1 administering elda k & elda 1-2 english language development assessment assessing ell students...
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Administering ELDA K & ELDA 1-2English Language
Development Assessment
Assessing ELL Students
in the Primary GradesDeveloped by the Limited English Proficient State
Collaborative on Assessment and Student Standards (LEPSCASS) of the Council of Chief State School
Officers (CCSSO) and Measurement Incorporated (MI)
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Philosophical FoundationPhilosophical Foundation for ELDA K & ELDA 1-2 for ELDA K & ELDA 1-2
National Association for the Education National Association for the Education of Young Childrenof Young Children Methods that are developmentally Methods that are developmentally
appropriate, culturally, and appropriate, culturally, and linguistically responsivelinguistically responsive
Classroom-based assessment Classroom-based assessment Tied to children’s daily activitiesTied to children’s daily activities
Characteristics of Appropriate Characteristics of Appropriate AssessmentsAssessments
Who can Administer ELDA K & ELDA 1-Who can Administer ELDA K & ELDA 1-2?2?
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Who Administers ELDA K & Who Administers ELDA K & ELDA 1-2?ELDA 1-2?
Individual currently licensed by the Individual currently licensed by the Arkansas Department of Education as Arkansas Department of Education as a teacher or administratora teacher or administrator
Proctors may be classroom aides who Proctors may be classroom aides who assist a test administrator with test assist a test administrator with test administration.administration. If test materials are present in any testing If test materials are present in any testing
situation, an individual licensed in the state of situation, an individual licensed in the state of Arkansas by the Arkansas Department of Arkansas by the Arkansas Department of Education as a teacher or administrator must be Education as a teacher or administrator must be present in the room. present in the room.
Under no circumstances should unlicensed school Under no circumstances should unlicensed school personnel handle testing materials or administer personnel handle testing materials or administer any part of a state test, such as the English any part of a state test, such as the English Language Development Assessment (ELDA).Language Development Assessment (ELDA).
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Characteristics of Appropriate Characteristics of Appropriate AssessmentsAssessments
Everyday, naturalistic settingsEveryday, naturalistic settings For this age level, the emphasis will be For this age level, the emphasis will be
toward the student’s comfort level within toward the student’s comfort level within the settingthe setting
Multiple methods and measuresMultiple methods and measures Verbal and non-verbal proceduresVerbal and non-verbal procedures Occur across diverse aspects of curriculumOccur across diverse aspects of curriculum Involve a range of activitiesInvolve a range of activities
Assessments involve multiple peopleAssessments involve multiple people Age appropriate tasksAge appropriate tasks
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Who takes the ELDA K-Who takes the ELDA K-2?2? In general: ALL students In general: ALL students
identified as Limited English identified as Limited English Proficient (LEP)Proficient (LEP)
Specifically: ALL LEP students in Specifically: ALL LEP students in grades K-2 who have not met state grades K-2 who have not met state exit criteriaexit criteria
Note: This includes ALL EnglishNote: This includes ALL English
Language Learners (ELLs) whoseLanguage Learners (ELLs) whose
parents have waived rights to parents have waived rights to servicesservices
for LEP studentsfor LEP students
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Purpose and Nature of Purpose and Nature of ELDA K & ELDA 1-2ELDA K & ELDA 1-2
Determine Level of Language Determine Level of Language AcquisitionAcquisition
Separate Inventories for K and 1-2Separate Inventories for K and 1-2 Observation of Student Behaviors Observation of Student Behaviors
and Student Performanceand Student Performance Typical Behavior and Performance Typical Behavior and Performance
Over TimeOver Time Focus on Four Aspects of Focus on Four Aspects of
Language: Listening, Reading, Language: Listening, Reading, Speaking, and WritingSpeaking, and Writing
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General FormatGeneral Format Separate inventories for the four Separate inventories for the four
language domains language domains (Listening, Reading, (Listening, Reading, Speaking, Writing)Speaking, Writing)
Inventories are assembled into a Inventories are assembled into a single student bookletsingle student booklet
Descriptions of student behavior Descriptions of student behavior corresponding to a specific standard corresponding to a specific standard objectiveobjective
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ContentsContents Listening (7 Rows)Listening (7 Rows) Reading (14 Rows)Reading (14 Rows) Speaking (8 Rows)Speaking (8 Rows) Writing (9 Rows)Writing (9 Rows)
ELDA K and 1-2
Test Administration
ManualSpring 2008
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Score Score PointsPoints
0 = No Evidence of 0 = No Evidence of Mastery Mastery
1 = Minimal Evidence; 1 = Minimal Evidence; With Much Support With Much Support
2 = Moderate Evidence; 2 = Moderate Evidence; With/Without Support With/Without Support
3 = Clear Evidence; 3 = Clear Evidence; Independence Independence
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Inventory SampleInventory Sample (Listening)(Listening)
L01L01 1.1. Follow simple 1 – 4-step directions in sequence to complete a task with 1.1. Follow simple 1 – 4-step directions in sequence to complete a task with and without visual support.and without visual support.
To move from a score point of 0 to 3, the student needs to follow more and To move from a score point of 0 to 3, the student needs to follow more and more detailed instructions. A one-step instruction might be something more detailed instructions. A one-step instruction might be something like, “close the door,” while a three-step instruction might include, “Go to like, “close the door,” while a three-step instruction might include, “Go to the door, get the note from the assistant, and bring it to me.”the door, get the note from the assistant, and bring it to me.”
Score PointsScore Points
00 11 22 33
Does Does notnotmeetmeetScoreScorePoint Point 1.1.
Student follows simple Student follows simple 1-step directions given 1-step directions given in English with or in English with or without visual support without visual support (pictures, gestures, (pictures, gestures, modeling)modeling)
Student follows 2-step Student follows 2-step directions given in directions given in English with or without English with or without visual support.visual support.
Student follows at Student follows at least 3-step directions least 3-step directions given in English with given in English with or without visual or without visual support.support.
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AdministrationAdministration What you will needWhat you will need Administration TipsAdministration Tips Quick Start GuideQuick Start Guide Define TermsDefine Terms InventoriesInventories Teacher Support MaterialsTeacher Support Materials
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What You Will NeedWhat You Will Need
Test Administration Manuals for Test Administration Manuals for ELDA K and ELDA 1-2ELDA K and ELDA 1-2 These manuals contain the These manuals contain the
observation inventories (1:3 ratio)observation inventories (1:3 ratio) Teacher Support Materials for Teacher Support Materials for
ELDA K and ELDA 1-2 (1:3 ratio)ELDA K and ELDA 1-2 (1:3 ratio) Answer Documents for ELDA K Answer Documents for ELDA K
and ELDA 1-2 (enough to assess and ELDA 1-2 (enough to assess each K-2 student)each K-2 student)
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Remember! – Administration TipsRemember! – Administration Tips Give student several different Give student several different
directions, in different situations, for directions, in different situations, for different purposes.different purposes.
Observe the student interacting with Observe the student interacting with other adults, other children, both other adults, other children, both academic and social.academic and social.
Draw a conclusion about the Draw a conclusion about the student’s typical level of responsestudent’s typical level of response
Record that observation as a score Record that observation as a score point of 0, 1, 2, or 3 in the answer point of 0, 1, 2, or 3 in the answer documentdocument
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Let’s take a look:Let’s take a look:
Condensed StandardsCondensed Standards
InventoriesInventories
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Define TermsDefine Terms
Length of text OR conversation:Length of text OR conversation: ShortShort MediumMedium LongLong
Level of Teacher SupportLevel of Teacher Support Grade AppropriateGrade Appropriate High Frequency WordsHigh Frequency Words
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Review Both Review Both InventoriesInventories
Note SimilaritiesNote Similarities Note DifferencesNote Differences Plan AheadPlan Ahead
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Review Teacher Review Teacher Support MaterialsSupport Materials
Score Point 1, 2, & 3
Cat Bat Hat
Suggestions, Not Prescriptions
Feel Free to Use Your Own Materials
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Final Comments - Final Comments - ReviewReview
Everyday, Naturalistic SettingsEveryday, Naturalistic Settings Multiple Methods and MeasuresMultiple Methods and Measures
Verbal and non-verbal proceduresVerbal and non-verbal procedures Occur across diverse aspects of Occur across diverse aspects of
curriculumcurriculum Involve a range of activitiesInvolve a range of activities
Assessments Involve Multiple PeopleAssessments Involve Multiple People Age AppropriateAge Appropriate
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End of the K-2 SectionEnd of the K-2 Section
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Administering ELDA 3-12English Language
Development Assessment
Assessing ELL Students in the Primary, Middle, and Secondary
Grade Levels
Developed by the Limited English Proficient State Collaborative on Assessment and Student Standards
(LEPSCASS) of the Council of Chief State School Officers (CCSSO) and Measurement Incorporated (MI)
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IntroductionIntroductionThis presentation contains general
information about the English Language Development Assessment (ELDA) and
specific information about administering the Reading, Writing, Listening and
Speaking English Language Development Assessments for grades 3-12.
Before administering this assessment, please review this information to
familiarize yourself with the assessment administration procedures.
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Security Concerns and Security Concerns and ProceduresProcedures
District and State procedures must be District and State procedures must be followed at all timesfollowed at all times
Ensure the security of test booklets as Ensure the security of test booklets as well as all other materials well as all other materials
During assessment administration, a test During assessment administration, a test administrator must be present at all timesadministrator must be present at all times
Testing RatiosTesting Ratios
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Security Concerns and Security Concerns and ProceduresProcedures
During each assessment administration, a test administrator must be in the room at all times.
Reading, Writing, and Listening*
20 : 1
Speaking (scored live)
1 : 1
If more students are tested than the recommended ratio, additional proctor(s) must be present
Student-Teacher Ratio
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Who can administer the ELDA?Who can administer the ELDA? Individual currently licensed by the Individual currently licensed by the
Arkansas Department of Education as Arkansas Department of Education as a teacher or administratora teacher or administrator
Proctors may be classroom aides who Proctors may be classroom aides who assist a test administrator with test assist a test administrator with test administration.administration. If test materials are present in any testing If test materials are present in any testing
situation, an individual licensed in the state of situation, an individual licensed in the state of Arkansas by the Arkansas Department of Arkansas by the Arkansas Department of Education as a teacher or administrator must be Education as a teacher or administrator must be present in the room. present in the room.
Under no circumstances should unlicensed school Under no circumstances should unlicensed school personnel handle testing materials or administer personnel handle testing materials or administer any part of a state test, such as the English any part of a state test, such as the English Language Development Assessment (ELDA).Language Development Assessment (ELDA).
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Who takes the ELDA 3-Who takes the ELDA 3-12?12? In general: ALL students In general: ALL students
identified as Limited English identified as Limited English Proficient (LEP)Proficient (LEP)
Specifically: ALL LEP students in Specifically: ALL LEP students in grades 3-12 who have not met grades 3-12 who have not met state exit criteriastate exit criteria
Note: This includes ALL EnglishNote: This includes ALL English
Language Learners (ELLs) whoseLanguage Learners (ELLs) whose
parents have waived rights to parents have waived rights to servicesservices
for LEP studentsfor LEP students
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Assessment ScheduleAssessment Schedule
Districts may set their own testing Districts may set their own testing schedule in conformance with the state schedule in conformance with the state testing windowtesting window
ELDA is not a timed testELDA is not a timed test Make-ups for absentees are permittedMake-ups for absentees are permitted Local flexibility in sequencing is permittedLocal flexibility in sequencing is permitted Language domain subtests can be broken Language domain subtests can be broken
into separate testing periodsinto separate testing periods
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Time AllotmentsTime AllotmentsBreaksBreaks
• Test Administrator’s discretion.Test Administrator’s discretion.
• A short break between Parts 2 and 3 of the A short break between Parts 2 and 3 of the Reading test and between Parts 1 and 2 of the Reading test and between Parts 1 and 2 of the Writing test is recommended.Writing test is recommended.
• One 10-minute break between Parts 3 and 4 of One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended.the Listening assessment is recommended.
• Stop points are built into the assessment so sub-Stop points are built into the assessment so sub-tests may be administered in more than one tests may be administered in more than one sitting.sitting.
• The Speaking assessment will take less than 30 The Speaking assessment will take less than 30 minutes, so no break is recommended.minutes, so no break is recommended.
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Listening – Number of ItemsListening – Number of Items
Grade Grade ClustersClusters
ShortShort
PhrasesPhrasesShort Short
DialogueDialoguess
Long Long DialogueDialogue
ss
Short Short PresentationPresentation
ss
Long Long PresentationsPresentations
3-53-5 88 88 2222 1212
6-86-8 88 88 1414 88 1212
9-129-12 1010 1010 1212 88 2020
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Reading – Number of ItemsReading – Number of Items
Grade Grade ClustersClusters
ShortShort
PassagesPassagesInstructionsInstructions Longer Longer
PassagePassagess
3-53-5 1010 66 3434
6-86-8 1010 55 3535
9-129-12 1212 88 4040
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Writing – Number of ItemsWriting – Number of Items
Grade Grade ClustersClusters
ConstructedConstructed
ResponsesResponsesRevise Revise
andand
EditEdit
Graphic Graphic
OrganizerOrganizerss
3-53-5 44 1212 33
6-86-8 44 1212 33
9-129-12 55 1212 33
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Speaking – Number of ItemsSpeaking – Number of Items
16 Open-ended items16 Open-ended items
4 Items for each of four levels4 Items for each of four levels
• ConnectConnect
• TellTell
• ExpandExpand
• ReasonReason
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Scripted DirectionsScripted DirectionsOral scripts for each of the four assessments are in Oral scripts for each of the four assessments are in
the Appendices of the Test Administration the Appendices of the Test Administration ManualManual
The oral scripts should be reviewed by all test The oral scripts should be reviewed by all test administrators prior to the assessment session.administrators prior to the assessment session.
The scripted directions that are in bold print The scripted directions that are in bold print must be read must be read verbatimverbatim to students. to students. Can be further explained/questions clarifiedCan be further explained/questions clarified
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Preparation for Preparation for Reading & WritingReading & Writing
Practice for the AdministrationPractice for the Administration Read through the scripted administration Read through the scripted administration
directions that you are expected to read to directions that you are expected to read to students.students.
Assessment SettingAssessment Setting Appropriate seating for each studentAppropriate seating for each student
Free from outside noiseFree from outside noise Appropriate spacingAppropriate spacing
Assessment MaterialsAssessment Materials Each student will need:Each student will need:
Student test booklet, answer folder and pencilsStudent test booklet, answer folder and pencils
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Reading AssessmentReading Assessment Format of the Reading BookletFormat of the Reading Booklet
Part 1: Short PassagesPart 1: Short Passages This section tests the student’s ability to This section tests the student’s ability to
understand information in short reading understand information in short reading passages. passages.
Part 2: InstructionsPart 2: Instructions This section tests the student’s ability to This section tests the student’s ability to
understand directions. understand directions. Part 3: Longer PassagesPart 3: Longer Passages
This section tests the student’s ability to This section tests the student’s ability to understand information in longer reading understand information in longer reading passages.passages.
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Writing AssessmentWriting Assessment Format of the Writing BookletsFormat of the Writing Booklets
Part 1: Open EndedPart 1: Open Ended Students write responses to prompts.Students write responses to prompts.
Part 2: Revise and EditPart 2: Revise and Edit Students choose best answer to correct Students choose best answer to correct
grammar and usage errors in passages.grammar and usage errors in passages. Part 3: Graphic OrganizersPart 3: Graphic Organizers
Students answer questions about graphic Students answer questions about graphic organizers.organizers.
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Preparation for ListeningPreparation for Listening Practice for the AdministrationPractice for the Administration
Read through the scripted administration Read through the scripted administration directions that you are expected to read to directions that you are expected to read to students.students.
Listen to the first 2 minutes of the prompting Listen to the first 2 minutes of the prompting recording then rewindrecording then rewind
Assessment SettingAssessment Setting Appropriate seating for each studentAppropriate seating for each student
Free from outside noiseFree from outside noise Appropriate spacingAppropriate spacing
Assessment MaterialsAssessment Materials Each student will need:Each student will need:
Student test booklet, answer folder and pencilsStudent test booklet, answer folder and pencils
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Additional Preparation Additional Preparation for Listeningfor Listening
EquipmentEquipment You will need an audiocassette/CD You will need an audiocassette/CD
player to play the prompting recording.player to play the prompting recording.
Equipment TestingEquipment Testing It is critical that you test both the It is critical that you test both the
audiocassette/CD player and the audiocassette/CD player and the audiocassette/CD before administering audiocassette/CD before administering the Listening Assessment.the Listening Assessment.
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Directions for Administering Directions for Administering the Listening Assessmentthe Listening Assessment
At the start of the listening section, pass out the test At the start of the listening section, pass out the test booklets.booklets. Each student should receive one test bookletEach student should receive one test booklet
Students may NOT open the test booklet until the Students may NOT open the test booklet until the recording is played.recording is played.
When students reach the end of the assessment, they are When students reach the end of the assessment, they are instructed to put down their pencils.instructed to put down their pencils.
Students should NOT leave the room at this point but wait Students should NOT leave the room at this point but wait for instructions from the administrator.for instructions from the administrator.
Collect each student’s test booklet and answer folder.Collect each student’s test booklet and answer folder.
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Listening AssessmentListening Assessment Format of the Prompting RecordingsFormat of the Prompting Recordings
You will receive a Listening Assessment You will receive a Listening Assessment audiocassette/CD with your assessment audiocassette/CD with your assessment materials.materials.
Part 1: Short PhrasesPart 1: Short Phrases Part 2: Short DialoguesPart 2: Short Dialogues Part 3: Long DialoguesPart 3: Long Dialogues Part 4: Short PresentationsPart 4: Short Presentations Part 5: Long Presentations [Grades 6-8, and 9-Part 5: Long Presentations [Grades 6-8, and 9-
12]12]
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Preparation for SpeakingPreparation for Speaking Practice for the AdministrationPractice for the Administration
Read through the scripted administration Read through the scripted administration directions that you are expected to read to directions that you are expected to read to students.students.
Listen to the first 2 minutes of the prompting Listen to the first 2 minutes of the prompting recording then rewindrecording then rewind
Assessment GroupsAssessment Groups This portion of the assessment is individually This portion of the assessment is individually
administeredadministered EquipmentEquipment
You will need an audiocassette/CD player to play You will need an audiocassette/CD player to play the prompting recording.the prompting recording.
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Speaking AssessmentSpeaking Assessment
1.1. Practice Task 1Practice Task 1
2.2. Practice Task 2Practice Task 2
3.3. School-Social School-Social Interaction TasksInteraction Tasks
4.4. English-Language English-Language Arts TasksArts Tasks
5.5. Mathematics, Mathematics, Science and Science and Technology TasksTechnology Tasks
6.6. Social Studies TasksSocial Studies Tasks
7.7. ClosingClosing
Format of the Prompting Recording
There are seven sections as follows:
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ELDA SpeakingELDA SpeakingScoring GuideScoring Guide
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Scoring GuideScoring Guide Will be sent with the Testing MaterialsWill be sent with the Testing Materials Will be bar codedWill be bar coded Is a Secure itemIs a Secure item
Cannot be copiedCannot be copied Must be returned with Testing Must be returned with Testing
MaterialsMaterials Contains the prompts and anchor Contains the prompts and anchor
responsesresponses
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Speaking AssessmentSpeaking Assessment ConnectConnect TellTell ExpandExpand ReasonReason
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Speaking FormatSpeaking Format
Score the items in orderScore the items in order Two speakers—man and a womanTwo speakers—man and a woman Four sets of four questionsFour sets of four questions First and second speaker First and second speaker
alternate the presentation of each alternate the presentation of each set of questionsset of questions
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Connect Rubric – Score Pt. 0Connect Rubric – Score Pt. 0
No responseNo response
Response fails to:Response fails to: Confirm conversational connectionConfirm conversational connection Essential information is not Essential information is not
provided or unclear/ambiguousprovided or unclear/ambiguous
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Connect Rubric – Score Pt. 1Connect Rubric – Score Pt. 1
Partly establishes/confirms Partly establishes/confirms conversational connectionconversational connection
Some essential information is Some essential information is providedprovided
Other essential information is Other essential information is missing/unclearmissing/unclear
Errors in mechanics/conventions may Errors in mechanics/conventions may impede understandingimpede understanding
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Connect Rubric – Score Pt. 2Connect Rubric – Score Pt. 2
Establishes/confirms Establishes/confirms conversational connectionconversational connection
Essential information provided Essential information provided clearly and without ambiguityclearly and without ambiguity
Errors in mechanics or Errors in mechanics or conventions do not impede conventions do not impede understandingunderstanding
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Connect NotesConnect Notes Multi-part questionsMulti-part questions Specific response is not cued forSpecific response is not cued for Responses to the cue “how long”Responses to the cue “how long” One word answersOne word answers Responses from promptResponses from prompt PhrasesPhrases
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Tell Rubric – Score Pt. 0Tell Rubric – Score Pt. 0
No responseNo response Response fails to provide:Response fails to provide:
Essential information cued forEssential information cued for Describe/extend with specific detail Describe/extend with specific detail
or examplesor examples May include only essential May include only essential
information cued for with no information cued for with no developmentdevelopment
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Tell Rubric – Score Pt. 1Tell Rubric – Score Pt. 1 Essential information cued for Essential information cued for ANDAND
Attempts to describe/extend with Attempts to describe/extend with general information general information OROR
Some specific detail or example Some specific detail or example without explicit essential without explicit essential informationinformation
Errors in mechanics or conventions Errors in mechanics or conventions may impede understandingmay impede understanding
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Tell Rubric – Score Pt. 2Tell Rubric – Score Pt. 2
Essential information cued for Essential information cued for ANDAND Describes/extends with specific Describes/extends with specific
detail and/or exampledetail and/or example Errors in mechanics or conventions Errors in mechanics or conventions
do not impede understandingdo not impede understanding
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Tell NotesTell Notes
Extensions may not compensate Extensions may not compensate for missing essential informationfor missing essential information
Specific response is not cued forSpecific response is not cued for Responses containing only Responses containing only
prompt repetitionsprompt repetitions
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Expand Rubric – Score Pt. 0Expand Rubric – Score Pt. 0
No responseNo response Fails to provide essential information Fails to provide essential information
cue for and/or ideas/information that cue for and/or ideas/information that serve to:serve to: ExplainExplain ElaborateElaborate Convey orderConvey order
Only essential information with no Only essential information with no developmentdevelopment
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Expand Rubric – Score Pt. 1Expand Rubric – Score Pt. 1 Provides both essential information Provides both essential information
ANDAND attempts to explain, elaborate, attempts to explain, elaborate, and convey orderand convey order
Information included as development Information included as development may be partial or overly generalmay be partial or overly general
Errors in mechanics or conventions Errors in mechanics or conventions may impede understanding.may impede understanding.
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Expand Rubric – Score Pt. 2Expand Rubric – Score Pt. 2
Provides both essential information Provides both essential information cued for cued for ANDAND specific specific ideas/information thatideas/information that ExplainExplain ElaborateElaborate Convey orderConvey order
Errors in mechanics or conventions Errors in mechanics or conventions do not impede understanding.do not impede understanding.
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Expand NotesExpand Notes Multi-part questionsMulti-part questions If a description is cued forIf a description is cued for
List alone is partial creditList alone is partial credit Additional detail is full creditAdditional detail is full credit
Single simple sentence is partial Single simple sentence is partial creditcredit
Compound sentence is two Compound sentence is two sentences sentences
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Reason Rubric – Score Pt. 0Reason Rubric – Score Pt. 0 No responseNo response Fails to express a clear position Fails to express a clear position
(position cannot be inferred)(position cannot be inferred) Expresses a position but lacks Expresses a position but lacks
information to support the positioninformation to support the position Response may include only an Response may include only an
unsupported position statementunsupported position statement
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Reason Rubric – Score Pt. 1Reason Rubric – Score Pt. 1 Expresses a position (explicit or Expresses a position (explicit or
implied) implied) ANDAND partially supports partially supports position with informationposition with information
May beMay be IncompleteIncomplete Only partially plausibleOnly partially plausible Overly generalOverly general
Errors in mechanics/conventions Errors in mechanics/conventions may impede understandingmay impede understanding
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Reason Rubric – Score Pt. 2Reason Rubric – Score Pt. 2
Expresses a clear position Expresses a clear position (explicit or implied) (explicit or implied) ANDAND
Includes information to clearly Includes information to clearly support that positionsupport that position
Errors in mechanics or Errors in mechanics or conventions do not impede conventions do not impede understandingunderstanding
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Reason NotesReason Notes Position statement with nothing Position statement with nothing
moremore No evidence of intended functionNo evidence of intended function Receives a 0Receives a 0
Single simple sentence is partial Single simple sentence is partial creditcredit
Compound sentence is two Compound sentence is two sentencessentences
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End of the 3-12 SectionEnd of the 3-12 Section
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Ordering ELDA K-12English Language
Development Assessment
Order Confirmation Site Instructions for ELDA K-12 materials.
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IntroductionIntroductionToday we will review all applicable ordering information for the ACTAAP ELDA order confirmation site. We will go through the look of the site the general features of the site in addition to updates and changes being made to the order confirmation site for 2010.
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ACTAAP - ELDA 2010ACTAAP - ELDA 2010Order Confirmation DatesOrder Confirmation Dates
Tuesday December 15, 2009Tuesday December 15, 2009 – All districts – All districts should verify their LEP rosters on APSCN on should verify their LEP rosters on APSCN on or before this date. For assistance with this or before this date. For assistance with this task, please contact the person that works task, please contact the person that works with APSCN in your district.with APSCN in your district.
Monday January 4Monday January 4 – ELDA ordering window – ELDA ordering window begins (Grades K-12)begins (Grades K-12)
Thursday January 14Thursday January 14 – ELDA ordering – ELDA ordering window ends (Grades K-12) K-2 window ends (Grades K-12) K-2 manuals/inventories available for downloadmanuals/inventories available for download
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http://www.measinc.com/eldamaterialorders/http://www.measinc.com/eldamaterialorders/Login.aspxLogin.aspx
An ordering email will be sent to each An ordering email will be sent to each Superintendent and District Testing Superintendent and District Testing Coordinator (DTC) in advance of the Jan. Coordinator (DTC) in advance of the Jan. 4 – Jan. 14 ordering window. 4 – Jan. 14 ordering window.
Contained in the email will be written Contained in the email will be written instructions for logging in to the ordering instructions for logging in to the ordering site, etc. site, etc.
The DTC will be the only one with access The DTC will be the only one with access permission and we recommend that the permission and we recommend that the power and ability to login to the site power and ability to login to the site remain with that individual. remain with that individual.
Requests to change and make updates Requests to change and make updates should go through the DTC – with ADE should go through the DTC – with ADE approval only.approval only.
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ELDA Helpline ELDA Helpline
Measurement IncorporatedMeasurement IncorporatedELDA helpline 888-612-0180ELDA helpline [email protected]@measinc.com
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ACTAAP - ELDA 2010ACTAAP - ELDA 2010Order Confirmation DatesOrder Confirmation Dates
Tuesday December 15, 2009Tuesday December 15, 2009 – All districts – All districts should verify their LEP rosters on APSCN on should verify their LEP rosters on APSCN on or before this date. For assistance with this or before this date. For assistance with this task, please contact the person that works task, please contact the person that works with APSCN in your district.with APSCN in your district.
Monday January 4Monday January 4 – ELDA ordering window – ELDA ordering window begins (Grades K-12)begins (Grades K-12)
Thursday January 14Thursday January 14 – ELDA ordering – ELDA ordering window ends (Grades K-12) K-2 window ends (Grades K-12) K-2 manuals/inventories available for downloadmanuals/inventories available for download
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DTC Procedures for DTC Procedures for Distributing and Returning Distributing and Returning
MaterialsMaterials
Receiving the orderReceiving the order Confirm that your shipment contains a Confirm that your shipment contains a
District Coordinator Manual, return District Coordinator Manual, return shipping label(s), and boxes for each of shipping label(s), and boxes for each of your schools listed on your packing list.your schools listed on your packing list.
Open and inventory the contents of each Open and inventory the contents of each school’s materials and verify that all school’s materials and verify that all materials are included. materials are included.
Reseal and send each school its Reseal and send each school its respective box.respective box.
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Preparing the Answer Document for Preparing the Answer Document for UseUse
Applying the Pre-Id Barcode label:Applying the Pre-Id Barcode label: Each Answer Document should have a Pre-Id barcode Each Answer Document should have a Pre-Id barcode
label applied to the upper left-hand corner of the label applied to the upper left-hand corner of the sheet. There is a sample barcode printed on the sheet. There is a sample barcode printed on the answer document to demonstrate correct placement answer document to demonstrate correct placement of the Pre-Id barcode label. Place the Pre-Id barcode of the Pre-Id barcode label. Place the Pre-Id barcode label over the sample.label over the sample.
If you DO have a Pre-Id barcode label for your student, If you DO have a Pre-Id barcode label for your student, you do not need to fill in all of the identification and you do not need to fill in all of the identification and demographic information on the sheet.demographic information on the sheet.
If you do NOT have a Pre-Id barcode label for a If you do NOT have a Pre-Id barcode label for a particular student, you must use a generic label. particular student, you must use a generic label. PLEASE do not use a Pre-Id barcode label belonging to PLEASE do not use a Pre-Id barcode label belonging to a different student who is not going to take the test. a different student who is not going to take the test. Your student’s results will be misattributed. A supply Your student’s results will be misattributed. A supply of generic labels will be provided with your testing of generic labels will be provided with your testing materials. materials.
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Do not apply ANY barcodesDo not apply ANY barcodes or labels except those or labels except those shipped along with the testing materials. shipped along with the testing materials.
Application of any other barcodes or labels will Application of any other barcodes or labels will delay or prevent scoring of your Answer Document.delay or prevent scoring of your Answer Document.Before Before AfterAfter
ApplicationApplication Application Application
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Filling in the Student Filling in the Student Identification AreaIdentification Area
If you do not have a Pre-ID barcode label for If you do not have a Pre-ID barcode label for student and are using a student and are using a genericgeneric barcode label, barcode label, you will need to fill in the demographic information you will need to fill in the demographic information on the front of the Answer Document correctly.on the front of the Answer Document correctly.
Every boxed area of demographic information Every boxed area of demographic information
should be filled in.should be filled in. You MUST use a Number 2 pencil to fill in each You MUST use a Number 2 pencil to fill in each
bubble completely. bubble completely. If you fill in the wrong bubble, you must If you fill in the wrong bubble, you must
completely erase the mark. completely erase the mark. Do not cross it outDo not cross it out. .
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Procedures for Students Procedures for Students needing Accommodationsneeding Accommodations
Accommodations should always be related to the Accommodations should always be related to the student’s specific disabilitystudent’s specific disability
Accommodations that change the content of the Accommodations that change the content of the assessment are NOT allowable.assessment are NOT allowable.
Accommodations in the administration Accommodations in the administration procedures for ELDA are allowable provided procedures for ELDA are allowable provided they are specified in the student’s IEP or 504.they are specified in the student’s IEP or 504.
Any accommodations for an individual must be Any accommodations for an individual must be specified before the student takes the specified before the student takes the assessment and must be documented in the assessment and must be documented in the student’s IEP.student’s IEP.
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Allowable Accommodations Allowable Accommodations of the ELDAof the ELDA
Transcription of ReponsesTranscription of Reponses RWT – Reading of the Writing TestRWT – Reading of the Writing Test Signed DirectionsSigned Directions Magnifying Devices / Noise BuffersMagnifying Devices / Noise Buffers RecordingRecording Extended/Adjusted TimeExtended/Adjusted Time Individual/Small Group AdministrationIndividual/Small Group Administration Modified Test Booklets are availableModified Test Booklets are available
Large PrintLarge Print BrailleBraille
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Reason Not TestedReason Not Tested
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Defective Assessment Defective Assessment
MaterialsMaterials
A student might receive an incomplete or A student might receive an incomplete or defective defective test booklettest booklet. Instruct the student . Instruct the student to raise his or her hand and then follow the to raise his or her hand and then follow the steps below with the student. steps below with the student.
Take a replacement test booklet from the Take a replacement test booklet from the overage supply.overage supply.
Instruct the student to continue the test using Instruct the student to continue the test using the new test booklet.the new test booklet.
After the assessment, return all of the After the assessment, return all of the student’s used testing material (defective and student’s used testing material (defective and replacement) with the other testing materials.replacement) with the other testing materials.
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Recommended for Best Recommended for Best Practice:Practice:
Be certain to provide sufficient Be certain to provide sufficient time and space for administering time and space for administering the assessments.the assessments.
All students who are identified as All students who are identified as ELL must be included in the ELL must be included in the assessment process.assessment process.
Students should be encouraged to Students should be encouraged to do their best.do their best.
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Assessment PreparationAssessment Preparation Assessment materials should be stored Assessment materials should be stored
securelysecurely Before assessment begins:Before assessment begins:
Complete all required information of Complete all required information of each student’s answer folder.each student’s answer folder. Affix Preprinted LabelsAffix Preprinted Labels Bubble in information for those without Bubble in information for those without
LabelsLabels Return unused materials to secure Return unused materials to secure
location before assessment beginslocation before assessment begins
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Assessment MaterialsAssessment Materials Testing Materials used in addition to the Test Testing Materials used in addition to the Test
Administration Manual:Administration Manual: Listening Prompt Cassette or CDListening Prompt Cassette or CD Speaking Prompt Cassette or CDSpeaking Prompt Cassette or CD Speaking Scoring GuideSpeaking Scoring Guide
Each student should have the following:Each student should have the following: One test booklet containing the Reading & Writing One test booklet containing the Reading & Writing
TestsTests One test booklet containing the Listening & One test booklet containing the Listening &
Speaking TestsSpeaking Tests Student Answer folderStudent Answer folder Pre-Printed LabelPre-Printed Label
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Assessment Room PreparationAssessment Room Preparation
Check the assessment room for Check the assessment room for possible assessment question “clues” possible assessment question “clues” prior to each assessment session.prior to each assessment session.
Give each student a work space that Give each student a work space that is large enough to accommodate an is large enough to accommodate an open test booklet.open test booklet.
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Interruptions in the Interruptions in the AssessmentAssessment
These guidelines may be superseded by These guidelines may be superseded by guidelines provided by your school testing guidelines provided by your school testing coordinator.coordinator.
If the interruption is serious and affects all If the interruption is serious and affects all students, stop the assessment at the time of students, stop the assessment at the time of the interruption and secure materials.the interruption and secure materials.
After the interruption, restart the After the interruption, restart the administration from the point where you administration from the point where you stopped.stopped.
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Security Concerns & Security Concerns & ProceduresProcedures
All ELDA materials should be All ELDA materials should be considered secureconsidered secure
All district and state All district and state procedures must be followed procedures must be followed to ensure security is to ensure security is maintained.maintained.
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After TestingAfter Testing Account for all materials using the school Account for all materials using the school
packing listpacking list Put all student materials (used and Put all student materials (used and
unused) back into the original box that unused) back into the original box that came from the MIcame from the MI
Put all teacher administrator materials Put all teacher administrator materials back in the same boxback in the same box
All materials must be returnedAll materials must be returned -- double -- double check that you have accounted for and check that you have accounted for and packed everythingpacked everything
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If a student is sick and a If a student is sick and a test booklet or test booklet or answer folder answer folder becomes soiled, please becomes soiled, please follow the steps below:follow the steps below: Write down the barcode of the affected booklet and Write down the barcode of the affected booklet and
transfer the student responses to a new answer foldertransfer the student responses to a new answer folder Dispose of the booklet/answer folder according to ADE Dispose of the booklet/answer folder according to ADE
Procedure: Shred or burn the affected materialsProcedure: Shred or burn the affected materials Contact ADE and MI with the bar code number of the Contact ADE and MI with the bar code number of the
affected materials and an explanation of the situation.affected materials and an explanation of the situation. Susan Gray Susan Gray [email protected]@arkansas.gov MI MI [email protected]@measinc.com When the materials are being packed for return, enclose When the materials are being packed for return, enclose
a copy of the both emails with the materials.a copy of the both emails with the materials.
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STC Collection And Return Of STC Collection And Return Of Student Assessment MaterialsStudent Assessment Materials
When students have completed the assessment, When students have completed the assessment, they should raise their hands so that you can collect they should raise their hands so that you can collect their booklets. their booklets.
Students must remain seated quietly at their desks Students must remain seated quietly at their desks and may not have access to any personal items or and may not have access to any personal items or materials for the remainder of the testing period. materials for the remainder of the testing period.
After testing is completed, gather all the answer After testing is completed, gather all the answer folders for students that you have tested into a folders for students that you have tested into a stack. Place the pre-printed header sheet on top of stack. Place the pre-printed header sheet on top of this stack of student answer folders. All headers this stack of student answer folders. All headers and student answer folders should then be placed and student answer folders should then be placed back into the box.back into the box.
All materials (used and unused) should be returned All materials (used and unused) should be returned to your School Test Coordinator directly after the to your School Test Coordinator directly after the assessment is completed. assessment is completed.
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The The School Test CoordinatorSchool Test Coordinator(s) should account for and (s) should account for and pack all materials before returning the boxes to the District pack all materials before returning the boxes to the District Test Coordinator.Test Coordinator.
The materials should be packed for return in the original The materials should be packed for return in the original shipping boxes in the following manner:shipping boxes in the following manner: Unused test booklets and answer folders in the bottom Unused test booklets and answer folders in the bottom
of the boxof the box Prompt cassettes or CDs, Speaking Scoring Guides, Prompt cassettes or CDs, Speaking Scoring Guides,
Administration Manuals, and any extra forms or headers Administration Manuals, and any extra forms or headers should be placed above the unused materialsshould be placed above the unused materials
Used test booklets should be placed above the Used test booklets should be placed above the administration materialsadministration materials
The stack(s) of used answer folders, with corresponding The stack(s) of used answer folders, with corresponding headersheaders ON TOP ON TOP, should be placed in the top of the box, should be placed in the top of the box
When the School Test Coordinator has accounted for and When the School Test Coordinator has accounted for and packed all testing materials, all materials (used and packed all testing materials, all materials (used and unused) should be returned to the unused) should be returned to the District Test District Test CoordinatorCoordinator..
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Returning materials after testingReturning materials after testing After testing, schools shall return all materials to After testing, schools shall return all materials to
the district in the same box in which they were the district in the same box in which they were delivered.delivered.
DTC shall ensure that all boxes are taped securely.DTC shall ensure that all boxes are taped securely. DTC is to use the supplied return shipping label(s) DTC is to use the supplied return shipping label(s)
to send all testing materials back to MI. Follow the to send all testing materials back to MI. Follow the instructions on the back of the shipping labels to instructions on the back of the shipping labels to arrange for a pick-up of the materials. Please follow arrange for a pick-up of the materials. Please follow these instructions explicitly to arrange for ground these instructions explicitly to arrange for ground pick-up. Air/Express drivers are unable to accept pick-up. Air/Express drivers are unable to accept packages for ground pick-up. Do not use another packages for ground pick-up. Do not use another shipping method or your own shipping labels.shipping method or your own shipping labels.
Ship all materials to the MI Coldwater KS office Ship all materials to the MI Coldwater KS office on on or beforeor before Friday May 14, 2010. Friday May 14, 2010.
Refer all questions about packing and shipping to Refer all questions about packing and shipping to the ELDA helpline the ELDA helpline 888-612-0180 or 888-612-0180 or [email protected]@measinc.com
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ACTAAP ELDA AFFIDAVITS and
FORMS
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School Security Checklist
District Name School Name
to to Test Booklet Range (K-12) Test Administration Manual Range (K-2 only)
District Test Coordinator Signature
Grade (circle one): K 1 2 3 4 5 6 7 8 9 10 11 12
School Test Coordinators will document the assignment of each secure test booklet (K-12) and Test Administration Manual (K-2 only) to each Test Administrator in the “In” and “Out” columns for each day of Testing. All test booklets and K-2 Test Administration Manuals must be kept in a secure storage area. Secure materials and all Security Checklists MUST be returned to the District Test Coordinator.
Test Booklet / Manual Security ID Range Assigned to: Day 1 Day 2 Day 3 Day 4 Day 5 Make-Up
From Through Test Administrator Name Out In Out In Out In Out In Out In Out In
Date Returned to District Test Coordinator
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
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ACTAAP - ELDA 2010ACTAAP - ELDA 2010Important Test DatesImportant Test Dates
Friday February 26 – ELDA K and ELDA 1-2 Friday February 26 – ELDA K and ELDA 1-2 Administrative materials distributed to DTCs and Administrative materials distributed to DTCs and SuperintendentsSuperintendents
Monday March 15 – ELDA materials arrive in the districtsMonday March 15 – ELDA materials arrive in the districts Monday March 29 – ELDA testing window begins (Grades Monday March 29 – ELDA testing window begins (Grades
K-12)K-12) Friday May 7 – ELDA testing window ends (Grades K-12)Friday May 7 – ELDA testing window ends (Grades K-12) Friday May 14 – All ELDA testing materials must be Friday May 14 – All ELDA testing materials must be
shipped back to Measurement Incorporatedshipped back to Measurement Incorporated Thursday July 1 – Grades K-12 ELDA score reports arrive Thursday July 1 – Grades K-12 ELDA score reports arrive
in the districtsin the districts Friday August 13 – Reporting Errors and missing reports Friday August 13 – Reporting Errors and missing reports
to the ELDA Helplineto the ELDA Helpline
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ELDA Helpline ELDA Helpline Please Utilize The ELDA Help Please Utilize The ELDA Help
SystemSystemPromised Response within 48 Promised Response within 48
hourshoursMeasurement IncorporatedMeasurement IncorporatedELDA helpline 888-612-0180ELDA helpline [email protected]@measinc.com
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Questions?Questions?