ELDA Administration 2005

1

• ELL Update
• Administration of the
• English Language Development Assessment
• 2010 - 2011

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

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
(contd)

• 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
(contd)

• 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
•  

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 States English
  Language Arts Standards (Bulletin 112).
• ELDS are linked to the States 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 (contd)

• Reading 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

• 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

21
Inventories Language Domains and Item
Distribution

• Listening (7 Items)
• Reading (14 Items)
• Speaking (8 Items)
• Writing (9 Items)

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 http//www.louisianaschools.net/lde/saa/
  2357.html
• 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

24
Planning for ELDA K-2 (contd)

• 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.

25
Support Materials

• Samples, not required
• You will need to also use your own classroom
  materials (grade appropriate instructional
  materials).

26
Kindergarten, Grades 1 and 2 Scoring Rubric
27
K-2 Scoring Activity

• ELDA Assessment Guide Excerpt
• Kindergarten materials
• Grades 1 and 2 materials

28
Administering Grades 3 - 12
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
Testing Groups Grades 3-12

• Reading, Writing, Listening
• Maximum of 20 students per testing group
• Additional trained proctors must assist if gt20
  students.
• Speaking
• Scored individually
• Must be scored by teacher knowledgeable of
  assessment

31
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
Grades 3-12 Approximate Testing Times
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
  30 minutes, so a break is not recommended.

35
The Reading Assessment
Part 1 Short Passages This section tests
the students 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 students 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 students 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
38
Extended Constructed-Response Rubric
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 students 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 (contd)

• 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 anothers
  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 (contd)

• 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
  students 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
students IEP or 504 plan and used on a regular
basis in classroom instruction and assessment. A
students 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 students
  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 (contd)

• 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 (contd)

• 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

• Entry into level 5
• Entry into level 4
• Entry into level 3
• Entry into level 2
• Level 1

61
Reports

• Student-Level Reports
• Available through LEAP web reporting system
• Student Report
• Student Testing History
• ELDA and content assessments
• Student labels
• For students cumulative folder
• LEAPweb reporting system
• Available through LEAP web 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
• 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 www.louisianaschools.net

65
(No Transcript)
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 (contd)

• 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
• leslie.lightbourne_at_la.gov
• 225-342-3404
• Shelia Campbell
• Title III, Screening, Services
• shelia.campbell_at_la.gov
• 225-219-4436
• Terry Simoneaux
• Section Supervisor, Family Services Section
• terry.simoneaux_at_la.gov
• 225-342-3521