This presentation is designed to help you to successfully complete the ELDA (English Language

Development Assessment) testing that must be done annually to assess the language proficiency of

all EL students. The state has not yet released instructions for the 2012-2013 ELDA test;

therefore, it is possible that some information in this presentation will change. Please carefully read all information from group testing and the EL Office

regarding the ELDA assessment to make sure you have the most up-to-date information.

Monday, February 11th – ELDA testing window opens (Grades K-12)

Friday, March 8th – ELDA testing window closes (Grades K-12)

All testing materials will be distributed by Group Testing. Please refer to information from Group Testing regarding the exact dates for pick-up and return of testing materials.

There are four separate parts of the ELDA. The test includes listening, speaking, reading and writing assessments.

The test is also divided into 4 grade clusters

K-2 3-5 6-8 9-12

Each language domain (listening, speaking, reading and writing) has 5 English language proficiency levels:

Level 1: Beginning Level 2: Lower Intermediate Level 3: Upper Intermediate Level 4: Advanced Level 5: Full English Proficiency

Students will receive a proficiency score for each language domain and a composite score that is used to determine whether students achieve English proficiency. Any student who receives a COMPOSITE score of 4 or 5 will exit EL services.

Test Coordinators: Return all materials to the district in the

same box in which they were delivered. Review all answer documents for accurate

completion of demographic information. Information regarding the repacking and

return of testing materials will be provided by Group Testing.

After testing is completed, gather all the answer folders for students that you have tested into a stack. Place a test header sheet on top of this stack of student answer sheets.

All materials (used and unused) should be returned to your School Test Coordinator directly after the assessment is completed.

Because ELDA is a secured test, it is important that you account for all

test materials issued to your school. Check out the following information

concerning test materials.

If a student receives an incomplete or defective answer folder, instruct the student to raise his or her hand, and follow the steps below:

1. Take a replacement answer folder from the overage supply.2. Write and bubble in the student’s name on the replacement answer folder

in case it becomes separated from the original.3. Have the student complete the remainder of the ELDA on the

replacement answer folder.4. Staple the defective answer folder to the replacement answer folder.5. Place all materials, defective AND replacement, with the other ELDA

materials in the designated secure location.

Do Not Throw Defective Materials Away!

If a student is sick and a test booklet or answer folder becomes soiled, please follow the steps below:

1. Write down the barcode of the affected booklet and transfer the student responses to a new answer folder

2. Dispose of the booklet/answer folder according to TN DOE Procedure: Shred the affected materials

3. Contact TN DOE and Measurement Incorporated with the bar code number of the affected materials and an explanation of the situation. Measurement Incorporated: elda@measinc.com 888-612-0180

4. When the materials are being packed for return, enclose a copy of the emails with the materials.

There are few occasions when you might need to invalidate a test that a student has completed. Invalidating a test means that the student will be recorded as NOT tested. The situations on the following screen indicate the instances when a test should be invalidated.

You will receive information from Group Testing regarding the process for invalidating test scores.

Do NOT invalidate a test for a student who moves to another school in our district. The testing for these students will be completed at the new school. Group testing will also provide information for completing the testing at the new school.

These are the reasons that a student’s test score should be invalidated:

Moved out of the district during testing Completed or used more than one answer

folder. One of the answer folders should be invalidated

Misclassified as EL/LEP and should not have been tested

Failure to provide IEP or 504 accommodation(s)

Most students will have a pre-printed bar code label. The pre-printed barcode label should be affixed to each student’s answer folder. You will not need to bubble-in demographic information by hand for those students who have a pre-printed bar code label. Group Testing will send directions regarding any information that must be completed by hand.

Students who entered our district late in the school year or who moved to your school

later in the year may not have a pre-printed barcode label. You will need to complete ALL the demographic information by hand using a #2 pencil for any student that does NOT have

a pre-printed barcode label.

Schools will also receive “generic” answer document labels. One of these generic labels should be applied to every student answer sheet WITHOUT a pre-printed bar code label. Schools will have to complete the demographic information for these students by hand.

Every area of the demographic information should be filled in.

You must use a number 2 pencil to fill in each bubble completely.

If you fill in the wrong bubble, you must completely erase the mark. Do not cross it out.

FIRST and LAST NAMES

When filling in the ovals, do not use the blank ovals for anything except a blank space between two parts of a name.

BIRTHDATEWhen filling in the Birth Date, the date must be entered in the two-digit day, four-digit year format.

Schools must enter the “Unique Student ID #” for any student WITHOUT a pre-printed barcode label.

This Unique Student ID number is the STATE ID number for the student.

You may find this number on the student’s Chancery page (called “State Number”). This number is also listed on the “ELDA Eligible for Testing MNPS” report in Chancery.

The unique student ID # is only 7 numbers long. You will need

to add two leading zeros BEFORE the student id # in

order to fill all 9 number spaces in the box.

There are several things you have to do to determine “How long a student has been instructed in ESL” and the

“Length of Enrollment in a US School”. See the following slides for

instructions on how to complete these sections of the demographics sheet.

There are different places you must look to find this information for different students.

Schools can get information about “Length

of Enrollment in a US school” and “How Long

instructed in ESL” from the report in Chancery called

“Eligible for ELDA Testing.”

This report can be run by a school counselor or a school

administrator. Teachers and test administrators should look at the date that students entered a U.S. school to help you complete both

these sections of the demographic information. If you

have trouble accessing this report, please contact Deana Conn in the

EL office.

If a students is classified as ACTIVE this means that the

student is currently receiving EL services. You will use the same number

of years for both these sections of the

demographic information.

This student is active. He entered a US school in December of 2011, so he has been in a US school for 1-2 years. He has also been receiving EL services for the same amount of time, 1-2 years.

A student listed as refused on this report will have different numbers

bubbled in for these two sections of the demographic sheet. Refused

means that the student qualified for services, but the parents/guardians

refused EL services. A student classified as refused has never

received EL services.

This student is classified as refused. She has never received EL services, so you must bubble in the circle “<1 year” in the section called “How Long Instructed in ESL”. She has been enrolled in a US school since August 1998. For the section called “Length of Enrollment in a U.S. school,” you would bubble in the circle for “5+years”.

For students classified as Opt out, you will have different

numbers bubbled in on these two sections of the

demographic sheet. Opt out means that the student

qualifies for EL services and received EL services at one

time; however, the parents/guardians decided they no longer wanted the

student to receive EL services.

This student entered a US school in August 2010 . You would bubble in “2-3 years” for

“Length of Enrollment in a US school”. However, the student was opted-out of

services. You will have to bubble in a different box for “How long instructed in

ESL.” See the next slide for instructions on how to find the information for “How long instructed in ESL” for a student classified as

opt out.

This student enrolled in a US school in August 2010.

She opted-out of EL services in August 2012. This means that

she received EL services for two years.

She has been enrolled in a US school for 2-3 years, but only

received EL services for 1-2 years.

Any individual currently licensed by the Tennessee Department of Education as a teacher, counselor or administrator

Translators and aides may not administer the ELDA

These students must take ELDA: Active ELs Opted-out ELs Refused ELs EL students on consultation

It is imperative that you test all active, opt-out, refused and consultation students!

T1 and T2 StudentsNELB Students

The report “Eligible for ELDA Testing” can be run from Chancery. This report will list all the students at your school who MUST TAKE the ELDA test. Any student

appearing on this list must take all portions of the ELDA. Consultation

students will appear on this report as “Active”. Consultation students are not

in EL classes, but they still MUST BE TESTED. Contact Deana Conn in the EL office if you have any questions about

who should be tested.

If a student does not take ANY PART the ELDA test, you must complete a form indicating the reason that the student was not tested. This form will be provided with the ELDA materials by Group Testing.

Please do NOT exclude from the testing students receiving exceptional ed services unless it is specifically stated in the student’s IEP that he or she will not take the ELDA test.

Schools may set their own testing schedule. ELDA is not a timed test. Make-ups for absentees are permitted. Flexibility in sequencing of the subtests (listening,

speaking, reading and writing) is permitted. Language domain subtests can be broken into

separate testing periods. You can give the reading test, for example, over the course of several days.

Reading, Writing, Listening Maximum of 20 students per testing group Additional trained proctors must assist if more than 20

students.

Speaking Given one-on-one and scored by the assessor at the time

the student takes the test Must be scored by teacher knowledgeable of the

assessment

Specified in the student’s IEP or 504 Extended/Adjusted Time Individual/Small Group Administration Modified Test Booklets (Large Print, Braille) -

should already be ordered

The test is not timed, so there is no time limit for each assessment. There are no accommodations allowed on the ELDA except for those listed here. No part of the test can be read aloud to the students except for the directions that are

given in the test administrator’s manual.

For each test administrator: Listening Prompt CD (1 for each grade clusters ) Speaking Prompt CD (1 for each grade cluster) Speaking Scoring Guide Test Administration Manual Oath of Security must be signed by each test administrator

and proctor and then given to School Test Coordinator. The Test Coordinator at your school will have a copy of the oath of security.

For each student: One test booklet containing the Reading and Writing Tests One test booklet containing the Listening and Speaking

Tests One student answer document

Cluster Listening Speaking Reading Writing

3-5 35 minutes 20 minutes 45 minutes 1 hour

6-8 45 minutes 20 minutes 45 minutes 1 hour

9-12 45 minutes 20 minutes 45 minutes 1 hour

Teachers may schedule breaks as needed during testing, as long as breaks come between parts of the test. For example, teachers may choose to take a break between parts 2 and 3 of the reading test.

The Speaking assessment will take less than 30 minutes. A break is not necessary.

The Reading AssessmentPart 1: Short Passages

This section tests the student’s ability to understand information in short reading passages. There are one or more questions about 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. The student will need to identify which person 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.

You will be asked to read the scripted directions in the test administration manual prior to each part.

The Writing AssessmentPart 1: Open Ended Students write responses to prompts.

Part 2: Revise and Edit

Students choose the best answer to correct grammar and usage errors in passages.

Part 3: Graphic Organizers

Students answer multiple choice questions about graphic organizers.

The Listening AssessmentPart 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.

You will be asked to read the scripted directions from the test administration manual before playing the listening CD.

A CD is used to give students the listening test. Once you begin playing the listening CD, you many not rewind, replay, or pause it. You must play the

CD as it is. The listening passage is read two times. The question is read one time, but the students

also have the question and answer choices listed in their test booklet. Students have 10 seconds to respond to each question once the narrator has

read the last option.

Preparation For Administering the 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.

Listen to some of the CD before using it to ensure that it is not defective.

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.

Prepare the Room for the Listening Assessment

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.

Equipment

You will need a 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)

Preparation For Administering the Speaking Assessment

Preparation For Administering the Speaking Assessment

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 to make sure the CD is not defective, then rewind or restart the CD. During the first two minutes, you will hear the administration practice task.

The speaking test is given to students one-on-one. The student will listen to a CD and give oral

responses to prompts on the CD. The teacher or test administrator will grade student responses in

real time as the student is speaking. Once you begin playing the CD, you may not rewind, replay or pause it. The student will have some visual support

to go along with the speaking prompt.

Before assessing students, please

familiarize yourself with the Speaking

Scoring Rubric found in the Speaking Scoring Guide. This scoring rubric will give you

specific guidance on the responses required

for each type of question on the test.

The speaking assessment has 4 item types: Connect Tell Expand Reason

The speaking CD gives students very specific directions for answering each type of question.

Each student response may receive a score of 0, 1 or 2.

0 = no credit for the response 1 = partial credit for the response 2 = full credit for the response

Each type of question has different requirements for the amount and complexity of speech

required in order for the student to receive full credit for a response. The assessor will judge the student response in real time. Student responses are NOT recorded. The assessor will bubble in 0,

1, or 2 on the student’s answer sheet immediately after each response.

On the speaking section of the student answer sheet there are additional letter codes listed along with the numbers 0, 1 and 2. These codes are optional codes that may be used INSTEAD of the 0 code. You do not have to use the

letter codes. If a student receives no credit for a response, bubbling in a 0 is sufficient. If you choose to use the letter codes rather than bubbling in a 0 for a no credit response, be sure that you do NOT bubble in a 0 and a letter code at the same time. Only bubble in one or the other. See the following screen for an explanation of the letter codes.

Deana Conn259-3282, x 858247Deana.conn@mnps.org

Measurement IncorporatedELDA helpline 888-612-0180Elda@measinc.com