1. January 13, 2015 ELDA Refresher Training for Teachers

2. -explain the legal rationale behind the ELDA. -learn about the four domains of the ELDA test and how to implement testing in our buildings. -administer the ELDA test to students as well as score the Speaking portion of the test. Use the tools provided to us in this session to train other teachers in our buildings to give the ELDA and to certify on Moodle. WE CAN

3. ELDA Testing Timeline Testing Timeline!-February 2-February 27 (Districts are responsible for setting their own testing windows within the state window of February-May. Due dates- All buildings will receive an ELL testing roster prior to the testing window. Materials- You will be notified when materials arrive. All completed materials are due to the ESL office no later than March 4. Writing- All 3-5 writing samples will be scored at the ESC. Labels will come the middle of February and be sent to the schools to apply to their Bubble Answer Sheets (BAS) Last year scores were received by Iowa Testing Program in June.

4. Importance of Iowa-ELDA Results from Iowa-ELDA used as partial determination whether districts meet AMAOs Results from Iowa-ELDA used as partial determination whether districts meet AMAOs 2014 results showed that our district did not meet AMAO 1 and 2. We did meet AMAO 3. 2014 results showed that our district did not meet AMAO 1 and 2. We did meet AMAO 3. Reported to community and parents Reported to community and parents Required by NCLB to assess growth in academic language Required by NCLB to assess growth in academic language The importance of Iowa-ELDA for ELLs is equivalent to the Iowa Assessments The importance of Iowa-ELDA for ELLs is equivalent to the Iowa Assessments All teachers and educators need to understand the critical importance of Iowa-ELDA and assess accordingly All teachers and educators need to understand the critical importance of Iowa-ELDA and assess accordingly All ELL students must be assessed, even when they arrive during the testing window. All ELL students must be assessed, even when they arrive during the testing window.

5. What Are Annual Measurable Achievement Objectives (AMAOs)?  AMAO 1:Progressing in English language acquisition Annual increases in the number or percentage of students making progress in learning English  AMAO 2:Exiting or reaching English language proficiency Annual increases in the number or percentage of students attaining English language proficiency by the end of each school year  AMAO 3:ELL-Adequate Yearly Progress (AYP) AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics

6. Countdown to ELDA testing……

7. ELDA 2015 This year we will assess over 2700 ELL students district- wide. Once a student is assessed on one part of the ELDA, the student will need to take all additional parts. Schools with large populations of students who are non-attenders will need to account for this when scheduling testing. Students who are in Special Education and are unable to attempt the test due to their Spec. Ed status will be put in for participation.

8. Administering the Iowa-ELDA Iowa English Language Development Assessment Grades K - 2

9. Who Provides Information About the Child for the Iowa-ELDA K-2? ELL teacher ELL teacher Homeroom/classroom teacher Homeroom/classroom teacher Special Education teachers Special Education teachers Title I teachers Title I teachers Others depending on the situation…… Teachers should use readily available data to fill out the rubrics.

10. K-2 Standards The following standards will be assessed in grades K-2. Each student will have a student inventory booklet. Teachers will transfer the score in each booklet to the BAS

11. Practice Example - 1

14. Administering the Iowa-ELDA Iowa English Language Development Assessment Grades 3 - 12

15. Security Concerns & Procedures As a test administrator, maintaining assessment security is one of your most important responsibilities. At all times, district and state procedures for protecting secure assessment materials must be followed. At all times, district and state procedures for protecting secure assessment materials must be followed. It is illegal and unethical to reproduce or disclose any of this material or cause it to be reproduced or disclosed in any format. It is illegal and unethical to reproduce or disclose any of this material or cause it to be reproduced or disclosed in any format. Ensure the security of not only the physical test booklets, but also the individual assessment questions and materials. Ensure the security of not only the physical test booklets, but also the individual assessment questions and materials. Maps, charts, and other classroom posted materials should be covered during ELDA testing. Maps, charts, and other classroom posted materials should be covered during ELDA testing. The ELDA materials are ordered by district personnel who understand the ordering procedures and who are familiar with ELDA testing. The ELDA materials are ordered by district personnel who understand the ordering procedures and who are familiar with ELDA testing.

16. Bubble Answer Sheets (BAS) Each student will have one BAS. The BAS will not have barcodes on them Labels will be applied to each BAS by the school testing team Please fill out the names of your students, their date of birth, and ID. You do NOT need to bubble anything in.

17. BAS Modification The following box has been added to the front side of the BAS for reporting this type of “STUDENT NOT TESTED”: The following box has been added to the front side of the BAS for reporting this type of “STUDENT NOT TESTED”: Scenario 2 Students NOT tested (where pre-printed BAS have been requested for those students)

18. Accommodations for students with IEPs and 504

19. Beginning the 3-5 ELDA

20. Scripted Directions To ensure standardized administration conditions, scripted directions that you will read to the students are in Appendix A of the Test Administration Manual. An oral script is provided for each assessment (Reading, Writing, Listening, and Speaking). The scripted directions contain information that students need to know about the assessment. Do not deviate from the oral scripts. Scripts include specific directions for administering each assessment. The scripted directions that are in bold print must be read aloud, verbatim, to students. Test administrators should review these scripts prior to the assessment session.

21. General Procedures During Assessment Administration For new students whose English is just beginning and cannot interact with any part of the test: Each student must be given the opportunity to participate in each subtest (Reading, Writing, Speaking, & Listening) If a student can not go further than being given the test and bubble answer sheet: FILL IN THE “A” BUBBLE FOR THE FIRST ITEM OF EACH SUBTEST WHERE THIS IS APPLICABLE (Reading, Writing, Speaking, and/or Listening) to indicate his/her “PARTICIPATION” in the assessment.

22. Reading Assessment Number of Items: Grades 3-5 = 35 Grades 6-8 = 35 Grades 9-12 = 35 Part 1: Short passages Part 2: Instructions Part 3: Longer passages READING

23. Students answer questions on the conventions of writing and using language when writing. They fill in the bubbles on their bubble sheets. Students respond to writing prompts and write on a separate sheet of writing paper. Paper is provided for each student. Please write their name and ID number and school on their writing paper. A writing team rates the samples of student writing based on a rubric. Writing Prompts Part I

24. Writing Assessment Number of Items: Grades 3-5 = 4 (Part 1) + 15 Grades 6-8 = 4 (Part 1) + 15 Grades 9-12 = 5 (Part 1) + 15 Part 1: Written responses Part 2: Read and respond to examples of student writing WRITING

25. 25 Additional Challenges: The tendency for raters to look at the student’s writing as a final product. ”This is a first draft. However, do not look at the written responses as a 1 st draft that the students will have an opportunity to rewrite.” Dr. Carmen Sosa, 2008 Making inferences about what the students meant to write if “given the opportunity”. Be objective when rating and follow the rubric for the written response that is given.” Cannot hand a student back their test and tell them to do more or write better.

26. Keep in mind…. Students will not be penalized for poor handwriting, but we must be able to read it. Stress content over length. MUST write about the prompt. Can make grammatical errors as long as it does not interfere with the meaning.

27. Listening Assessment Number of Items: Grades 3-5= 35 Grades 6-8 = 35* Grades 9-12= 35* Part 1: Short phrases Part 2: Short dialogues Part 3: Long dialogues Part 4: Short presentations *Grades 6-8 & 9-12 include Part 5: Long Presentations LISTENING

28. Keep in mind… If the CD is playing and there is an interruption such as a fire drill or tornado drill, you could restart the CD. Do NOT restart the CD under any other circumstance. It should run in its entirety.

29. Speaking Assessment Number of Items: Grades 3-5= 12 Connect Tell Expand Reason SPEAKNG

30. Speaking Assessment Scored live Administered 1:1 Has 12 questions 3 Connect 3 Tell 3 Explain 3 Reason Approximately 20 minutes

31. Speaking Assessment continued… Follow the scripted directions in the Teacher Administration Manual. CD player/computer Introduction Directions on how to answer Activate the prompting recording Complete the final preparations Begin the assessment

32. Same Rubric for all Three Levels: 3-5, 6-8, & 9-12 Upper Grades Question No. Student Answers 1.2.3.4. 5.6.7.8. 9.10.11.12. Prompt Nos.: Connect 1, 5, 9 Tell 2, 6, 10 Expand 3, 7, 11 Reason 4, 8, 12 Speaking Scoring Rubric 0 Response fails to confirm conversational connection; essential information (e.g., name or number of person, place, thing) is either not provided or is unclear/ambiguous 0 Response fails to provide essential information cued for and/or to describe/extend with specific detail and/or example; response may include only essential information cued for with no development 0 Response fails to provide essential information cued for and/or ideas/information that serve to explain, elaborate, and/or convey order (temporal or spatial); response may include only essential information cued for with no development 0 Response fails to express a clear position (position cannot be inferred) or response expresses a position but lacks information that may serve as support for that position; response may include only an unsupported position statement 1 Response partly establishes/confirms conversational connection; at least some essential information provided (e.g., name or number of person, place, thing); other information is missing or unclear Errors in mechanics or conventions may impede understanding 1 Response provides essential information cued for and attempts to describe/extend with general information; OR response provides some specific detail or example without making explicit essential information cued for Errors in mechanics or conventions may impede understanding 1 Response provides both essential information cued for and attempts to explain, elaborate, and convey order (temporal or spatial); information included as development may be partial or overly general Errors in mechanics or conventions may impede understanding 1 Response expresses a position (explicit or implied) and partially supports that position with information (personal experience or observation, fact, hearsay, etc.) that may be incomplete, only partially plausible, or overly general Errors in mechanics or conventions may impede understanding 2 Response establishes/confirms conversational connection; essential information provided (e.g., name or number of person, place, thing) clearly and without ambiguity Errors in mechanics or conventions do not impede understanding 2 Response provides essential information cued for and describes/extends with specific detail and/or example Errors in mechanics or conventions do not impede understanding 2 Response provides both essential information cued for and specific ideas/information that serve to explain, elaborate, and convey order (temporal or spatial) Errors in mechanics or conventions do not impede understanding 2 Response expresses a clear position (explicit or implied) and includes information to clearly support that position (personal experience or observation, fact, hearsay, etc.) Errors in mechanics or conventions do not impede understanding

33. Keep in mind…. Different questions (connect, tell, expand, and reason) will have different criteria in the rubric. As each question becomes more linguistically challenging, students answers will be scored on how they respond to that particular question.

34. We will now certify on Moodle! Please use your laptop to log on to the Moodle Training site: http://moodlesw.aeapdonline.org Moodle Certification

35. Let’s certify together! Once you have logged on to the Moodle site, you will have to create an account or log on to your existing Moodle Training account. http://moodlesw.aeapdonline.org Go into “assessments” and enroll for the 2015 ELDA testing. Once you have taken the test, save your certificate and then email it to Nancy or Emily at the ESC. You can go back into Moodle anytime you want specific information, forms, manuals, etc. for the 2015 ELDA testing.