1. English Language Development Assessment
ELL Update &
Administration of the
English Language Development Assessment

2. AGENDA ELL Update An overview of ELDA and ELD Standards
Administration of ELDA K-2
Administration of ELDA 3-12
Test Accommodations
Interpreting and Using ELDA Scores
Additional Resources
Contact Information
Present the purpose and nature of the ELDA K-2 inventories and briefly introduce the topics that will be covered during this training session:
Note that you will address each of these four topics in some detail, ending with specific tips on how to administer the inventories.

3. Bulletin 111 §4001. Proficient in English
To be considered English proficient and exit limited English proficient (LEP) status, a LEP student in grades K-2 must score as follows:
a.   two years at composite level V on the English language development assessment (ELDA);
or, in the same year
b.   one year at composite level V on ELDA and at grade-level/benchmark/low-risk on a standardized reading assessment, such as DRA or DIBELS.

4. Bulletin 111 §4001. Proficient in English (cont’d)
To be considered English proficient and exit limited English proficient (LEP) status, a LEP student in grades 3-12 must score as follows.
a.     composite level 5 on ELDA;
or, in the same year
b. at composite level IV on ELDA and at proficient on the English language arts portion of the i LEAP, LEAP, GEE, English II End of Course, LAA 1, or LAA 2.

5. Bulletin 111 §4001. Proficient in English (cont’d)
Students with disabilities who are unable to meet the above exit criteria after 4 years or more in LEP status because of their disability, as decided only by consensus of the members of the school building level committee (SBLC), may be exited from LEP status (but will still be required to take statewide assessments).

6. Bulletin 111 §4003. Making Progress in Learning English
Making progress in learning English will be demonstrated by a student who moves from the most recent Prior Year ELDA Composite Level to, in the current year, at least the next higher Progress Criterion as described below:
Prior Year ELDA Level
Progress Criterion
Beginning (Level I)
Lower Intermediate (Level II)
Upper Intermediate (Level III)
Advanced (Level IV)
Full English Prof. (Level V) or English proficient
(Sec.4001-Definition)
Full English Prof. (Level V)
English Proficient

7. LEP Waiver of High Stakes Testing Policy
LEP students shall participate in statewide assessment. The SBLC shall be granted the authority to waive the state's grade promotion policy for a LEP student. A LEP student who was granted a waiver at the fourth grade level is ineligible for a waiver at the eighth grade level.
Bulletin 1566 Pupil Progression Policies and Procedures

8. Why ELDA? To meet requirements of NCLB
To provide measure of English language proficiency of English language learners in grades K-12
To provide information for teachers and parents regarding English language learners’ proficiency in listening to, speaking, reading, writing, and comprehension of English
To show progress in attaining English language proficiency

9. Louisiana English Language Development Standards (ELDS)
Basis for ELDA
Four English language domains
Reading
Writing
Listening
Speaking

10. ELDS Connection to Curriculum and Assessment
ELDS are aligned with the State’s English Language Arts Standards (Bulletin 112).
ELDS are linked to the State’s Math, Science, and Social Studies Standards.
ELDS are aligned to the ELDA.
ELDS are aligned to ELDA Performance Levels.

11. Louisiana English Language Development Standards (ELDS)
Listening Standard
Students demonstrate competence in listening as a tool for learning comprehension.
Speaking Standard
Students demonstrate competence in speaking for effective communication in social and academic context.

12. ELDS (cont’d) Reading Standard Writing Standard
Students read, comprehend, analyze, and respond to a range of materials using various strategies for different purposes.
Writing Standard
Students write proficiently in English for various purposes and audiences.

13. Proficiency Levels
Each language domain has five English language proficiency levels.
Level I: Beginning
Level II: Lower Intermediate
Level III: Upper Intermediate
Level IV: Advanced
Level V: Full English Proficiency

14. Proficiency Level Descriptors
A Proficiency Level Descriptor gives an overview of what a child should be able to do linguistically at a proficiency level in each language domain.
Speaking Level II
Students at this level use appropriate strategies to initiate and respond to simple conversation with hesitation, relying on known vocabulary, familiar structures and utterances, and may have to repeat themselves to be understood.

15. ELD Benchmarks
Each level of English language proficiency has a benchmark in each of the language domains.
Speaking Level II Benchmark
Students use appropriate strategies to initiate and respond to simple statements and questions to continue to access the curriculum in core subject areas.

16. ELD Performance Indicators
Each benchmark has Performance Level Indicators that describe measurable, specific linguistic behaviors common to each level of language proficiency.
S.2.1 Speaking, Level II, Performance Level Indicator 1
Name people, places, objects, events, and basic concepts such as days of the week, food, occupations, and time.

17. ELDA Overview
Includes Listening, Speaking, Reading, and Writing assessments
Divided by grade clusters
Kindergarten, 1-2
3-5
6-8
9-12
Measures progress in learning English
Academic language
School environment language

18. ELDA Schedule Testing: February 14 through March 25, 2011
Districts may set their own schedules within these dates.
Local flexibility in sequencing of tests
Materials arrive: January 31, 2011
Last day to order materials: February 7, 2011
Assign TA numbers: January 31 through March 25, 2011

19. ELDA Proficiency Levels Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
3: Higher Intermediate
2: Lower Intermediate
1: Beginning
{Entry into level 5
{Entry into level 4
{Entry into level 3
{Entry into level 2
Level 1

20. Purpose of ELDA K-2 Inventories
To determine level of language acquisition
To separately assess kindergarten and grades 1-2
To allow observation of typical student behaviors over time
To maintain regular classroom settings and activities during inventory
The English Language Development Assessments are designed to provide information about the English language development achievements of students in grades K-12. For grades 3-12, these skills are assessed through multiple-choice and open-ended test items. For students in grades K-2, these skills are assessed with informal inventories. There is one set of inventories for kindergartners and one set for students in grades There are many similarities, but there are important differences as well. Make sure you address both before the end of the session.
The inventories focus on what students do in the classroom, cafeteria, playground, and other settings. They include observation in social as well as in academic settings.
The most important point about making and recording these observations is that they are to be done over a period of time. None of the inventory entries should be based on a single observation. Each entry will represent a significant amount of time. To make the overall observation task easier, we have shortened the inventories and provided support materials. With a little planning, it is also possible to observe several students at the same time
The four inventories are Reading, Listening, Writing, and Speaking.

21. Inventories: Language Domains and Item Distribution
Listening (7 Items)
Reading (14 Items)
Speaking (8 Items)
Writing (9 Items)
The Reading inventory (for K and for 1-2) has 14 entries. They range from prereading activities (e.g., letter recognition) to fairly complex reading activities calling for conclusions and generalizations. Both reading inventories have accompanying Teacher Support Materials. We will address those in a few moments.
The Listening inventory has 7 entries, again ranging from simple, one-step instructions to complex stories and conversations requiring the student to draw conclusions or make generalizations.
The Writing inventory has 9 entries ranging from pre-writing skills and drawing activities to writing sentences with correct spelling.
The Speaking inventory has 8 entries ranging from simple questions in familiar settings to offering complex defenses or explanations of thoughts with complex sentences in English.
All inventory entries are based on a set of K-2 content standards shared by the ELDA consortium states. They are included in Appendix B in the back of the Administration Manual.

22. Testing Materials for Kindergarten and Grades 1 and 2
For each test administrator
ELDA Assessment Guide
Test Administration Manual
Oath of Security must be signed by each test administrator and proctor and sent to the School Test Coordinator.
A Kindergarten or a Grades 1 and 2 Inventory for each student assessed
#2 pencils with good erasers!

23. Planning for ELDA K-2 Review Assessment Guide
Posted at
Includes inventory rows with scoring guidelines
Includes support materials for K and grades 1-2
Can be copied
Use to determine additional classroom materials that will be needed to assess inventories
Look on page 4 of the Test Administration Manual. This is the Quick Start Guide. This is the Reader’s Digest version of the manual. In these four pages, you will get the distilled essence of the manual. It’s a great place to start, but please don’t stop there. Think of this as the organizer that gives you a place to hang all the other stuff you will read in this manual and the other materials.
After you read the Quick Start Guide, we will need to discuss some terms that you will apply over and over. We will get to those momentarily.
Next, look over both inventories and the Teacher Support Materials for Kindergarten and for Grades 1-2.
Finally, look over the rest of the the Test Booklet for Grades That booklet contains linking items that students in grades 1-2 will need to answer so that we can link performances on the K-2 inventories with performances of students in grades 3-12 on their tests. This information will be used for NCLB reporting purposes (NCLB requires that student performances be reported on a common scale).

24. Planning for ELDA K-2 (cont’d)
Determine schedule by examining the following factors:
Testing Window: February 14 – March 25, 2011
Use of a Variety of Familiar Settings
Multiple Methods and Measures
Across diverse aspects of curriculum
Involving a range of activities and instructional materials
Possible groupings of students during activities
Many of the items of the K-2 inventories may be assessed and scored during regular classroom activities.
Authentic assessments are monitored over time and can include portfolios, teacher ratings, observations, and interviews
Multiple methods and measures
Purely verbal measures can underestimate children’s cognitive ability
Assessments should include both verbal and non-verbal procedures
Give students opportunities to show what they know
Use various settings (classroom, playground) and interactions with peers, familiar adults
Multiple people
There is always room for error and bias in assessment process; that’s why opinions of two or more people can be helpful.
It is important to triangulate information or verify it by getting information from a number of people.
Age appropriate
You should not use an assessment for ELL students that is designed for children of ages different than the children being assessed.

25. Support Materials Samples, not required
You will need to also use your own classroom materials (grade appropriate instructional materials).
Here is an example of one of the support materials for Reading. The most important point about the Teacher Support Materials is that these are provided as suggestions for things you might use to elicit appropriate responses from your students. They are not prescribed or required. If you have your own materials, particularly at grades 1 and 2 (e.g., graded reading materials), by all means, use those if you and your students are more familiar with them. The goal of the support materials is to make the inventory entries more convenient. If you have other materials that meet this goal, use them.

26. Kindergarten, Grades 1 and 2 Scoring Rubric
Score
Description
Student has not yet begun to acquire this skill or behavior. 1
Minimal demonstration of the behavior set is evident, either in a very limited range of behaviors or a wider range of behaviors at a very low level. 2
Considerable progress but not mastery. Student may have mastered some of the behaviors but made considerably less progress on others. 3
Mastery or near mastery of all or nearly all of the behaviors listed.
Each inventory entry is scored on a 3-point scale. While each score point for each entry is defined in the inventory and further clarified in the Administration Manual, in general, the scores have the following meanings:
0 - No evidence of mastery. Give this score when, after two or more observations, the student is unable to respond at score point 1.
1 - There is beginning evidence of awareness of the skill, but the student requires a great deal of support or prompting to show it.
2. With less support, the student is able to demonstrate the fundamental aspects of the skill.
3. With little or no prompting or support, the student is able to demonstrate substantial progress or mastery of this skill in a grade-appropriate context.

27. K-2 Scoring Activity ELDA Assessment Guide Excerpt
Kindergarten materials
Grades 1 and 2 materials

28. Administering
Grades

29. Testing Materials for Grades 3 - 12
For each test administrator:
Test Administration Manual
Oath of Security must be signed by each test administrator and proctor and then given to School Test Coordinator.
Listening Prompt CD (1 for grade clusters 3-5, 6-8; 2 for grade cluster 9-12)
Speaking Prompt CD (1 for each grade cluster)
Speaking Scoring Guide
For each student:
One test booklet containing the Reading and Writing Tests
Student oaths must be signed and left in test booklets.
One test booklet containing the Listening and Speaking Tests
One student answer document

30. Grades 3-12 Testing Groups Reading, Writing, Listening Speaking
Maximum of 20 students per testing group
Additional trained proctors must assist if >20 students.
Speaking
Scored individually
Must be scored by teacher knowledgeable of assessment

31. Assessment Room Preparation
Grades 3-12
Assessment Room Preparation
Check the assessment room for possible assessment question “clues” prior to each assessment session.
Charts, maps, and other materials that could assist students with assessment items should be covered or removed prior to administration.
Give each student a work space that is large enough to accommodate an open test booklet.
Work spaces should be cleared of all other materials.
Students should be separated by a reasonable distance to encourage independent work and to prevent collaboration.
Plan to provide two # 2 pencils with erasers for each student and to have extra pencils on hand.

32. Grades 3-12 General Administration Procedures
When an assessment session has begun, check that students are marking and writing their answers in the appropriate places on their answer documents.
After students finish the Reading and Writing tests and close their test booklets and answer documents, they may read materials not related to the tests that were distributed by you before testing.
Verify the students have completed the tests before they have left the testing environment. Allowing students to later return to previously attempted items is considered a breach of test security.
Except on the Speaking section, students are not allowed to talk during the administration of the assessment. Direct students who finish the assessment before the other students to remain silent.

33. Approximate Testing Times
Grades 3-12
Approximate Testing Times
Cluster
Listening
Speaking
Reading
Writing
3-5
1 hour and minutes
25 minutes
1 hour
6-8
9-12
1 hour and minutes
1 hour and minutes

34. Breaks for Grades 3-12
A short break between Parts 2 and 3 of the Reading test and between Parts 1 and 2 of the Writing test is recommended.
One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended.
The Speaking assessment will take less than minutes, so a break is not recommended.

35. The Reading Assessment
Part 1: Short Passages
This section tests the student’s ability to understand information in short reading passages. Students read a passage with a word or words that are missing and then choose the best word or words to fill in the blank. There are one or more missing words in each passage.
Part 2: Instructions
This section tests the student’s ability to understand directions. There is a different set of instructions for each question. For some directions, the answer choices are samples of students’ work. The student will need to identify which student followed the directions correctly.
Part 3: Longer Passages
This section tests the student’s ability to understand information in longer reading passages. The student will answer several questions about each passage.

36. The Writing Assessment
Part 1: Open Ended
Students write in English in response to prompts. The prompts may include pictures that the students describe.
Part 2: Revise and Edit
Short “student-written” passages are used to give students a nonthreatening opportunity to demonstrate English proficiency by improving what appear to be sentences or passages written by their peers. Students respond to 12 multiple-choice items and choose the best answer to correct grammar and language usage errors in passages or to add a topic or concluding sentence.
Part 3: Graphic Organizers
Students answer multiple-choice questions about graphic organizers.

37. Short Constructed-Response Rubric
Score
Descriptor 3
These responses state or imply the main idea of the prompt. They include completely relevant, specific details. The language is appropriate to the topic and is directed at the appropriate audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension. 2
These responses state or imply the main idea of the prompt. They include vague and/or partially relevant details. The language is somewhat appropriate to the topic and the audience. There may be mechanical and/or grammatical errors that partially interfere with comprehension. 1
These responses state or imply the main idea of the prompt. They include few if any details. There may be mechanical and/or grammatical errors that interfere with comprehension.
These responses fail to demonstrate a minimal understanding of the task. They may be off topic, written in a language other than English, totally incomprehensible due to mechanical and/or grammatical errors, copies of the prompt, or completely blank.

38. Extended Constructed-Response Rubric
Score
Descriptor 4
These responses state or imply the main idea of the prompt. They are thorough, complete, and specific. The language is appropriate to the topic and is directed at the appropriate audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension. 3
These responses state or imply the main idea of the prompt. They include some relevant details. The language is somewhat appropriate to the topic and the audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension. 2
These responses state or imply the main idea of the prompt. They include relevant details, but the details are vague. There is an attempt at language that is appropriate to the topic and audience. Errors in mechanics and/or grammar may partially interfere with comprehension. 1
These responses state or imply the main idea of the prompt. They include few if any details. There may be mechanical and/or grammatical errors that interfere with comprehension.
These responses fail to demonstrate a minimal understanding of the task. They may be off topic, written in a language other than English, totally incomprehensible due to mechanical and/or grammatical errors, copies of the prompt, or completely blank.

39. The Listening Assessment
Part 1: Short Phrases. 1 question for each phrase
Part 2: Short Dialogues. 1 question for each dialogue
Part 3: Long Dialogues. 2 questions for each dialogue
Part 4: Short Presentations. 1 question for each short presentation
Part 5: Long presentations (for clusters 6-8 and 9-12 only):
4 questions for each presentation
On each listening CD, the narrator will read the entire content of the test booklet. Stimulus material is read two times. Questions are read one time. Students have 10 seconds to respond to each question in their answer documents after the narrator has read the last option. You will be asked to read the scripted directions from the test administration manual prior to the first part.

40. Preparation For Administering Listening
Prior to administering the Listening assessment it is critical to:
Read through the scripted administration directions that you are expected to read to students.
Make sure that the Listening CD is appropriate for the grade level being assessed.
Test both the CD player and the CD to ensure that the prompting recording will be audible to all students. If the CD player requires batteries, make sure that they will last the entire assessment session.
Place the CD player at a centrally located place in the room. Turn it on and listen to it from each student’s seat. Are the prompts and timing signals easily audible? If not, adjust the volume accordingly.
Listen to the first 2 minutes of the prompting recording then rewind or restart.

41. Preparation for Administering Listening (cont’d)
The room must be free from outside noise from the hallway and adjoining classrooms.
Students should be seated far enough apart so that they do not distract one another.
All students and the test administrator must be able to hear what is on the CD.
Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

42. The Speaking Assessment
The Speaking Assessment for each grade cluster is recorded on a CD and has the following six sections.
Practice Task 1
School-Social Interaction Tasks
English Language Arts Tasks
Mathematics, Science, and Technology Tasks
Social Studies Tasks
Closing

43. Preparation For Administering Speaking
Individual Test Administration
Because you will be scoring students’ oral responses in real time, the Speaking assessment will need to be administered individually.
Equipment
CD player to play the prompting recording.
Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.
Materials
Student test booklet (contains supportive graphics for students)
Student answer document (for test administrator to record score)

44. Preparation For Administering Speaking (cont’d)
Prior to administering the Speaking assessment you should:
Read through the directions in the Test Administration Manual.
Read through the Speaking Scoring Guide.
Listen to the first 2 minutes of the prompting recording then rewind or restart. During the first two minutes, you will hear the administration practice task.
During testing, you will need to switch the prompting recording on and off if students have any questions and at the end of the 16 tasks.

45. Scoring the Speaking Assessment
Four Item Types
Connect
Tell
Expand
Reason
Speaking Scoring Guide
Testing Tips
Grouped by grade cluster
Item specific scoring rubrics
Includes sample responses at each score (0, 1, 2) for each item

46. Answer Document Preparation
Assessment materials not in use must be stored in the predetermined, locked secure area designated by the School Test Coordinator.
Before testing,
Verify you have received a preidentified answer document (grades 3-12) or inventory (kindergarten, grades 1 and 2) for each student.
If there is not a preidentified answer document or inventory for a student you need to assess, notify the school test coordinator that you need a nonpreidentified answer document or inventory.
Complete required demographic information on each student’s answer document.
Code TA number.
Return all materials to a designated secure location until the assessment begins.

47. Unique Fields for ELDA Answer Documents and Inventories
K First or Native Language
R Born in U.S.?
S Date of Entry into U.S.
T Time student enrolled in a school in the U.S.
U Type of specialized language program (may code more than one program)
V Time student enrolled in specialized program coded in V
W Nonparticipation Codes

48. Security Concerns and Procedures
At all times, district and state procedures for protecting secure assessment materials should be followed.
You are responsible for ensuring the security of not only the physical test booklets and answer documents but also the individual assessment questions and materials.
Your responsibility for maintaining the security of the assessment questions and materials continues even after the test materials have been returned to your School Test Coordinator.
Under no circumstances should students have access to assessment materials before or after the assessment session.

49. Security of ELDA Materials
All ELDA materials are individually numbered with color-coded barcode labels.
These materials must be accounted for throughout the assessment.
BOTH USED AND UNUSED secure materials must be returned to Data Recognition Corporation (DRC) after testing
Test booklets (grades 3-12)
Answer documents (grades 3-12)
Kindergarten, grades 1 and 2 inventories
Listening and Speaking CDs
Speaking Scoring Guide (grades 3-12)

50. Handling Interruptions
In the event of an interruption, follow the general guidelines below.
If the interruption affects all students, stop the assessment at the time of the interruption.
After the interruption, restart the administration from the point where you stopped.
Make sure all materials are kept secure.
Notify the School Test Coordinator and document what occurred.

51. Procedures Following Assessment Administration
When most students have finished testing, collect their test materials. For students who need additional time, follow procedures established by the School Test Coordinator.
Do not allow any student to leave the room until his or her test booklet has been collected. Collect a test booklet from each student individually. Do not allow students to “pass around” assessment materials.
Immediately after the assessment, and before dismissing students, carefully count the test booklets and answer documents to ensure that you have collected all student materials.

52. Test Accommodations

53. Procedures for Students with Accommodations
Accommodations in administering ELDA are allowable provided that they are specified in a student’s IEP or 504 plan and used on a regular basis in classroom instruction and assessment. A student’s assessment results should reflect her or his true ability and should not be influenced by inappropriate accommodations.

54. Accommodations The following accommodations may be provided:
Individual/Small Group Administration: Tests may be administered to a small group or an individual requiring more attention than can be provided in a large group administration.
Transferred Answers: If a student recorded answers in the test booklet, typed responses, or used other assistive devices, the test administrator must transfer the student’s responses onto a scorable answer document exactly as the student wrote them.
Answers Recorded: Students who are unable to write due to a disability are allowed to dictate their responses to a transcriber or into an audio recorder. The Writing constructed responses should be recorded on the scorable answer document exactly as dictated without punctuation and capitalization. The student must add the punctuation and capitalization.

55. Accommodations (cont’d)
Extended/Adjusted Time: The ELDA Reading and Writing assessments are untimed. For students whose attention span or behavior interferes with regular testing sessions, test administration may be altered to allow for a number of shorter testing sessions. Testing may also be stopped and continued at a later time if behavior interferes with the testing session. The time of day the test is administered may also be adjusted to benefit the student. All testing sessions MUST be completed within the allotted testing window. The Listening and Speaking assessments may be altered to allow for shorter testing sessions, but the tapes may NOT be repeated.
Assistive Technology: Students may use a computer to type their responses instead of writing in the answer document. Spell check, glossaries, grammar check, dictionaries, and thesauruses are not allowed on the ELDA. Responses created on a word processor must be transferred to the scorable answer document.

56. Accommodations (cont’d)
Tests Read Aloud: The Writing Test may be read aloud for students with this accommodation. No parts of the Reading Test may be read aloud.
Communication Assistance: The Writing, Speaking, and Listening Tests may be signed for students with this accommodation. No parts of the Reading Test may be signed. Nonverbal students who sign to communicate may sign their responses for the Speaking test.
Large Print and Braille: If students within your school require large-print or braille materials, contact your District Test Coordinator. District Test Coordinators should contact DRC to order materials. There are separate braille instructions.
Other: Other accommodations documented on the IEP or IAP may be provided if they do not subvert the purpose of the test or provide an unfair advantage. Contact your District Test Coordinator for information.
Alert: LEP Accommodations are not allowed on ELDA!

57. May I administer ELDA to nonpublic school students who receive Title III services?
Districts are responsible for administering an annual English proficiency assessment that is agreed upon by the nonpublic school.
ELDA or other assessments may be used.
If ELDA is used, districts should use their district overage materials.
Do not affix bar-code labels.

58. How are the test results used?
Consistent measurement of English language development across our state and the other participating states
Individual student reports of performance in each domain and a composite score to help determine strengths and needs of our students.
District/state level reports to help us see how we are doing with our ELL students.
Federal reporting (AMAOs)
Progress in English acquisition
Attainment of full English proficiency

59. Overview
Scaled-score ranges
Proficiency level descriptors
ELDA standards
Sample reports and interpretations

60. ELDA Proficiency Levels Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
3: Higher Intermediate
2: Lower Intermediate
1: Beginning
{Entry into level 5
{Entry into level 4
{Entry into level 3
{Entry into level 2
Level 1

61. Reports Student-Level Reports Student labels LEAPweb reporting system
Available through LEAP web reporting system
Student Report
Student Testing History
ELDA and content assessments
Student labels
For student’s cumulative folder
LEAPweb reporting system
School rosters
CSV file

62. CSV file District/School Name and Code Student Demographics
Domain Scores
Raw Score
Scaled Score
Proficiency Level
Composite Level
First or Native Language
Birth Country Code
Date of Entry into US
Time Student Enrolled in US School
LEP Funding Code
Type of Language Services
Migrant

63. Summary Reports State and District Level
English Language Learner Program Report
Type of specialized language program
Time enrolled in U. S. school
Subgroup Report
Regular education, Section 504, Special Education
Gender
Ethnicity
Free/Reduced lunch
Migrant

64. Other ELDA resources… ELDA Assessment Guide Parent Guide
Overview of assessment format
Sample items
Support materials for K-2 Inventories
Complete listing of ELDA proficiency level descriptors for each domain/grade cluster
Parent Guide
English, Vietnamese, Spanish
Sent to districts in fall
Posted at

66. Reminders Before you begin:
Verify that you have received the correct number of assessment materials from your School Test Coordinator. Overage materials are sent to each district and school.
Gather and organize all necessary materials:
Test Administration Manual
a supply of sharpened # 2 pencils (pens may not be used)
inventories (kindergarten, grades 1 and 2)
student test booklets and answer documents (grades 3-12)
Speaking Scoring Guide (grades 3-12)
Listening and Speaking CDs (grades 3-12),
Compact Disc player
silent work for students who finish Reading or Writing early

67. Reminders (cont’d) Before you begin:
Arrange for a quiet, comfortable, well-lighted, distraction-free setting in which to assess students.
Decide whether to give students breaks between the assessment sessions.
Be aware that if assessment groups exceed the numbers specified, a proctor must be present in addition to the test administrator.
Verify you have accurate demographic information for all students.
Verify accommodations for all students with IEPs or Section 504 plans.
Verify your Test Administration Number (TA Number) to code on the inventory or answer document.

68. Contact Information
Leslie Lightbourne
ELDA Testing and Test Accommodations
Shelia Campbell
Title III, Screening, Services
Terry Simoneaux
Section Supervisor, Family Services Section