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ELDA 2015GRADES 3-12

Ninon Ledesmajpschools.org

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FEBRUARY 2-MARCH 11, 2014SPEAKING IS ADMINISTERED INDIVIDUALLY AND SHOULD BE ADMINISTERED AFTER LISTENING, READING AND WRITING.

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WHY IS ELDA IMPORTANT?

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ELDA….

provides a measure of English language proficiency of English language learners in grades K-12.

provides information for teachers and parents regarding English language learners’ proficiency in listening to, speaking, reading, writing, and comprehension of English.

• shows progress in attaining English language proficiency.

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BULLETIN 111

• 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:

• Beginner-Lower Intermediate-Intermediate-Advanced-FEP

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ANNUAL MEASURABLE ACHIEVABLE OUTCOMES

(AMAOS) COUNT

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AMAOS

• AMAO I the percentage of students who advance one or more levels on the ELDA.

• AMAO II is the percentage of ELLs who exit ESL.

• AMAO 111 is the percentage of ELLs who score basic/satisfactory or above on the most recent standardized English test

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ELDS: LISTENING, SPEAKING READING AND WRITING

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TESTING MATERIALS

• 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 each grade cluster)– Speaking Prompt CD (1 for each grade cluster)– Speaking Scoring Guide

• For each student: – One test booklet containing the Reading and Writing

TestsStudent oaths must be signed and left in test

booklets.– One test booklet containing the Listening and Speaking

Tests– One student answer document

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GRADE 3-5 6-8 9-12

LISTENING 35 MINUTES

45 MINUTES 41 MINUTES

READING 45 MINUTES

45 MINUTES 45 MINUTES

WRITNG ONE HOUR ONE HOUR ONE HOUR

SPEAKING 20 MINUTES

20 MINUTES 20 MINUTES

APPROXIMATE TESTING TIMES

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RECOMMENDED BREAKS

• A short break is recommended between

• Parts 2 and 3 of the Reading test

• Parts 1 and 2 of the Writing test

• Parts 3 and 4 of the Listening test

• The Speaking assessment will take 20 minutes, so a break is not recommended.

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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.

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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.

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LISTENING ASSESSMENT

• 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.

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LISTENING ASSESSMENT CONT.

• Listen to the first 2 minutes of the prompting recording

then rewind or restart. • 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.

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SPEAKING ASSESSMENT

• Individual Test Administration

• Because you will be scoring students’ oral responses in real time, the Speaking assessment will need to be administered individually.

• EquipmentCD 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.

• MaterialsStudent test booklet (contains supportive graphics for students)

Student answer document (for test administrator to record score)

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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

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ANSWER DOCUMENT TEST 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 pre-identified answer document (grades 3-12) for each student.

•If there is not a pre-identified answer document or inventory for a student you need to assess, notify the school test coordinator that you need a non pre-identified answer document or inventory. Check with Karen, Carolyn or Penny to make sure the student is not M1 or M2.

•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.

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UNIQUE FIELDS FOR ELDA ANSWER DOCUMENTS

–K First or Native Language (See cover of Blue Folder)

–R Born in U.S.? (See cover of Blue Folder)–S Date of Entry into U.S. (See cover of Blue Folder)

–T Time student enrolled in a school in the U.S. (See cover of Blue Folder)

–U Type of specialized language program (Designated and Push In -Sheltered English Instruction, Pull Out-Pull Out, ESL Classes-Content Based ESL) . You may code more than one program

–V Time student enrolled in specialized program coded (See cover of Blue Folder)

–W Non participation Codes (see hand out)

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ACCOMMODATIONS

• Accommodations in administering ELDA are allowable provided that they are specified in a student’s IEP or 504 plan and used on a regular basis in classroom instruction and assessment.

• A student’s assessment results should reflect her or his true ability and should not be influenced by inappropriate accommodations.

• ESL accommodations are NOT used for ELDA.

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ACCOMMODATIONS CONT.

•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.

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HOW ARE 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

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FINAL 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

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ELDA RESOURCES

• ELDA Assessment Guide• Accessed on eDIRECT

(httpp://la.drcedirect.com)– Overview of assessment format– Sample items with scoring rubrics– Support materials for K-2 Inventories– Complete listing of ELDA proficiency level

descriptors for each domain/grade cluster• Parent Guide

– English, Vietnamese, Spanish

• Posted at www.louisianaschools.net

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QUESTIONS? ASK US!

• karina.castillo@jppss.k12.la.us• 349-6967 (office) 349-7829 (cell0• penny.mcintosh@jppss.k12.la.us • 303-6655 (office) 909-0963