ELL Update & Administration of the English Language Development Assessment 2011 - 2012

1. ELL Update & Administration of the English Language Development Assessment 2011 - 2012

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

5. Bulletin 111 §4001.   Proficient in English (cont’d) Students with disabilities who are unable to meet the above exit criteria after4 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 State’s English Language Arts Standards (Bulletin 112). • ELDS are linked to the State’s Math, Science, and Social Studies Standards. • ELDS are aligned to the ELDA. • ELDS are aligned to ELDA Performance Levels.

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

12. ELDS (cont’d) • Reading Standard • 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 6 through March 16, 2012 • Districts may set their own schedules within these dates. • Local flexibility in sequencing of tests • Materials arrive: January 23, 2012 • Last day to order materials: January 30, 2012 • Assign TA numbers: January 23 through March 16, 2012

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/uploads/10212.pdf • 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 (cont’d) • Determine schedule by examining the following factors: • Testing Window: February 6 through March 16, 2012 • 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 >20 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 student’s ability to understand information in short reading passages. Students read a passage with a word or words that are missing and then choose the best word or words to fill in the blank. There are one or more missing words in each passage. Part 2: Instructions This section tests the student’s ability to understand directions. There is a different set of instructions for each question. For some directions, the answer choices are samples of students’ work. The student will need to identify which student followed the directions correctly. Part 3: Longer Passages This section tests the student’s ability to understand information in longer reading passages. The student will answer several questions about each passage.

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

37. Short Constructed-Response Rubric

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 student’s seat. Are the prompts and timing signals easily audible? If not, adjust the volume accordingly. • Listen to the first 2 minutes of the prompting recording then rewind or restart.

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

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

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

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

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

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

47. Unique Fields for ELDA Answer Documents and Inventories • KFirst 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.