Planning for the English Language Proficiency Assessment ELPA

1
Planning for the English Language Proficiency
Assessment (ELPA)

• Spring 2007 Administration
• Teleconference at Wayne RESA
• January 22, 2007

2
Welcome and Introduction

• Marilyn Roberts
• Director, Office of Educational Assessment and
  Accountability (OEAA)
• Peyton Manley
• Measurement Consultant
• Harcourt Assessment, Inc. (HAI)

3
Welcome and Introduction

• Questions?
• E-mail answers_at_resa.net
• Fax [phone]

4
Welcome and Introduction

• To download todays Power Point,
• go to www.mistreamnet.com

5
Welcome and Introduction

• To order videotapes or DVDs
• contact Brenda Hose
• E-mail hoseb_at_resa.net
• Phone [phone]

6
Part 1 Introduction to the ELPA

• What is the ELPA?
• Who takes the ELPA?
• How do we determine eligibility for English
  Language Learner (ELL) services?
• How does the ELPA meet federal guidelines as an
  assessment for ELLs?

7
Part 1 Introduction to the ELPA

• What is the ELPA?
• ELPA is the English Language Proficiency
  Assessment that is based on Michigans English
  language proficiency standards.

8
Part 1 Introduction to the ELPA

• What is the purpose of the ELPA?
• ELPA is used to determineon an annual basisthe
  progress that potential English language learners
  are making in the acquisition of English language
  skills.

9
Part 1 Introduction to the ELPA

• Who takes the ELPA?
• The ELPA is to be given to all Michigan students
  who are enrolled in grades K-12 and are eligible
  for ELL services.
• All public and charter schools are included,
  along with private schools (depending on LEA
  agreements).

10
Part 1 Introduction to the ELPA

• How does the ELPA meet federal requirements?
• Title I requires the annual assessment of all
  English language learners enrolled in grades K-12
  who are eligible to receive services.

11
Part 1 Introduction to the ELPA

• Annual Administration at one time
• Based on English language proficiency standards
  adopted by the state
• Must include listening, reading, writing,
  speaking and comprehension

12
Part 1 Introduction to the ELPA

• Must include at least 3 federal levels of
  performance Basic, Intermediate, and Proficient
• ELPA is now used as the official State assessment
  for Title III reporting
• ELPA results will show progress on the attainment
  of Michigans ELP standards

13
Part 1 Introduction to the ELPA

• Mazin Heiderson
• ELL Consultant, Curriculum and Instruction
• Office of School Improvement (OSI)

14
Part 1 Introduction to the ELPA

• Identification of Students
• Determination of Eligibility
• Pre-identification of Students

15
Part 1 Introduction to the ELPA

• How are students identified?
• The Home Language Survey is given to all new
  students at the time of enrollment.
• If the answer to either question on the Home
  Language Survey is yes, the students English
  language proficiency must be assessed.

16
Part 1 Introduction to the ELPA

• What are the questions on the Home Language
  Survey?
• Is your childs native tongue a language other
  than English?
• Is the primary language used in your childs home
  or environment a language other than English?

17
Part 1 Introduction to the ELPA

• Starting fall 2007, the ELPA Initial Screening
  will be used to assist schools in identifying a
  new students eligibility for services.

18
Part 1 Introduction to the ELPA

• Local districts and LEAs are completing the
  process of identifying students for the Spring
  2007 ELPA through the online pre-ID process.

19
Part 2 Online Registration of Students

• Mike Konzman
• Technical Consultant
• Office of Educational Assessment and
  Accountability (OEAA)

20
Part 2 Online Registration of Students

• ELPA Coordinator Update
• Pre-Identification of ELLs
• Ordering Additional Materials
• Tested Roster
• Reports

21
ELPA Coordinator Update

• Use OEAA Secure Site
• Select ELPA Harcourt
• Login to Spectrum
• Select Order Management
• Select Organization Management
• Select View Details
• Update ELPA Coordinator Info

22
Use OEAA Secure Site
23
Login to Spectrum
24
Select Order Management
25
Select Organization Management
26
Select View Details
27
Update ELPA Coordinator Info
28
Update ELPA Coordinator Info
29
ELPA Pre-ID Process

• SRSD Copy
• Pre-identified Student Report
• Pre-ID Mass Updates
• Mass Demographics Update
• Barcode Labels
• Tested Roster
• Resources

30
SRSD Copy
This function allows users to pull up a list of
students submitted on their most currently
available SRSD file. Make sure to check the date
at the top left of the screen to identify the
SRSD date being used. Users can then use this to
assign students to a current test cycle and to
assign students to different building if
appropriate.
31
SRSD Copy
Step 1 Click on SRSD Copy from the menu at the
left. The following screen will be displayed.
32
SRSD Copy
Step 2 Select the source grade, ISD, District,
Destination Test Cycle and Destination Grade (all
required). Once you have selected your search
fields, click on the Search button at the top
right of the screen.
Step 3 A list of students matching your search
criteria will be listed below. Once you have
selected the students that you wish to assign to
the test cycle and or assign to a new school,
click on the Submit button.
33
Pre-Identification of Students for Spring

• The pre-identification of students for the
  Spring 2007 ELPA came from
• ELPA Fall Initial Screening
• Spring 2006 ELPA
• Single Record Student Database (SRSD)

34
Pre-Identified Student Report

• Click on Pre-Identified Students from the menu at
  the left
• Select ISD, district, school and test period,
  click the Submit button

35
Pre-ID Mass Updates

• The Pre-ID Mass Update screen is an efficient way
  to change the following information for a group
  of students
• Unassigning a group of students from the test
  cycle
• Moving a group of students from one building to
  another within the district

36
Pre-ID Mass Updates contd

• Changing the grade level field for a group of
  students
• Assigning test subjects to a group of students

37
Pre-ID Mass Updates contd

• Select the desired ISD, District, School, Test
  Cycle and Grade to be updated, then click Search

38
Pre-ID Mass Updates contd
This screen will be displayed which provides
Update Fields. Select all or a sub-group of
students and use any combination of Update
Fields, then click Save.
39
Mass Demographics Update
You can use the Mass Demographic Update function
during the pre-identification process, during
testing, or after testing through the end of the
Tested Roster period. Click on the Mass Demo
Updates to the left on the web page.
The following page will be displayed
40
Mass Demographics Update contd
To generate a list of all the students assigned
to a given test cycle select your ISD, District,
School and the Test Cycle from the drop-down
menus. Then click the Search button.
41
Mass Demographics Update contd
After performing your search, a new section to
the page will appear called Update Fields,
followed by the students in your search results.
This section is where you will indicate the
demographic data you wish to change for the
selected group of students.
42
Mass Demographics Update contd
Decide first which demographic data you are going
to change. For example, to update economically
disadvantaged (ED), select the students you want
to mark as such by clicking on the checkbox to
the left of the students name (the first
column). Once you have selected all the
students, ensure that the ED field in the Update
Fields Section is marked Yes, then click on the
Save button and these students will now be marked
in the database as ED. You do this for all
demographic data listed on the page.
43
Barcode Labels
You should print barcode labels for all students
that did not come pre-identified. Click Barcode
Labels from the menu on the left on the web page.
44
Barcode Labels
You should then see this
45
Barcode Labels contd
To generate a list of all the students assigned
to the given test cycle, select from the drop
down menus the ISD, District, School, Grade and
Test cycle. Then click the Search button.
Above the list of student names, you have the
option to select the number of labels that you
want to print for the selected students and also
the starting position on the labels.
46
Barcode Labels contd
You may use the Select All button to select all
of the students listed. When you have selected
the students and are ready to print, click the
Submit button. Adobe Acrobat will open a new
window and display an image of your labels. If
everything looks correct, click on the printer
icon, which normally is located near the top left
corner of the window.
47
Barcode Labels contd
On the Printer Dialog window that appears next,
ensure the shrink oversized pages or fit to page
(depending on your version of Adobe) option is
NOT checked. If you have an auto-rotate and
center pages option, please make sure that is
checked.
Click on OK to print.
48
Ordering Additional Materials
Additional Orders Shipment Tracking Button
49
Login to Spectrum
50
Select Order Management
51
Select Place Additional Order
52
Ordering Additional Materials
53
Ordering Additional Materials
54
Why is Tested Roster important?

• It gives you a complete listing of
• students whose answer folders were received by
  the contractor
• student demographic information pulled together
  from the answer document and the secure website

55
Tested Roster contd

• It gives you your last opportunity to
• verify that all answer folders were received and
  accountable by the contractor
• request to research any missing students and or
  missing assessments
• update student demographic information before
  reports are printed and the AYP file is created

56
Reports
57
Reports
58
Resource Information

• Instructions for website usage can be found on
  the login page of the secure website,
  www.michigan.gov/oeaa-secure by clicking on the
  pink link titled OEAA Secure Site User Manual.

59
Resource Information contd

• Administration Manual and Coordinators Handbooks
• Call 877-560-8378 for assistance with the secure
  website
• Email oeaa_at_michigan.gov for assistance with the
  secure website

60
Questions so far?

• Questions?
• E-mail answers_at_resa.net
• Fax [phone]

61
Part 3 ELPA Features and Materials

• Phil Chase
• ELL Assessment Specialist
• Office of Educational Assessment and
  Accountability (OEAA)

62
Part 3 ELPA Features and Materials

• Assessment Levels
• Domain Sections
• Item Formats
• Time Estimates
• Materials Descriptions

63
Part 3 ELPA Features and Materials

• Five Levels of Assessment
• Level I Grade K
• Level II Grades 1-2
• Level III Grades 3-5
• Level IV Grades 6-8
• Level V Grades 9-12

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Part 3 ELPA Features and Materials

• Number of Points per Grade Span

65
Part 3 ELPA Features and Materials

• The ELPA assesses four language domains. Each
  domain is a separate subtest section
• Listening
• Reading
• Writing
• Speaking

66
Part 3 ELPA Features and Materials

• The Listening subtest section is
  group-administered.
• Variety of discourse styles
• Academic and social context
• Prompts, passages, items, and item choices read
  by teacher or assessment administrator
• CD or audiotape available

67
Part 3 ELPA Features and Materials

• The Reading subtest section is group-administered.
  
• Passages are sequenced according to length and
  linguistic complexity
• Literary or narrative passages
• Informational or content-area based passages

68
Part 3 ELPA Features and Materials

• Different modes of comprehension assessed in
  Reading items
• Literal
• Inferential
• Vocabulary and idioms in context

69
Part 3 ELPA Features and Materials

• The Writing subtest section is group-administered.
  
• Multiple-choice items in Writing Conventions
  subsection
• Writing subsection includes short-answer items as
  well as prompts for extended writing

70
Part 3 ELPA Features and Materials

• The Speaking subtest section is
  individually-administered.
• Five separate speaking activities
• Teacher-scored using a scoring form with rubrics
  updated from 2006 cycle.

71
Part 3 ELPA Features and Materials

• General Item Formats

72
Part 3 ELPA Features and Materials

• Michigans ELPA is untimed.
• Students working productively should be allowed
  as much time as they need.
• The following estimates are for schedule planning
  purposes. They are projected ranges only.

73
Part 3 ELPA Features and Materials
Level I
74
Part 3 ELPA Features and Materials
Levels II-V
75
Part 3 ELPA Features and Materials

• Materials for Levels I and II
• One Answer Booklet per student. Students record
  their answers in the booklet itself.
• One Speaking Booklet per class or group. Each
  Speaking booklet is reusable. Teachers record
  speaking scores in Answer Booklets.
• One Directions for Administration per class or
  group.

76
Part 3 ELPA Features and Materials

• At levels I and II, there are two forms of the
  ELPA available Form 1 and Form 2.
• Each Directions for Administration for each level
  will have separate tabbed sections for both forms.

77
Part 3 ELPA Features and Materials

• Materials for Levels III through V
• One Answer Booklet per student, which includes
  the Speaking section.
• One separate Answer Document per student.
  Teachers record speaking scores in student Answer
  Documents.
• One Directions for Administration for every
  class/group or set of ten students.

78
Part 3 ELPA Features and Materials

• At levels III through V, there are three forms of
  the ELPA available Forms 1, 2, and 3.
• Each Directions for Administration will have
  separate tabbed sections for different forms.
• The first multiple-choice sample item in each
  different form is coded with a different correct
  response. This helps confirm the correct form
  during administration.

79
Part 3 ELPA Features and Materials

• Each student answer booklet (levels I-II) or
  answer document (levels III-V) features a
  demographic page on the reverse cover.
• Please be sure to completely fill out every
  demographic page for students according to the
  instructions in the Directions for
  Administration. This will help ensure timely
  scanning of documents.

80
Part 3 ELPA Features and Materials

• CDs or audiotapes are available at every level
  that feature the directions for every section.
  The Listening section of the CD or audiotape also
  features prompts, passages, the items, and the
  item choices.
• ELPA District and Building Coordinators can also
  order large print and Braille assessments through
  Harcourt.

81
Part 4 Preparing for the ELPA

• Marilyn Roberts
• Office of Educational Assessment and
  Accountability (OEAA)

82
Part 4 Preparing for the ELPA

• Before the assessment window begins, be sure that
  all Assessment Administrators have read all of
  the directions contained in the Directions for
  Administration at the level(s) for their students.

83
Part 4 Preparing for the ELPA

• Assessment administrators will score Speaking
  items at the time of administration. Note that
  the Speaking rubrics in the student Answer
  Documents are abbreviated rubrics. Make sure
  that all assessment administrators are familiar
  with the full rubrics as they appear in the
  Directions for Administration.

84
Part 4 Preparing for the ELPA

• Be sure that you have enough assessment
  materials, including
• Student test booklets (all levels)
• Student answer documents (levels III-V)
• Reusable speaking booklets (levels I and II)
• Manual for Building and District Coodinators
• Directions for Administration for any level(s)
  appropriate to each school

85
Part 4 Preparing for the ELPA

• Listening section audiotapes or CDs (for all
  levels)
• Accommodated materials, such as
• Large Print test booklets
• Braille test booklets

86
Part 4 Preparing for the ELPA

• If you need additional materials, contact
  Harcourt Assessment using the information
  provided on the Michigan ELPA Web site,
  www.michigan.gov/elpa.

87
Part 4 Preparing for the ELPA

• Scheduling the ELPA
• Schools may administer the different sections of
  the ELPA in any sequence to aid in flexibility.
• Each section of the ELPA must be administered in
  its own continuous session.
• Writing has two parts, and each part may be
  administered separately.

88
Part 4 Preparing for the ELPA

• Scheduling the ELPA (contd.)
• Since it is individually administered, the
  Speaking section must be given to students at a
  location that is separate from other students.

89
Part 4 Preparing for the ELPA

• Before the assessment is administered
• conduct training and review scheduling that
  accommodates all student test takers.
• prepare an answer document (levels III-V) or a
  test booklet (levels I-II) for each student
  taking the assessment.

90
Questions so far?

• Questions?
• E-mail answers_at_resa.net
• Fax [phone]

91
Part 5 Security and Training

• Marilyn Roberts and Phil Chase
• Office of Educational Assessment and
  Accountability (OEAA)

92
Part 5 Security and Staff Roles

• The ELPA is a secure assessment.
• Assessment booklets are secure materials that
  must be carefully monitored.
• No materials may be photocopied.
• All booklets must be kept in locked storage both
  before and after the testing window.
• Materials must be properly returned on time.

93
Part 5 Security and Staff Roles

• An ELPA Security Compliance Form must be signed
  by each ELPA District Coordinator, ELPA Building
  Coordinator, Assessment Administrator, Assessment
  Proctor, and accommodations provider.

94
Part 5 Security and Staff Roles

• No notes or recordings may be made of any part of
  the ELPA, on any of the assessment questions, or
  on student responses.
• Student test booklets are sequentially numbered
  for security and tracking purposes.

95
Part 5 Security and Staff Roles

• Since ELPA materials may not be photocopied,
  please check to make sure you have enough
  original forms for
• ELPA Security Compliance Form
• Class/Group ID Sheet
• School Header Sheet
• These are scannable documents and cannot be
  processed if photocopied.

96
Part 5 Security and Staff Roles

• If you need more originals of any of these forms,
  please contact the Harcourt Customer Support
  number that appears at the end of this
  presentation.

97
Part 5 Security and Staff Roles

• ELPA District and Building Coordinators play a
  key role in the administration of the ELPA by
  ensuring that all students have a fair and equal
  chance to perform their best.
• The Professional Assessment and Accountability
  Practices for Educators is Michigans document
  that outlines best practices and procedures when
  administrating statewide assessments.

98
Part 5 Security and Staff Roles

• The Professional Assessment and Accountability
  Practices for Educators is available
  electronically at www.michigan.gov/meap.
• ELPA District and Building Coordinators should
  also be familiar with the Directions for
  Administration for the level(s) that their
  students will participate in.

99
Part 5 Security and Staff Roles

• Overview of ELPA District Coordinator
  Responsibilities
• serves as the contact person between the district
  and the OEAA and/or Harcourt
• coordinates the ordering, distribution,
  collection, return, and security of assessment
  materials

100
Part 5 Security and Staff Roles

• directs the accurate completion of student
  identification information and School Use Only
  sections of student answer documents and
• disseminates assessment information contained in
  correspondence to district and school staff
  (including administrators, curriculum directors,
  teachers, and counselors), and to students and
  parents, where appropriate.

101
Part 5 Security and Staff Roles

• Overview of ELPA Building Coordinator
  Responsibilities
• serves as liaison between the school and the ELPA
  District Coordinator
• carries out building-level duties involved in the
  distribution, security, and collection of
  assessment materials and
• returns materials after the assessment to the
  ELPA District Coordinator.

102
Part 5 Security and Staff Roles

• ELPA Building Coordinators should meet with the
  ELPA District Coordinator to discuss topics such
  as
• scheduling
• procedures for receiving and returning materials
• assessment security
• completion of School Use Only sections of
  student answer documents
• any implementation issues.

103
Part 5 Security and Staff Roles

• Overview of ELPA Assessment Administrator
  Responsibilities
• distributes and gives the ELPA to students
• monitors the assessment sessions while in
  progress
• reports incidents of deviations of assessment
  administration or student behavior to the ELPA
  Building Coordinator

104
Part 5 Security and Staff Roles

• collects assessment materials from students
  following assessment sessions and delivers them
  to the ELPA Building Coordinator at the
  conclusion of the administration.

105
Part 5 Security and Staff Roles

• Who can be an ELPA Assessment Administrator?
• An employee of the district who is a certified or
  licensed educational professional
• A substitute teacher who is certified and
  employed by the district as needed
• Someone who was a certified teacher but has
  allowed the certificate to expire due to
  retirement or change of career, with the ELPA
  District Assessment Coordinators approval.

106
Part 5 Security and Staff Roles

• Overview of ELPA Assessment Proctor
  Responsibilities
• assists the Assessment Administrator in
  delivering the assessment, monitoring students
  during the assessment, and collecting materials
  at the conclusion of each session.
• supervises students who have been given
  permission to temporarily leave the assessment
  room.

107
Part 5 Security and Staff Roles

• Who can be an ELPA Assessment Proctor?
• A teachers aide, paraprofessional, or other paid
  district or school personnel.
• Volunteers can be used but must be trained in the
  same procedures.
• Family members of participating students should
  not be used as proctors.

108
Part 6 Packaging and Returning Materials

• Marilyn Roberts and Phil Chase
• Office of Educational Assessment and
  Accountability (OEAA)

109
Part 6 Packaging and Returning Materials

• Organization of Materials
• Separate scorable assessment booklets and answer
  documents by assessment level.
• Level I Grade K
• Level II Grades 1-2
• Level III Grades 3-5
• Level IV Grades 6-8
• Level V Grades 9-12

110
Part 6 Packaging and Returning Materials

• Organization of Materials (contd.)
• Documents from different grade levels within the
  same assessment level may be placed in any order
  and may be mixed.

111
Part 6 Packaging and Returning Materials

• Class/Group Organization
• If the report listing of students is by
  class/group, organize the materials into
  class/group stacks first, and then place them
  into assessment level stacks.
• Be sure to include an original Class/Group ID
  sheet with every class/group.
• Combine all assessment level stacks into one
  school stack.

112
Part 6 Packaging and Returning Materials

• Grade Level Organization
• If the report listing of students is by grade,
  organize the materials into assessment level
  stacks.
• Be sure to include an original School/Grade
  header sheet for each grade span submitted.

113
Part 6 Packaging and Returning Materials

• Returning Materials to your District
• Place scorable documents in the original boxes if
  possible. Use a sturdy carton or box if this is
  not possible.
• If you have non-scorable materials to return,
  place them at the bottom of the carton or box.
• Building ELPA Coordinators will return their
  materials to the District ELPA Coordinator.

114
Part 6 Packaging and Returning Materials

• Returning Materials to your District (contd.)

115
Part 6 Packaging and Returning Materials

• Returning Materials to Harcourt
• Districts must ship all materials back in one
  shipment to ensure timely processing.
• Districts use labels provided by Harcourt for
  shipping.
• The ELPA Manual will be available electronically
  on the OEAA Secure Web site, https//oeaa.state.mi
  .us/meap

116
Key Dates for the ELPA

• ELPA Spring 2007 Testing Window March 19, 2007
  to April 27, 2007
• Teleconference for ELPA Administrators February
  15, 2007
• Materials Arrive In Districts March 5, 2007

117
Key Dates for the ELPA

• Last Day to Return ELPA Materials for
  Processing May 4, 2007
• Preliminary Reports Available to Districts 28
  days from date of arrival at Harcourt

118
Contact Information

• Marilyn Roberts
• Director, OEAA
• RobertsM_at_michigan.gov
• [phone]

119
Contact Information

• Phil Chase
• ELL Assessment Specialist, OEAA
• chasep2_at_michigan.gov
• [phone]

120
Contact Information

• OEAA Offices
• (877) 560-TEST (8378)
• oeaa_at_michigan.gov
• Harcourt Customer Support
• [phone]
• customersupportcenter_at_harcourt.com

121
Contact Information

• ELPA Web Site
• http//www.michigan.gov/elpa
• OEAA Secure Site
• https//oeaa.state.mi.us/meap

122
Final Questions

• Questions?
• E-mail answers_at_resa.net
• Fax [phone]

123
Special Thanks!

• Wayne RESA
• Michigan ISDs
• MAISAs network of teleconference sites