2/18/ Welcome Test Administrator Training for the Spring 2010 K-12 ACTAAP English Language Development Assessment (ELDA) presented by the Arkansas Department of Education and Measurement Incorporated

2/18/ Web-Cast Agenda ESL Program Overview ESL Program Overview LEP Student Eligibility LEP Student Eligibility Exit and Reclassification Criteria Exit and Reclassification Criteria Monitored Former LEP Status Monitored Former LEP Status Administering the K and 1-2 ELDA Administering the K and 1-2 ELDA Administering the 3-12 ELDA Administering the 3-12 ELDA Contact Information and Important Dates Contact Information and Important Dates Q & A Q & A

2/18/ ESL Program Overview Purpose: To help ensure that children who are limited English proficient, including immigrant children and youth: attain English proficiency; attain English proficiency; develop high levels of academic attainment in English; and develop high levels of academic attainment in English; and meet the same challenging State academic content and student academic achievement standards in core academic subjects, as all children are expected to meet. meet the same challenging State academic content and student academic achievement standards in core academic subjects, as all children are expected to meet.

2/18/ LEP Student Eligibility Limited English Proficiency Qualifications— Limited English Proficiency Qualifications— Language Minority Student status as determined by the Home Language Survey Language Minority Student status as determined by the Home Language Survey Limited English Proficient student status as determined by an English Language Development Screener Limited English Proficient student status as determined by an English Language Development Screener Placement in English as a Second Language Services Placement in English as a Second Language Services Instruction in ESL and in core subjects using the Arkansas English Language Proficiency Curriculum Framework Instruction in ESL and in core subjects using the Arkansas English Language Proficiency Curriculum Framework eworks.html#english eworks.html#english

2/18/ Arkansas’ Exit Criteria To exit ESL services, LEP students must meet ALL minimum criteria to be exited from an ESL program and to be reclassified as a fluent English proficient or FEP. The Language Placement and Assessment Committee (LPAC) must meet annually, preferably in the fall before school starts, and parent notification is required. See Section 5.4 of the Title I Accountability Workbook: 03/arcsa.pdf See Section 5.4 of the Title I Accountability Workbook: 03/arcsa.pdf 03/arcsa.pdf 03/arcsa.pdf

2/18/ Exit Criteria Composite Score of 5 on ELDA Composite Score of 5 on ELDA Score of 5 in all domains: listening, speaking, reading, and writing. Score of 5 in all domains: listening, speaking, reading, and writing. Passing grades Passing grades Proficient or Advanced on the Augmented Benchmark or EOCs Proficient or Advanced on the Augmented Benchmark or EOCs Teacher recommendations (Note: These cannot override the LPAC’s decision.) Teacher recommendations (Note: These cannot override the LPAC’s decision.) Signatures of LPAC members Signatures of LPAC members

2/18/ Review: Exit and Reclassification Criteria At least once a year, ideally in the fall before school starts, every district or school’s Language Placement and Assessment Committee (LPAC) meets to review the progress of each LEP student. At least once a year, ideally in the fall before school starts, every district or school’s Language Placement and Assessment Committee (LPAC) meets to review the progress of each LEP student. Documentation must be present and maintained in an LEP student’s cumulative folder that serves as a record of language development and academic progress. Documentation must be present and maintained in an LEP student’s cumulative folder that serves as a record of language development and academic progress.

2/18/ FMLEP students have met all exit criteria and should be achieving at grade level. FMLEP students have met all exit criteria and should be achieving at grade level. FMLEP students are former LEP students who are required by Title I to be monitored and assisted as necessary for two years after they are exited. FMLEP students are former LEP students who are required by Title I to be monitored and assisted as necessary for two years after they are exited. FMLEP students do NOT take ELDA. FMLEP students do NOT take ELDA. FMLEP students’ state assessment scores may be included in the LEP subgroup for AYP for the two years of monitoring. FMLEP students’ state assessment scores may be included in the LEP subgroup for AYP for the two years of monitoring. Former Monitored LEP Status

2/18/ ADE CONTACTS Dr. Andre Guerrero: ESL program implementation, English language screeners/placement tests, state and federal funding, ESL Summer Academies Dr. Andre Guerrero: ESL program implementation, English language screeners/placement tests, state and federal funding, ESL Summer Academies Curriculum, Assessment, and Research Section: ACTAAP ELDA Curriculum, Assessment, and Research Section: ACTAAP ELDA

2/18/ Questions & Answers Submit your question in the Chat Box on your screen.

2/18/ Administering ELDA K & ELDA 1-2 English Language Development Assessment Assessing ELL Students in the Primary Grades Developed by the Limited English Proficient State Collaborative on Assessment and Student Standards (LEPSCASS) of the Council of Chief State School Officers (CCSSO) and Measurement Incorporated (MI)

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

2/18/ Who Administers ELDA K & ELDA 1-2? Individuals currently licensed by the Arkansas Department of Education as teacher or administrator Individuals currently licensed by the Arkansas Department of Education as teacher or administrator Proctors may be classroom aides who assist a test administrator with test administration. 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 any state test, including the English Under no circumstances should unlicensed school personnel handle testing materials or administer any part of any state test, including the English Language Development Assessment (ELDA). Language Development Assessment (ELDA).

2/18/ 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

2/18/ Who takes the ELDA K-2? 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 Arkansas’ exit criteria Specifically: ALL LEP students in grades K-2 who have not met Arkansas’ exit criteria Note: This includes ALL English Language Learners (ELLs) whose parents have waived rights to services for LEP students.

2/18/ 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

2/18/ 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 test booklet Inventories are assembled into a single student test booklet Descriptions of student behavior corresponding to a specific standard objective Descriptions of student behavior corresponding to a specific standard objective

2/18/ 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) ENGLISH LANGUAGE DEVELOPMENT ASSESSMENT FOR KINDERGARTEN (ELDA K) TEST ADMINISTRATION MANUAL Spring 2010

2/18/ 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

2/18/ Inventory Sample (Listening) L 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.

2/18/ 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

2/18/ 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)

2/18/ 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 on the answer document Record that observation as a score point of 0, 1, 2, or 3 on the answer document

2/18/ Let’s take a look:  Condensed Standards  Inventories

2/18/ 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

2/18/ Review Both Inventories Review Both Inventories Note Similarities Note Similarities Note Differences Note Differences Plan Ahead Plan Ahead

2/18/ Review Teacher Support Materials l Feel Free to Use Your Own Materials l Suggestions, Not Prescriptions

2/18/ 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 May Involve Several Teachers Who Work with the Children Assessments May Involve Several Teachers Who Work with the Children Age Appropriate Age Appropriate

2/18/ End of the K-2 Section Questions? Please write your questions in the Chat Box.

2/18/ Administering ELDA 3-12 English Language Development Assessment Assessing ELL Students in the Primary, Middle, and Secondary Grade Levels Developed by the Limited English Proficient State Collaborative on Assessment and Student Standards (LEPSCASS) of the Council of Chief State School Officers (CCSSO) and Measurement Incorporated (MI)

2/18/ Introduction This presentation contains general information about the English Language Development Assessment (ELDA) and specific information about administering the Reading, Writing, Listening, and Speaking sections of the English Language Development Assessment (ELDA) for grades Before administering this assessment, please review this information to familiarize yourself with the assessment administration procedures.

2/18/ 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. Observe testing ratios. Observe testing ratios.

2/18/ 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

2/18/ Who can administer the ELDA? Individuals currently licensed by the Arkansas Department of Education as teachers and/or administrators Individuals currently licensed by the Arkansas Department of Education as teachers and/or administrators Proctors may be classroom aides who assist a test administrator with test administration. 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 any state test, including the English Under no circumstances should unlicensed school personnel handle testing materials or administer any part of any state test, including the English Language Development Assessment (ELDA). Language Development Assessment (ELDA).

2/18/ Who takes the ELDA 3-12? 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 3-12 who have not met state exit criteria Specifically: ALL LEP students in grades 3-12 who have not met state exit criteria Note: This includes ALL English Language Learners (ELLs) whose parents have waived rights to services for LEP students.

2/18/ Assessment Schedule Districts may set their own testing schedule in conformance with the state testing window: March 29-May 7 Districts may set their own testing schedule in conformance with the state testing window: March 29-May 7 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.

2/18/ Time Allotments Breaks At the Test Administrator’s discretion.At the Test Administrator’s discretion. A short break between Parts 2 and 3 of the Reading test and a break between Parts 1 and 2 of the Writing test are recommended.A short break between Parts 2 and 3 of the Reading test and a break between Parts 1 and 2 of the Writing test are recommended. One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended.One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended. Stop points are built into the assessment so that sub-tests may be administered in more than one sitting.Stop points are built into the assessment so that sub-tests may be administered in more than one sitting. The Speaking assessment will take less than 30 minutes, so no break is recommended.The Speaking assessment will take less than 30 minutes, so no break is recommended.

2/18/ Listening – Number of Items Grade Clusters ShortPhrases Short Dialogues Long Dialogues Short Presentations Long Presentations N/A

2/18/ Reading – Number of Items Grade Clusters ShortPassagesInstructions Longer Passages

2/18/ Writing – Number of Items Grade Clusters ConstructedResponses Revise and EditGraphicOrganizers

2/18/ Speaking – Number of Items 16 Open-ended items 4 Items for each of four levels ConnectConnect TellTell ExpandExpand ReasonReason

2/18/ Scripted Directions Oral scripts for each of the four assessments are in the Appendices of the Test Administration Manual. 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.

2/18/ 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.

2/18/ Reading Assessment Format of the Reading Booklets 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 This section tests the student’s ability to understand directions. This section tests the student’s ability to understand directions. Part 3: Longer Passages This section tests the student’s ability to understand information in longer reading passages. This section tests the student’s ability to understand information in longer reading passages.

2/18/ Writing Assessment Format of the Writing Booklets Part 1: Open Ended Students write responses to prompts. Students write responses to prompts. 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 Students answer questions about graphic organizers. Students answer questions about graphic organizers.

2/18/ 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

2/18/ Additional Preparation for Listening Equipment Equipment You will need an audiocassette or CD player to play the prompting recording. You will need an audiocassette or CD player to play the prompting recording. Equipment Testing Equipment Testing It is critical that you test both the audiocassette or CD player and the audiocassette or CD before administering the Listening Assessment. It is critical that you test both the audiocassette or CD player and the audiocassette or CD before administering the Listening Assessment.

2/18/ Directions for Administering the Listening Assessment 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.

2/18/ Listening Assessment 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]

2/18/ Preparation for Speaking Preparation for Speaking Student Listening/Speaking test book Student Listening/Speaking test book Student Answer Folder Student Answer Folder Grades 3-12 ELDA Test Administration Manual Grades 3-12 ELDA Test Administration Manual Speaking Scoring Guide Speaking Scoring Guide Speaking Prompt Cassette or CD Speaking Prompt Cassette or CD Cassette or CD player Cassette or CD player

2/18/ Preparation for Speaking Preparation for Speaking Carefully review: Carefully review: The Speaking Scoring Guide The Speaking Scoring Guide The Speaking Administration Instructions in Appendix D of the Test Administration Manual The Speaking Administration Instructions in Appendix D of the Test Administration Manual Test the prompt recording and the CD or cassette player, as specified in the Test Administration Manual Test the prompt recording and the CD or cassette player, as specified in the Test Administration Manual

2/18/ 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:

2/18/ Speaking Overview Each Speaking test has 16 questions (4 sets of 4 related questions) Each Speaking test has 16 questions (4 sets of 4 related questions) Each set of 4 questions references 2 numbered pictures in the student’s ELDA Listening/Speaking test book Each set of 4 questions references 2 numbered pictures in the student’s ELDA Listening/Speaking test book The Speaking test takes approximately 25 minutes to administer The Speaking test takes approximately 25 minutes to administer

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

2/18/ ELDA Speaking Scoring Guide

2/18/ Speaking 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

2/18/ Score Points & Condition Codes Each student response can earn a score of 0 (no credit), 1 (partial credit), or 2 (full credit) Each student response can earn a score of 0 (no credit), 1 (partial credit), or 2 (full credit) If the student’s response is blank, incomprehensible, or completely in a language other than English, the response should be scored using a condition code. (See next slide.) If the student’s response is blank, incomprehensible, or completely in a language other than English, the response should be scored using a condition code. (See next slide.) Use EITHER a score point OR a condition code (DO NOT bubble a score point and a code). Use EITHER a score point OR a condition code (DO NOT bubble a score point and a code).

2/18/ Speaking Condition Codes Code A = Response is inaudible or unclear Code A = Response is inaudible or unclear Code B = Student does not respond at all (blank) Code B = Student does not respond at all (blank) Code C = Student provides a refusal or excuse (e.g., “I don’t want to answer” or “I don’t know”) Code C = Student provides a refusal or excuse (e.g., “I don’t want to answer” or “I don’t know”) Code D = Response is off-topic or off- task or completely in a language other than English Code D = Response is off-topic or off- task or completely in a language other than English

2/18/ Types of Speaking Questions Each test has 4 sets of 4 related questions: Each test has 4 sets of 4 related questions: CONNECT: Questions 1, 5, 9, 13 CONNECT: Questions 1, 5, 9, 13 TELL: Questions 2, 6, 10, 14 TELL: Questions 2, 6, 10, 14 EXPAND: Questions 3, 7, 11, 15 EXPAND: Questions 3, 7, 11, 15 REASON: Questions 4, 8, 12, 16 REASON: Questions 4, 8, 12, 16 Each set of 4 questions will reference 2 numbered pictures in the ELDA Listening/Speaking test book. Each set of 4 questions will reference 2 numbered pictures in the ELDA Listening/Speaking test book.

2/18/ Speaking Scoring Tips Pay attention to the cues in the question. For example, if the question asks for one or more sentences, responses must be at least that long to receive full credit. Pay attention to the cues in the question. For example, if the question asks for one or more sentences, responses must be at least that long to receive full credit. Each independent clause is treated as a sentence. Remember that compound sentences count as two sentences. Each independent clause is treated as a sentence. Remember that compound sentences count as two sentences. In general, students need to provide more information to receive full credit as they progress from Connect to Tell to Expand to Reason. In general, students need to provide more information to receive full credit as they progress from Connect to Tell to Expand to Reason. If part of the response is in English and part is in another language, score the part that is in English and disregard the rest. If part of the response is in English and part is in another language, score the part that is in English and disregard the rest.

2/18/ Speaking Connect Questions Speaking Connect Questions If a question is multi-part, the student must address all parts for full credit. If a question is multi-part, the student must address all parts for full credit. Unless the question asks for a specific response, a general response is acceptable. Unless the question asks for a specific response, a general response is acceptable. Single-word responses can receive no more than partial credit (score of 1). Single-word responses can receive no more than partial credit (score of 1). Phrases are eligible for full credit. Phrases are eligible for full credit. If the response consists of one word or a phrase directly from the prompt, it can receive no more than partial credit (score of 1). If the response consists of one word or a phrase directly from the prompt, it can receive no more than partial credit (score of 1). If the student adds his/her own words or forms a sentence, the response may receive full credit, even if it is heavily based on the prompt. If the student adds his/her own words or forms a sentence, the response may receive full credit, even if it is heavily based on the prompt.

2/18/ Sample Connect Item Some students like to listen to music in their free time. Others like to read books. Tell me in a sentence what you like to do in your free time. For example, you can talk about watching movies, listening to music, or playing with your sister or brother. Try to speak in a sentence. Tell me what you like to do in your free time. Note: The prompt cues the student “Try to speak in a sentence.” This is how the student can receive full credit for a phrase.

2/18/ Sample Connect Item Score 0 Responses “I have free time.” “I have free time.” (The response does not address the prompt.) “I do everything.” “I do everything.” (The response provides no essential, specific information.)

2/18/ Sample Connect Item Score 1 Responses “Watching movies” “Watching movies” (A phrase based solely on the prompt language cannot receive a score higher than 1.) “Read” “Read” (A single word from the prompt cannot receive a score higher than 1.) “Swim” “Swim” (A single original word cannot receive a score higher than 1.)

2/18/ Sample Connect Item Score 2 Responses “Walk my dog” “Walk my dog” (This three-word phrase provides enough specific information to receive full credit.) “I play with my little sister.” “I play with my little sister.” (This sentence provides enough specific information to receive full credit.)

2/18/ Tell Questions Unless the question asks for a specific response, a general response is acceptable. Unless the question asks for a specific response, a general response is acceptable. If a question is multi-part, the student must address all parts for full credit. If a question is multi-part, the student must address all parts for full credit. Phrases can receive no more than partial credit (score of 1). Phrases can receive no more than partial credit (score of 1). Single-word responses are not eligible for credit (score of 0). Single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations’ captions. Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations’ captions.

2/18/ Sample Tell Item Usually, you hear different kinds of music each day. Choose a kind of music. Tell me one or two sentences about that kind of music. For example, you can talk about hip-hop music or country music. Now pick a kind of music that you hear and tell me one or two sentences about that kind of music. Note: The prompt cues the student “Tell me one or two sentences.” Think of each independent clause as a sentence; the response will need to provide at least one independent clause to be eligible for full credit.

2/18/ Sample Tell Item Score 0 Responses “I like music.” “I like music.” (The response does not address the prompt.) “I hear different kinds of music.” “I hear different kinds of music.” (The response is heavily based on prompt language and does not describe or extend.)

2/18/ Sample Tell Item Score 1 Responses “Classical music sounds good.” “Classical music sounds good.” (The response only partially addresses the prompt due to generality.) “Lots of bass” “Lots of bass” (A phrase can not receive a score higher than 1.)

2/18/ Sample Tell Item Score 2 Responses “Rap music sounds loud and fast.” “Rap music sounds loud and fast.” (This response provides the essential information in the form of a sentence.) “I hear rock music in my dad’s car. It has a lot of instruments.” “I hear rock music in my dad’s car. It has a lot of instruments.” (The response provides the essential information in the form of 2 sentences.)

2/18/ Expand Questions If a question is multi-part, the student must address all parts for full credit. If a question is multi-part, the student must address all parts for full credit. Responses that provide lists only (in place of description) can receive no more than partial credit (score of 1). Responses that provide lists only (in place of description) can receive no more than partial credit (score of 1). A response that adds any detail or description to a list is eligible for full credit. A response that adds any detail or description to a list is eligible for full credit. A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. Phrases and single-word responses are not eligible for credit (score of 0). Phrases and single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations’ captions. Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations’ captions.

2/18/ Sample Expand Item Different students like different kinds of music. Say at least two sentences about the kind of music you like best, and why you like to listen to it. For example, you can talk about what you do or how you feel when you listen to that kind of music. Remember to tell me at least two sentences about your favorite kind of music, and why you like to listen to it. Note: The prompt cues the student “Say at least two sentences.” Think of each independent clause as a sentence; the response will need to provide at least two independent clauses to be eligible for full credit.

2/18/ Sample Expand Item Score 0 Responses “The music sound the good.” “The music sound the good.” (The information provided in this response is unclear.) “I like different kinds of music.” “I like different kinds of music.” (The response is heavily based on prompt language and is so general that it remains undeveloped.)

2/18/ Sample Expand Item Sample Expand Item Score 1 Responses “My favorite kind of music is rap and hip-hop.” “My favorite kind of music is rap and hip-hop.” (The response provides specific but only partially developed information in one independent clause.) “I like to dance.” “I like to dance.” (The response provides specific but only partially developed information in one independent clause. It can be inferred that the student likes to dance while listening to her favorite music.)

2/18/ Sample Expand Item Score 2 Responses “I like to listen to the Jonas Brothers because it makes me happy. Me and my friends dance to it.” “I like to listen to the Jonas Brothers because it makes me happy. Me and my friends dance to it.” (The response provides the essential information in multiple independent clauses.) “I like country music. I always sing along.” “I like country music. I always sing along.” (The response provides the essential information in two sentences.)

2/18/ Reason Questions Students must follow the cues in the prompt. If the prompt asks for 2 reasons, the student must provide 2 reasons for full credit. Students must follow the cues in the prompt. If the prompt asks for 2 reasons, the student must provide 2 reasons for full credit. A position statement with no support is not eligible for credit (score of 0). A position statement with no support is not eligible for credit (score of 0). A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. Phrases and single-word responses are not eligible for credit (score of 0). Phrases and single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0).

2/18/ Sample Reason Item Some students think it’s a good idea to listen to music while they do their homework. Other students think it’s not a good idea. Tell me two reasons or more why you think listening to music while you do your homework is a good idea or not a good idea. For example, you might talk about whether music helps you do your homework or if it distracts you from your homework. Remember to tell me if you think listening to music while you do your homework is a good idea or not a good idea. Then give me at least two reasons why you think that. Note: The prompt cues the student “Give me at least two reasons.” Unlike other types of questions, Reason questions generally require a certain number of reasons for full credit rather than a certain number of independent clauses.

2/18/ Sample Reason Item Score 0 Responses “Yes, it is a good idea to listen to music while you do your homework.” “Yes, it is a good idea to listen to music while you do your homework.” (The response provides a position, but offers no support for its importance.) “I like to listen to music while I do my work.” “I like to listen to music while I do my work.” (The response provides a position, but offers no support for its importance.)

2/18/ Sample Reason Item Score 1 Responses “It helps me pay attention.” “It helps me pay attention.” (The response provides an implicit position, but only partially supports its importance with one reason.) “No, they shouldn’t, because it’s too loud.” “No, they shouldn’t, because it’s too loud.” (The response provides a position, but only partially supports its importance with one reason.)

2/18/ Sample Reason Item Score 2 Responses “Music is too loud for homework. I won’t study enough for the test.” “Music is too loud for homework. I won’t study enough for the test.” (The response provides an implicit position and fully supports its importance with two reasons.) “I think it’s a good idea, because it helps me study. Watching TV distracts me from my homework, but music doesn’t.” “I think it’s a good idea, because it helps me study. Watching TV distracts me from my homework, but music doesn’t.” (The response provides a position and fully supports its importance with two reasons.)

2/18/ Sample Reason Item Score 2 Responses Continued “It’s not a good idea because I pay attention to the music too much, but on the other side I can’t hear another noise.” “It’s not a good idea because I pay attention to the music too much, but on the other side I can’t hear another noise.” (The response provides a position and supports its importance with two reasons. Students may offer support for both positions as long as the support is clear and specific and at least the minimum number of reasons are provided.)

2/18/ End of the 3-12 Section Review and Recommendations Review and Recommendations Prepare well for the Listening and Speaking Sections of ELDA Prepare well for the Listening and Speaking Sections of ELDA Train test administrators to administer and to score the Speaking section correctly. Train test administrators to administer and to score the Speaking section correctly. Provide students with sufficient time to complete each section of the ELDA following the guidelines. Provide students with sufficient time to complete each section of the ELDA following the guidelines. Contact the ADE and MI if you have any questions before, during, and after testing. Contact the ADE and MI if you have any questions before, during, and after testing.

2/18/ ELDA Helpline Measurement Incorporated ELDA Helpline copy ADE on messages to MI-

2/18/ 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.

2/18/ 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.

2/18/ * Pre-Id Barcode Label You Must Complete the Following Demographic Information Write in the student’s name Write in the student’s name (Do not need to bubble it) Taking ELDA for the first time Taking ELDA for the first time LEP-NS (if applicable) LEP-NS (if applicable) (LEP receiving no services) (LEP receiving no services) First year LEP (if applicable) First year LEP (if applicable) ADE Use Only (if applicable) ADE Use Only (if applicable) ESL Program Type ESL Program Type IEP Accommodations (if applicable) IEP Accommodations (if applicable)

2/18/ Do not apply ANY barcodes or labels except those shipped along with the testing materials. Application of any other barcodes or labels will delay or prevent scoring of your Answer Document. Before After Application Application

2/18/ 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.

2/18/ 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.

2/18/ Allowable Accommodations 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

2/18/ Reason Not Tested

2/18/ ELL/LEP Entry Date

2/18/ 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. 1) Take a replacement test booklet from the overage supply. 2) Instruct the student to continue the test using the new test booklet. 3) After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials.

2/18/ 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.

2/18/ 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. Complete * demographic information Complete * demographic information Bubble in all information for those without labels. Bubble in all information for those without labels. Return unused materials to secure location before assessment begins. Return unused materials to secure location before assessment begins.

2/18/ 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

2/18/ 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.

2/18/ Interruptions in the Assessment 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.

2/18/ 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 test security is maintained at all times. All district and state procedures must be followed to ensure test security is maintained at all times.

2/18/ 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

2/18/ If a student is sick, and a test booklet or answer folder becomes soiled, please follow these steps: 1) Write down the barcode of the affected booklet and transfer the student responses to a new answer folder 2) Dispose of the booklet/answer folder according to ADE Procedure: Shred or burn the affected materials 3) Contact ADE and MI with the bar code number of the affected materials and an explanation of the situation. Susan Gray Susan Gray MI MI 4) When the materials are being packed for return, enclose a copy of the both s with the materials.

2/18/ STC Collection And Return Of Student Assessment Materials 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.

2/18/ 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.

2/18/ 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 14, Ship all materials to the MI Coldwater KS office on or before Friday, May 14, Refer all questions about packing and shipping to the ELDA Helpline: or Refer all questions about packing and shipping to the ELDA Helpline: or

2/18/ ACTAAP ELDA AFFIDAVITS and FORMS

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2/18/ ACTAAP - ELDA 2010 Important Test Dates Friday, February 26 – ELDA K and ELDA 1-2 Administrative materials distributed to DTCs and Superintendents Friday, February 26 – ELDA K and ELDA 1-2 Administrative materials distributed to DTCs and Superintendents Monday, March 15 – 3-12 ELDA materials received in districts Monday, March 15 – 3-12 ELDA materials received in districts Monday, March 29 – ELDA testing window begins (Grades K-12) Monday, March 29 – ELDA testing window begins (Grades K-12) Friday, May 7 – ELDA testing window ends (Grades K-12) Friday, May 7 – ELDA testing window ends (Grades K-12) Friday, May 14 – All ELDA testing materials must be shipped back to Measurement Incorporated Friday, May 14 – All ELDA testing materials must be shipped back to Measurement Incorporated Thursday, July 1 – Grades K-12 ELDA score reports arrive in the districts Thursday, July 1 – Grades K-12 ELDA score reports arrive in the districts Friday, August 13 – Reporting Errors and missing reports to the ELDA Helpline Friday, August 13 – Reporting Errors and missing reports to the ELDA Helpline

2/18/ ELDA Helpline Please Use the ELDA Help System. Expect a Response within 48 hours Measurement Incorporated ELDA helpline

2/18/ Questions? Please write your questions in the Chat Box.

2/18/ Thank you for attending this Web-cast. Please fax your sign-in sheet to (501)