1. The UALPA The Utah Academic Language Proficiency Assessment Owned By The Utah State Office of Education Presented by: USOE Judy Park, Assessment & Accountability Director Deborah Swensen, Development Coordinator Rita Brock, ELL Specialist October 2006

2. Training Objectives Training Objectives Attendees will receive the following: –Purpose, need and federal requirements for an academic language proficiency assessment. –Coordinators Manual –Samples of all testing materials –Instruction and practice on administering all four modalities –Instruction and practice on scoring the speaking modality

3. Utah Academic Language Proficiency Assessment Purpose To establish a new assessment of academic language proficiency for compliance under the federal NCLB Act To establish a new assessment of academic language proficiency for compliance under the federal NCLB Act - Title III - Title III To provide a consistent statewide assessment To provide a consistent statewide assessment To be given to English Language Learners (ELLS) To be given to English Language Learners (ELLS) –A, B, C proficiency levels To identify language proficiency To identify language proficiency

4. Utah Academic Language Proficiency Assessment Purpose Address the Goals of NCLB Address the Goals of NCLB –Learners achieve English proficiency –Provides a total proficiency score Assesses Academic English acquisition Assesses Academic English acquisition –Vocabulary, syntax, discourse, and function to assess English language acquisition –Knowledge and skills of language through the modes of communication Listening, Speaking, Reading & Writing Listening, Speaking, Reading & Writing –Comprehension (Listening & Reading) –Composite (Total Score)

5. Assessment Title: Assessment Purpose: Placement (Currently IPT) To identify and place new English language learners in an appropriate program in a timely manner Utah Academic Language Proficiency Assessment (UALPA) Annual assessment of proficiency and progress in academic language The Need For Two Language Assessments:

6. Language Acquisition Two aspects in language acquisition Two aspects in language acquisition –BICS (takes 2 years to achieve) –CALP (takes 5-7 years to achieve)

7. BICS: (Basic Interpersonal Communication Skills – Social Language (Everyday conversational language) Social Language (Everyday conversational language) Playground language Playground language Relates to the here and now. Relates to the here and now.

8. CALP: (Cognitive Academic Language Proficiency) Specialized language of learning Specialized language of learning Unfamiliar concepts are encountered, concepts are not shared Unfamiliar concepts are encountered, concepts are not shared Less visible pragmatic and semantic meanings Less visible pragmatic and semantic meanings Content language, linguistic and cognitive challenges Content language, linguistic and cognitive challenges

9. Administration Timeline October 30 UALPA materials available UALPA materials available October 30 – February 28 50% of students tested on UALPA and answer documents returned to USOE March – April 30 (complete testing) Remaining 50% of students tested on UALPA and answer documents returned to USOE

10. Administration Timeline April 30 IPT proficiency level and demographic data on new students reported to current contractor May – June Testing on UALPA for new students entering districts during May and June Scanning and scoring by current contractor on UALPA Answer documents submitted by April 30 th. June – July Scanning and scoring on UALPA assessments by current contractor for students tested in May and June

11. New Students All new students will be assessed on both of the following instruments: –IPT (for placement) –UALPA

12. Who is tested? Students to be tested on the UALPA: All ‘A’ students All ‘A’ students All ‘B’ students All ‘B’ students All ‘C’ students All ‘C’ students Students not to be tested on the UALPA: No ‘ D’ students No ‘ D’ students No ‘E ‘ students No ‘E ‘ students No Native Speakers tested No Native Speakers tested

13. Proficiency Levels 2006 - 2007 school year: Students will continue to be identified using the A, B, C, D, and E proficiency levels. 2007 – 2008 school year: As students complete UALPA testing, the scores will identify them as proficiency level of P, E, I, A, or F.

14. UALPA Information The UALPA is divided into five grade spans: The UALPA is divided into five grade spans: K Kindergarten K Kindergarten 1-2 Grade one through two 1-2 Grade one through two 3-6 Grade three through six 3-6 Grade three through six 7-8 Grade seven through eight 7-8 Grade seven through eight 9-12 Grade nine through twelve 9-12 Grade nine through twelve

15. Test Design Five Modalities Reading Reading Writing Writing Listening Listening Speaking Speaking Comprehension Comprehension –Reading and Listening Composite Composite –Total Score

16. Testing Materials Examiner’s Manual Examiner’s Manual Student Testing Booklet Student Testing Booklet Answer Document Answer Document –The answer document may be in the form of a consumable booklet (1-2) –Answer documents may be referenced in TAMs as Answer sheets –All Answer documents/sheets are booklets Flipchart for Speaking for all grades Flipchart for Speaking for all grades –Elementary 1-2; 3-6. Speaking only –Secondary 7-8; 9-12. Speaking only Flipchart for Kindergarten for all modalities Flipchart for Kindergarten for all modalities

17. The testing materials are organized as follows:. Test Material Grade SpanModality IncludedAnswer Document Form 1 (Flipchart) KSpeaking, Listening, Reading, Writing (Inventory) One per student, completed by test administrator/proctor Form 1-A (Elementary Flipchart) 1-2, 3-6SpeakingTest administrator/proctor marks answers on speaking section of student answer document. Form 1-B (Secondary Flipchart) 7-8, 9-12SpeakingTest administrator/proctor marks answers on speaking section of student answer document. Form 1 (Consumable Booklet) 1-2Listening, Reading, Writing Student answers directly in consumable test booklet (Speaking responses marked in same booklet) Form 1 (Non- Consumable Booklet) 3-6, 7-8, 9- 12 Listening, Reading, Writing Separate Answer Document, one per student (Speaking responses marked on same document)

18. UALPA Answer Documents 2006-07 school year: A UALPA pre-print file is required from each LEA prior to UALPA testing. 2006-07 school year: A UALPA pre-print file is required from each LEA prior to UALPA testing. Bar coded labels will be provided which must be applied to the UALPA multiple page answer booklet Bar coded labels will be provided which must be applied to the UALPA multiple page answer booklet Answer documents, for new students, must be hand- bubbled as they are not identified as LEP students in the LEA SIS Answer documents, for new students, must be hand- bubbled as they are not identified as LEP students in the LEA SIS Students who are new to the state will need to be given an SSID number before the UALPA is administered to them Students who are new to the state will need to be given an SSID number before the UALPA is administered to them –Back page of Answer document will still need to hand bubble as these students do not have LEP identifying code in system –SSID number will allow for identification of district submitted demographic data to scored answer document

19. Reporting New Students - IPT Each District submits to Current Contractor demographic records and IPT scores for new students who are placed as LEP students in the ’06-’07 school year: Each District submits to Current Contractor demographic records and IPT scores for new students who are placed as LEP students in the ’06-’07 school year: The information to be submitted must include: The information to be submitted must include: student SSID, LEA student ID, student last name, student first name, student middle name/middle initial, LEP code (A, B, C, D, E), grade, primary language, parents’ primary language, gender, ethnicity and instruction type. student SSID, LEA student ID, student last name, student first name, student middle name/middle initial, LEP code (A, B, C, D, E), grade, primary language, parents’ primary language, gender, ethnicity and instruction type. Instructions on how to submit this information to Current Contractor will be provided in the completed Coordinator’s manual. Instructions on how to submit this information to Current Contractor will be provided in the completed Coordinator’s manual.

20. UALPA Answer Document Certain unique codes will have to be completed when applicable Certain unique codes will have to be completed when applicable –Special codes (non – participation) –Special codes (non – standard participation) –Frustration level/refused to test

21. UALPA Answer Document Special Codes Marking the Special Codes Box For not participating mark: For not participating mark: “Officially withdrawn from school” if the student is no longer enrolled in the school. “Officially withdrawn from school” if the student is no longer enrolled in the school. “Home school” if the student is educated in a home school setting. “Home school” if the student is educated in a home school setting. “RT” if the student refused to take the test. “RT” if the student refused to take the test. –This should be marked in the "Office Use Only" section for each modality for which the student refused to respond. “Unknown student” if the answer sheet was pre-printed for a student who cannot be identified as ever having been enrolled in the school. “Unknown student” if the answer sheet was pre-printed for a student who cannot be identified as ever having been enrolled in the school.

22. UALPA Answer Document Special Codes Since All ELL students (A, B, C) must participate in the UALPA do not mark the following non-participation codes: “ELL – 1st year before 4/15” if the student is an ELL student and enrolled before April 15 of the current school year. “ELL – 1st year before 4/15” if the student is an ELL student and enrolled before April 15 of the current school year. “ELL – 1st year on or after 4/15” if the student is an ELL student and enrolled on or after April 15 of the current school year. “ELL – 1st year on or after 4/15” if the student is an ELL student and enrolled on or after April 15 of the current school year.

23. UALPA Answer Document Special Codes Marking the Special Codes Box For non-standard participation mark: For non-standard participation mark: Accommodated (ELL, IEP, 504 Plan) Accommodated (ELL, IEP, 504 Plan) Modified (IEP Team) Modified (IEP Team) UAA, Utah Alternate Assessment (IEP Team) UAA, Utah Alternate Assessment (IEP Team)OTHER ELL First Year in U.S. Before April 15 ELL First Year in U.S. Before April 15 If Accommodated is marked – please identify ALL specific accommodations for that student in the new Accommodations box located on the back of the answer document in the upper right hand corner.

24. Accommodations The 2006-2007 approved Accommodations manual can be found at the following url: The 2006-2007 approved Accommodations manual can be found at the following url: –www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_ Requirements.doc www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_ Requirements.docwww.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_ Requirements.doc If an ELL student is also identified under an IEP or 504 Plan, the designated school team must determine in advance what accommodations are appropriate. If an ELL student is also identified under an IEP or 504 Plan, the designated school team must determine in advance what accommodations are appropriate. For the UALPA (Utah Academic Language Proficiency Assessment) the following accommodations are not allowed: For the UALPA (Utah Academic Language Proficiency Assessment) the following accommodations are not allowed: –Bilingual Word List –Translated formulas –Directions (oral translation) –Questions (oral translation) The application of the above accommodations would invalidate test results. The application of the above accommodations would invalidate test results.

25. RT FL UALPA Answer Document UALPA Answer Document Test administrator/proctor will mark the following circles for each modality where applicable if: Test administrator/proctor will mark the following circles for each modality where applicable if: student/parent refuse testing (mark RT) student/parent refuse testing (mark RT) student reaches frustration level (mark FL student reaches frustration level (mark FL

26. Testing Schedule UALPA should be given over a minimum of two days to ensure best test conditions. UALPA should be given over a minimum of two days to ensure best test conditions. UALPA Test Times (Approximate) (Approximate) Grade SpanSpeakingReadingListeningWriting K 10 40 35 20-40 1-2 15-20 40 35 45 3-6 15 45 40 50 7-8 15 45 50-55 9-12 15 45 55

27. Pre - testing instructions Notify students and parents about testing. Notify students and parents about testing. Become thoroughly familiar with this Test Administration Manual. Become thoroughly familiar with this Test Administration Manual. Organize materials including: Organize materials including: –a supply of sharpened #2 pencils with erasers (students may not use pens, colored pencils, crayons, or markers). –some scratch paper for student use. –all necessary materials. Secure and place a “TESTING—DO NOT DISTURB” sign on the door.

28. Pre - testing instructions Have an extra test booklet and answer document available for demonstration purposes. Have an extra test booklet and answer document available for demonstration purposes. Have a roster of the students who are taking the test under your supervision. The roster must include district student identification numbers. Have a roster of the students who are taking the test under your supervision. The roster must include district student identification numbers. Obtain the district/school code from the testing coordinator. Obtain the district/school code from the testing coordinator. Make sure students have previously been instructed to bring a book or something quiet to do when they have completed the test. Make sure students have previously been instructed to bring a book or something quiet to do when they have completed the test. Plan for sufficient time to administer each modality. Although each modality is designed to take approximately 30 minutes, students should be given enough time to attempt to answer each question in each modality. Plan for sufficient time to administer each modality. Although each modality is designed to take approximately 30 minutes, students should be given enough time to attempt to answer each question in each modality.

29. Pre - testing instructions Avoid interruptions during the test. Circumstances over which the test administrator/proctor has no control may occur (e.g., power failures, fire alarms) may interrupt testing. If such an interruption occurs, instruct students to insert their answer document in their test booklet and to close their booklets. When normal conditions are restored, resume testing. Avoid interruptions during the test. Circumstances over which the test administrator/proctor has no control may occur (e.g., power failures, fire alarms) may interrupt testing. If such an interruption occurs, instruct students to insert their answer document in their test booklet and to close their booklets. When normal conditions are restored, resume testing. Interruptions should not reduce the total amount of time students are given to complete a modality. Interruptions should not reduce the total amount of time students are given to complete a modality.

30. Testing Instructions Prepare the room: Prepare the room: –Put the "TESTING—DO NOT DISTURB” sign on the door to the room. –Arrange seating so that the students are encouraged to work independently. –Students may not use dictionaries or other standard reference materials or have them on their desks. Normal instructional materials such as word walls and posters displayed in a classroom are not considered standard reference materials and may remain in place.

31. Testing Instructions Ensure that students receive the answer documents with their specific label on it when distributing answer documents. Ensure that students receive the answer documents with their specific label on it when distributing answer documents. Move around the room to be sure that all students are working on the test when the test session has begun. Move around the room to be sure that all students are working on the test when the test session has begun. Each student should work alone. There should be no group discussion. Each student should work alone. There should be no group discussion. Be certain that students understand how to fill in the appropriate spaces on their answer documents. Demonstrate the appropriate process before beginning the test Be certain that students understand how to fill in the appropriate spaces on their answer documents. Demonstrate the appropriate process before beginning the test

32. Testing Instructions Supply the student with a new pencil if a student breaks his/her pencil. Supply the student with a new pencil if a student breaks his/her pencil. Keep communication with the students to a minimum. Keep communication with the students to a minimum. Create a positive, non-threatening environment in which students feel as comfortable as possible. Let students know that it is okay if they do not know a specific answer. Create a positive, non-threatening environment in which students feel as comfortable as possible. Let students know that it is okay if they do not know a specific answer. Maintain and oversee the security of all test materials. Maintain and oversee the security of all test materials.

33. Administering the UALPA For modalities that may be administered in groups, students should be grouped according to their grade spans. For modalities that may be administered in groups, students should be grouped according to their grade spans. Groups should be small Groups should be small –Recommended 10 students –Recommended not to exceed 20 students Students that may be a behavior concern can be tested individually. Students that may be a behavior concern can be tested individually.

34. Administering the UALPA Some students may not know how to complete an answer document. To assist students in correctly filling in their answer documents, demonstrate the process on the board or on an overhead. Some students may not know how to complete an answer document. To assist students in correctly filling in their answer documents, demonstrate the process on the board or on an overhead. In some grade spans and modalities that are administered in a group, there are practice items. For the practice items, please circulate among students to make sure they have identified the correct answer. If not, then explain the correct answer to the group. In some grade spans and modalities that are administered in a group, there are practice items. For the practice items, please circulate among students to make sure they have identified the correct answer. If not, then explain the correct answer to the group. In the Reading and Writing modalities, students may be instructed to read a passage. It may be necessary to remind students to read these passages quietly to themselves, rather than out loud. In the Reading and Writing modalities, students may be instructed to read a passage. It may be necessary to remind students to read these passages quietly to themselves, rather than out loud.

35. Administering the UALPA Instructional cues: Instructional cues: –Bolded words are instructions for the administrator/proctor are instructions for the administrator/proctor Special instructions to assist the students through the test are identified by the word “Note:” Special instructions to assist the students through the test are identified by the word “Note:”or If they are in an italicized statement they are to be emphasized when read If they are in an italicized statement they are to be emphasized when read –Italicized words should be read aloud to the student Occasionally, these words will be instructions that notify the student they are now working on their own. So that students clearly understand, do not hurry through these instructions. Occasionally, these words will be instructions that notify the student they are now working on their own. So that students clearly understand, do not hurry through these instructions.

36. Individual administration of the UALPA Kindergarten students Kindergarten students Speaking modality for all grade spans Speaking modality for all grade spans Students who have reached frustration level Students who have reached frustration level –frustration level is defined as scoring a “0” on five consecutive questions.

37. Administering the UALPA Grade Span K Modality and order Materials needed Who Marks Where is marking done Group or Individ. Admin. Item Types Scoring Speaking Flipchart and Answer Document Test admin/ proctor Answer Document Individual Short verbal response Test admin/proctor Listening Flipchart and Answer Document Test admin/ proctor Answer Document Individual Multiple choice and short response Test admin/proctor Reading Flipchart and Answer Document Test admin/ proctor Answer Document Individual Multiple choice and short response Test admin/proctor Writing Answer Document Test admin/ proctor Answer Document IndividualInventory Test admin/proctor

38. Administering the UALPA Grade Span K Materials: Materials: –Flip chart –Kindergarten Answer Document per student Any student without a pre-printed Answer Document will need to have his/her information recorded on a blank Answer Document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Any student without a pre-printed Answer Document will need to have his/her information recorded on a blank Answer Document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Testing administrator/proctor will need to read the general instructions at the beginning of the flipchart before starting to test the student. These pages are not set up in flipchart format. Testing administrator/proctor will need to read the general instructions at the beginning of the flipchart before starting to test the student. These pages are not set up in flipchart format. Test administrator/proctor will begin the flipchart format with the speaking modality and continue through all modalities. Test administrator/proctor will begin the flipchart format with the speaking modality and continue through all modalities.

39. Administering the UALPA Grade Span K Testing should proceed unless students reach frustration level Testing should proceed unless students reach frustration level –Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”) On the flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. On the flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. A writing checklist must be completed for each student. A writing checklist must be completed for each student.

40. Administering the UALPA Grade Span 1-2 Modality and order Materials needed Who Marks Where is marking done Group or Individ. Administration Item Types Scoring Speaking Flipchart and Student Consumable Booklet Test admin/proctor Student Consumable Booklet Individual Short verbal response Test admin/proctor Listening TAM and Student Consumable Booklet Student Student Consumable Booklet Group Multiple choice Remote by machine Reading TAM and Student Consumable Booklet Student Student Consumable Booklet Group Multiple choice and short response Remote by machine and scorer Writing TAM and Student Consumable Booklet Student Student Consumable Booklet Group Multiple Choice and short response Remote by machine and scorer

41. Grade Span 1-2 Materials Needed Materials Needed –Form 1-A Elementary Speaking Flipchart, Section: Grade span 1-2 –Grade Span 1-2 Student Consumable Booklet –Grade Span 1-2 Test Administration Manual Any student without a pre-printed Student Consumable Booklet will need to have his/her information recorded on a blank Student Consumable Booklet. (Refer to the section Instructions for Coding Blank Answer Sheets.) Any student without a pre-printed Student Consumable Booklet will need to have his/her information recorded on a blank Student Consumable Booklet. (Refer to the section Instructions for Coding Blank Answer Sheets.) Testing should proceed unless students reach frustration level Testing should proceed unless students reach frustration level –Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)

42. Grade Span 1-2 On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. The administrator/proctor in the Test Administration Manual (TAMs) is directed to read some of the answer choices with an identifying A, B, or C. However, the students do not have the same identifying letters under their choices. If this is confusing, the administrator/proctor can just read the answer choices in a series. The administrator/proctor in the Test Administration Manual (TAMs) is directed to read some of the answer choices with an identifying A, B, or C. However, the students do not have the same identifying letters under their choices. If this is confusing, the administrator/proctor can just read the answer choices in a series.

43. Administering the UALPA Grade Span 3-6, 7-8, 9-12 Modalit y and order Materials needed Who Marks Where is marking done Group or Individ. Administration Item Types Scoring Speaking Flipchart, Student Answer Document Test admin/ proctor Student Answer Document Individual Short verbal response Test admin/proctor Listening TAM, Student Booklet, Answer Document StudentStudent Answer Document Group Multiple choice Remote by machine Reading TAM, Student Booklet, Answer Document StudentStudent Group Multiple choice and short response Remote by machine and scorer Writing TAM, Student Booklet, Answer Document StudentStudent Answer Document Group Multiple Choice and short response Remote by machine and scorer

44. Grade Span 3-6 Materials Needed Materials Needed –Form 1-A Elementary Speaking Flipchart, Section: Grade span 3-6 –Student Booklet Grade Span 3-6 –Grade Span 3-6 Test Administration Manual –Student Answer Document Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Testing should proceed unless students reach frustration level Testing should proceed unless students reach frustration level –Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)

45. Grade Span 3-6 On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. The speaking modality is administered individually using the flipchart, the examiner scores the student response. The speaking modality is administered individually using the flipchart, the examiner scores the student response. The listening, reading, and writing tests can be given in a group setting. The listening, reading, and writing tests can be given in a group setting. –10 students per group is recommended.

46. Grade Span 7-8 or 9-12 Materials Needed Materials Needed –Grade Span 7-8 or 9-12 Test Administration Manual –Form 1-B Secondary Speaking Flipchart, Section: Grade span 7-8 or 9-12 –Student Booklet Grade Span 7-8 or 9-12 –Student Answer document Grade Span 7-8 or 9-12 Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) Testing should proceed unless students reach frustration level Testing should proceed unless students reach frustration level –Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)

47. Grade Span 7-8 or 9-12 On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. The speaking modality is administered individually using the flipchart, the examiner scores the student response. The speaking modality is administered individually using the flipchart, the examiner scores the student response. The listening, reading, and writing tests can be given in a group setting. The listening, reading, and writing tests can be given in a group setting. –10 students per group is recommended.

48. After Testing Instructions Arrange make-up sessions for students who miss part or all of the test. Arrange make-up sessions for students who miss part or all of the test. Check to see that the student answer documents are complete and appropriately marked (e.g. pencil was used instead of pen) Check to see that the student answer documents are complete and appropriately marked (e.g. pencil was used instead of pen) Separate test materials as described below: Separate test materials as described below: –Test booklets (used and unused) –The Test Administration Manual –Student answer documents (used and unused) –A list of students who did not complete the test Complete the special codes box on the answer document for students who meet the specified criteria. Refer to the section “Marking the Special Codes Box" for specific instructions. Complete the special codes box on the answer document for students who meet the specified criteria. Refer to the section “Marking the Special Codes Box" for specific instructions. Organize and return all used and unused secure test materials to your testing coordinator. Organize and return all used and unused secure test materials to your testing coordinator.

49. Walk Through Perusing Test Materials

50. UALPA Training Materials Nondisclosure Agreement (One per person) Nondisclosure Agreement (One per person) Power Point (One per person) Power Point (One per person) UALPA Training Materials Binders (One per district) UALPA Training Materials Binders (One per district) –Coordinators Manual (Two per binder) –Flipcharts (K all modalities, 1-12 Speaking modality only) –TAM’s (inside binder Grade Spans 1-12) –Modality specific instructions (Listening, Reading, and Writing) –Answer Documents (All Grade Spans) –Scoring Guide Conversion Chart (2 per binder)

51. Suggested Testing Aides Review the Checklist in the TAMs Review the Checklist in the TAMs Make sure you know how to fill in the student number on their answer document Make sure you know how to fill in the student number on their answer document Use an overhead to complete the example items and to demonstrate how to fill in the answer document Use an overhead to complete the example items and to demonstrate how to fill in the answer document

52. General Instructions The information to be read aloud to students is printed in italics. The information to be read aloud to students is printed in italics. Instructions to the Test Administrator/proctor are printed in bold. Instructions to the Test Administrator/proctor are printed in bold. All other information is presented in regular type. All other information is presented in regular type. When a letter is enclosed by two parallel lines (/d/) you say the sound of the letter. When a letter is enclosed by two parallel lines (/d/) you say the sound of the letter. Demonstration (D) and practice (P) questions may be included in the different modalities and will be noted by D or P. Demonstration (D) and practice (P) questions may be included in the different modalities and will be noted by D or P.

53. Before testing Specific step-by-step instructions for the administration of each modality of the test can be found just prior to that section in the TAM. Specific step-by-step instructions for the administration of each modality of the test can be found just prior to that section in the TAM. Please read through all instructions before administering the test. Please read through all instructions before administering the test.

54. During Testing You must follow the script exactly as it is written in the TAM. You must follow the script exactly as it is written in the TAM. This is an English language proficiency assessment, students must respond in English in order for responses to be considered correct. This is an English language proficiency assessment, students must respond in English in order for responses to be considered correct.

55. Prompting Test Information Prompting is not allowed in this test. Prompting is not allowed in this test. Prompting means providing additional information, such as: Prompting means providing additional information, such as: –Elaborating on questions –Clarifying information provided in reading selections or any test question –Providing cues –Suggesting strategies that a student may use to arrive at a correct answer

56. Prompting Test Information You may give the following general prompts where partial or unclear responses are given. You may give the following general prompts where partial or unclear responses are given. –I don’t understand what you said. –Can you tell me more? –You may emphasize the word in the directions if it is written all in capital letters.

57. Prompting Test Information You should allow approximately 15 seconds of wait time for a student to begin a response to a question. You should allow approximately 15 seconds of wait time for a student to begin a response to a question. If the student has not responded after 15 seconds, you should move on to the next item or task and score the item as a “0” (no response). If the student has not responded after 15 seconds, you should move on to the next item or task and score the item as a “0” (no response).

58. Speaking Modality

59. Speaking This test is to be administered individually. This test is to be administered individually. Read all selections and questions aloud that are italicized. Read all selections and questions aloud that are italicized. Should a student ask to have the directions, or question read again, you may do so only once, before the student begins to respond. Should a student ask to have the directions, or question read again, you may do so only once, before the student begins to respond. –stories will be read only once.

60. Speaking You must read with appropriate pronunciation, inflection, pauses, and general clarity. You must read with appropriate pronunciation, inflection, pauses, and general clarity. Point to each item that has a picture on the Flipchart. Point to each item that has a picture on the Flipchart. All responses should be given verbally and must be in English to be considered correct. All responses should be given verbally and must be in English to be considered correct.

61. Scoring Speaking Modality The test administrator/proctor will score the speaking modality for all grade spans: The test administrator/proctor will score the speaking modality for all grade spans: –mark answers on the appropriate section of the student answer document/consumable booklet –Below the numerical scoring box in the TAM, scoring guides are provided to guide you on possible appropriate responses –Review the scoring guides before administering the test –The score is numerical but is recorded as a letter on the student answer booklet. –the test administrator/proctor will use the following equivalencies for marking numerically scored response items. A = 0 B = 1 C = 2 D = 3 E = 4 A = 0 B = 1 C = 2 D = 3 E = 4

62. Scoring Guide Scoring guide – includes the correct answer and variations Scoring guide – includes the correct answer and variations Examples provided of answers for partial credit Examples provided of answers for partial credit Lists are intended to be guides not a comprehensive list of appropriate responses Lists are intended to be guides not a comprehensive list of appropriate responses Students possibly will give an answer not included in the guides Students possibly will give an answer not included in the guides Administrator/proctor should use their best judgment to score answers based on scoring guide information Administrator/proctor should use their best judgment to score answers based on scoring guide information

63. Details of Scoring Some examples of responses earning minimum credit (“1”) are as follow: Some examples of responses earning minimum credit (“1”) are as follow: –Student answer that is partially correct –A student gives a nonverbal response, such as nodding or pointing. If a student does not respond, give a score of “0” (no response). If a student does not respond, give a score of “0” (no response). –Student answers in a language other than English –Student’s response is so poorly articulated it cannot be understood –Student makes no response

64. Listening Modality

65. Listening Read all selections and questions that are italicized. Read all selections and questions that are italicized. Should a student ask to have the directions, questions, or options read again, you may do so only once, before the student begins to respond. Should a student ask to have the directions, questions, or options read again, you may do so only once, before the student begins to respond.

66. Listening The same guidelines for instructions apply The same guidelines for instructions apply Provide paper so that students may take notes as they listen. Provide paper so that students may take notes as they listen.

67. Reading Modality

68. Reading The student will read the options, directions, or stories to themselves. Do not read any of the options with letter choices to the students. The student will read the options, directions, or stories to themselves. Do not read any of the options with letter choices to the students. Allow time for students to read the text in the box before you read the questions aloud. Allow time for students to read the text in the box before you read the questions aloud.

69. Writing Modality

70. Writing You will read the direction, stories and questions to the students that are italicized. You will read the direction, stories and questions to the students that are italicized.

71. Test Practice Time Mock practice the test in pairs Speaking -15/20 minutes Writing - 10/15 minutes Reading - 20/30 minutes Listening - 30/35 minutes Rating Scoring Rubrics - 40 minutes

72. Production Up-date of UALPA UALPA document Start of Printing Shipping to Districts K Flipchart 9/2810/15 Consumable student Booklet 9/21 1-2 TAM 9/21 3-6 Student document 9/2710/18 3-6 TAM 9/3010/18 7-8 Student document 9/3010/18

73. Production Up-date of UALPA UALPA document Start of Printing Shipping to Districts 7-8 TAM 9/3010/18 9-12 Student document 10/510/18 9-12 TAM 10/510/18 Speaking A flipchart ( 1- 2, 3-6) 9/2910/18 Speaking B flipchart (7- 8, 9-12) 10/3 Coordinator’s Manual Answer Documents 10/5 (K, 3-6, 7-8, 9-12) With labels from pre-print files

74. Closing Questions and Comments Questions and Comments