504. Accommodations in the administration procedures for ELDA are allowable provided they are specified in the student’s IEP or 504. Any accommodations for an individual must be specified before the student takes the assessment and must be documented in the student’s IEP. Any accommodations for an individual must be specified before the student takes the assessment and must be documented in the student’s IEP.

67. 67 Allowable Accommodations of the ELDA Transcription of Reponses Transcription of Reponses RWT – Reading of the Writing Test RWT – Reading of the Writing Test Signed Directions Signed Directions Magnifying Devices / Noise Buffers Magnifying Devices / Noise Buffers Recording Recording Extended/Adjusted Time Extended/Adjusted Time Individual/Small Group Administration Individual/Small Group Administration Modified Test Booklets are available Modified Test Booklets are available Large Print Large Print Braille Braille

68. 68 Reason Not Tested

69. 69 Defective Assessment Materials A student might receive an incomplete or defective test booklet. Instruct the student to raise his or her hand and then follow the steps below with the student. A student might receive an incomplete or defective test booklet. Instruct the student to raise his or her hand and then follow the steps below with the student. Take a replacement test booklet from the overage supply. Take a replacement test booklet from the overage supply. Instruct the student to continue the test using the new test booklet. Instruct the student to continue the test using the new test booklet. After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials. After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials.

70. 70 Who takes the ELDA? ALL students identified as Limited English Proficient (LEP) ALL students identified as Limited English Proficient (LEP) All LEP students in grades K-12 All LEP students in grades K-12 Have not met district exit criteria Have not met district exit criteria

71. 71 Recommended for Best Practice: Be certain to provide sufficient time and space for administering the assessments. 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. All students who are identified as ELL must be included in the assessment process. Students should be encouraged to do their best. Students should be encouraged to do their best.

72. 72 Assessment Preparation Assessment materials should be stored securely Assessment materials should be stored securely Before assessment begins: Before assessment begins: Complete all required information of each student’s answer folder. Complete all required information of each student’s answer folder. Affix Preprinted Labels Affix Preprinted Labels Bubble in information for those without Labels Bubble in information for those without Labels Return unused materials to secure location before assessment begins Return unused materials to secure location before assessment begins

73. 73 Assessment Materials Testing Materials used in addition to the Test Administration Manual: Testing Materials used in addition to the Test Administration Manual: Listening Prompt Cassette or CD Listening Prompt Cassette or CD Speaking Prompt Cassette or CD Speaking Prompt Cassette or CD Speaking Scoring Guide Speaking Scoring Guide Each student should have the following: Each student should have the following: One test booklet containing the Reading & Writing Tests One test booklet containing the Reading & Writing Tests One test booklet containing the Listening & Speaking Tests One test booklet containing the Listening & Speaking Tests Student Answer folder Student Answer folder Pre-Printed Label Pre-Printed Label

74. 74 Assessment Room Preparation Check the assessment room for possible assessment question “clues” prior to each assessment session. Check the assessment room for possible assessment question “clues” prior to each assessment session. Give each student a work space that is large enough to accommodate an open test booklet. Give each student a work space that is large enough to accommodate an open test booklet.

75. 75 Interruptions in the Assessment These guidelines may be superseded by guidelines provided by your school testing coordinator. These guidelines may be superseded by guidelines provided by your school testing coordinator. If the interruption is serious and affects all students, stop the assessment at the time of the interruption and secure materials. If the interruption is serious and affects all students, stop the assessment at the time of the interruption and secure materials. After the interruption, restart the administration from the point where you stopped. After the interruption, restart the administration from the point where you stopped.

76. 76 Security Concerns & Procedures All ELDA materials should be considered secure All ELDA materials should be considered secure All district and state procedures must be followed to ensure security is maintained. All district and state procedures must be followed to ensure security is maintained.

77. 77 After Testing Account for all materials using the school packing list Account for all materials using the school packing list Put all student materials (used and unused) back into the original box that came from the MI Put all student materials (used and unused) back into the original box that came from the MI Put all teacher administrator materials back in the same box 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 All materials must be returned -- double check that you have accounted for and packed everything

78. 78 If a student is sick and a test booklet or answer folder becomes soiled, please follow the steps below: Write down the barcode of the affected booklet and transfer the student responses to a new answer folder Write down the barcode of the affected booklet and transfer the student responses to a new answer folder Dispose of the booklet/answer folder according to ADE Procedure: Shred or burn the affected materials Dispose of the booklet/answer folder according to ADE Procedure: Shred or burn the affected materials Contact ADE and MI with the bar code number of the affected materials and an explanation of the situation. Contact ADE and MI with the bar code number of the affected materials and an explanation of the situation. Donna Wolfe donna.wolfe@arkansas.gov Donna Wolfe donna.wolfe@arkansas.govdonna.wolfe@arkansas.gov MI elda@measinc.com MI elda@measinc.comelda@measinc.com When the materials are being packed for return, enclose a copy of the both emails with the materials. When the materials are being packed for return, enclose a copy of the both emails with the materials.

79. 79 STC Collection And Return Of Student Assessment Materials When students have completed the assessment, they should raise their hands so that you can collect their booklets. When students have completed the assessment, they should raise their hands so that you can collect their booklets. Students must remain seated quietly at their desks and may not have access to any personal items or materials for the remainder of the testing period. Students must remain seated quietly at their desks and may not have access to any personal items or materials for the remainder of the testing period. After testing is completed, gather all the answer folders for students that you have tested into a stack. Place the pre-printed header sheet on top of this stack of student answer folders. All headers and student answer folders should then be placed back into the box. After testing is completed, gather all the answer folders for students that you have tested into a stack. Place the pre-printed header sheet on top of this stack of student answer folders. All headers and student answer folders should then be placed back into the box. All materials (used and unused) should be returned to your School Test Coordinator directly after the assessment is completed. All materials (used and unused) should be returned to your School Test Coordinator directly after the assessment is completed.

80. 80 The School Test Coordinator(s) should account for and pack all materials before returning the boxes to the District Test Coordinator. The School Test Coordinator(s) should account for and pack all materials before returning the boxes to the District Test Coordinator. The materials should be packed for return in the original shipping boxes in the following manner: The materials should be packed for return in the original shipping boxes in the following manner: Unused test booklets and answer folders in the bottom of the box Unused test booklets and answer folders in the bottom of the box Prompt cassettes or CDs, Speaking Scoring Guides, Administration Manuals, and any extra forms or headers should be placed above the unused materials Prompt cassettes or CDs, Speaking Scoring Guides, Administration Manuals, and any extra forms or headers should be placed above the unused materials Used test booklets should be placed above the administration materials Used test booklets should be placed above the administration materials The stack(s) of used answer folders, with corresponding headers ON TOP, should be placed in the top of the box The stack(s) of used answer folders, with corresponding headers ON TOP, should be placed in the top of the box When the School Test Coordinator has accounted for and packed all testing materials, all materials (used and unused) should be returned to the District Test Coordinator. When the School Test Coordinator has accounted for and packed all testing materials, all materials (used and unused) should be returned to the District Test Coordinator.

81. 81 Returning materials after testing After testing, schools shall return all materials to the district in the same box in which they were delivered. After testing, schools shall return all materials to the district in the same box in which they were delivered. DTC shall ensure that all boxes are taped securely. DTC shall ensure that all boxes are taped securely. DTC is to use the supplied return shipping label(s) to send all testing materials back to MI. Follow the instructions on the back of the shipping labels to arrange for a pick-up of the materials. Please follow these instructions explicitly to arrange for ground pick-up. Air/Express drivers are unable to accept packages for ground pick-up. Do not use another shipping method or your own shipping labels. DTC is to use the supplied return shipping label(s) to send all testing materials back to MI. Follow the instructions on the back of the shipping labels to arrange for a pick-up of the materials. Please follow these instructions explicitly to arrange for ground pick-up. Air/Express drivers are unable to accept packages for ground pick-up. Do not use another shipping method or your own shipping labels. Ship all materials to the MI Coldwater KS office on or before Friday May 15, 2009. Ship all materials to the MI Coldwater KS office on or before Friday May 15, 2009. Refer all questions about packing and shipping to the ELDA helpline 888-612-0180 or elda@measinc.com Refer all questions about packing and shipping to the ELDA helpline 888-612-0180 or elda@measinc.com

82. 82 ACTAAP ELDA AFFIDAVITS and FORMS

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88. 88 ACTAAP - ELDA 2009 Important Test Dates Friday February 27 – ELDA K and ELDA 1-2 Administrative materials distributed via email to DTCs and Superintendents Friday February 27 – ELDA K and ELDA 1-2 Administrative materials distributed via email to DTCs and Superintendents Friday February 27 – ELDA Delivery date email Friday February 27 – ELDA Delivery date email Monday March 30 – ELDA testing window begins (Grades K- 12) Monday March 30 – ELDA testing window begins (Grades K- 12) Friday May 8 – ELDA testing window ends (Grades K-12) Friday May 8 – ELDA testing window ends (Grades K-12) Friday May 15 – All ELDA testing materials must be shipped back to Measurement Incorporated Friday May 15 – All ELDA testing materials must be shipped back to Measurement Incorporated Monday June 29 – Grades K-12 ELDA score reports arrive in the districts Monday June 29 – Grades K-12 ELDA score reports arrive in the districts Monday July 27 – Reporting Errors and missing reports to the ELDA Helpline Monday July 27 – Reporting Errors and missing reports to the ELDA Helpline

89. 89 ELDA Helpline Please Utilize The ELDA Help System Promised Response within 48 hours Measurement Incorporated ELDA helpline 888-612-0180 Elda@measinc.com

90. 90 Questions?