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ELPA21 2018 Score Interpretation Guide

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Iowa Department of Education

Disclaimer: The contents of this document were developed under a grant from the U.S. Department of Education. However, those contents do not

necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government

Score

Interpretation

Guide

2017-2018

Summative Assessment Grades K-12


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Contents Introduction .................................................................................................................................. 3

Purpose of this Document ........................................................................................................ 3

Purpose and Intended Uses of Scores ...................................................................................... 3

Scores ........................................................................................................................................... 4

Reporting Scores ...................................................................................................................... 5

The Domain Scores .............................................................................................................. 5

The English Proficiency Determination............................................................................... 6

The Growth Indicators ............................................................................................................. 7

Score Report Interpretation .......................................................................................................... 8

General Score Interpretation Guidance .................................................................................... 8

Score Report Interpretive Guidance by Audience ................................................................... 9

References .................................................................................................................................. 12

Appendix A…………………………………………………………………………………….13

Appendix B…………………………………………………………………………………….16

Appendix C…………………………………………………………………………………….18


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Introduction The English Language Proficiency Assessment for the 21st Century, or ELPA21, is a test of English

language proficiency. Derived from an innovative set of English language proficiency (ELP)

Standards1 developed during 2012-13, ELPA21 measures English language learners’ (ELLs) ability

to meet the language expectations required by grade-level English language arts, mathematics, and

science content as specified by the Common Core State Standards2 (CCSS), and the Next

Generation Science Standards3 (NGSS).

ELPA21 is founded on the belief that academic content and academic language are not distinct or

separate skills. As students learn language, they simultaneously interact with grade-level academic

content. Increasing the expectations for the academic content that students must master in grades K

through 12 requires a parallel increase in language demands. As a result, ELLs are taught (with

appropriate support) the same academic content in the core subject areas (English language arts,

mathematics, and science) as their classmates, at the same time they are acquiring English

proficiency. As ELLs learn the academic uses of the English language, they also gain opportunity to

learn the knowledge and skills necessary to be on track for college and career readiness.4

Purpose of this Document This document serves as guidance for Iowa schools to assist educators, parents, and other

stakeholders with the interpretation of the Individual Student Report (ISR) generated from the

Online Reporting System (ORS). Educators may use the information published in this manual to

prepare notices for parents as well as for reporting to the local school board and other stakeholders.

Purpose and Intended Uses of Scores ELPA21 summative assessment results provide valuable information that informs instructional and

accountability decisions.

The test is designed to measure the four language domains of listening, reading, speaking and

writing as each is embedded in the academic content expectations for English language arts,

mathematics, and science. ELPA21 summative assessments provide scale scores for each of the

four domains of listening, reading, speaking and writing, which are classified into five levels of

performance. Overall proficiency is determined through the pattern and level of performance across

the four domains. Scale scores also are provided for each domain and overall performance and

comprehension.

The ELPA21 assessment scores serve multiple uses. They inform ELL program eligibility

decisions, provide a means to monitor English proficiency progress, determine proficiency for

1http://www.ccsso.org/Resources/Publications/English_Language_Proficiency_%28ELP%29_Standards_.html

2 http://www.corestandards.org/read-the-standards/

3 http://www.nextgenscience.org/get-to-know

4 Although recently passed ESEA legislation uses “EL”, ELPA21 uses “ELL” for consistency across documentation

given adoption of “English language learner” at the beginning of the grant.

http://www.ccsso.org/Resources/Publications/English_Language_Proficiency_%28ELP%29_Standards_.html


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program exit decisions, inform teachers of instructional needs of ELLs, identify resource needs, and

provide evidence of program effectiveness and accountability. Specifically, they are intended to

meet three objectives:

• Measuring Progress. ELPA21 scores can be used to monitor progress by ELLs towards

English language proficiency and for describing individual and group strengths by domain and

over time. Reliably measuring progress over time meets multiple state needs such as informing

student placement and program reclassification, determining instructional needs of ELLs and

the support needs of ELL teachers, evaluating program effectiveness for subgroups of students,

and adjusting educational programming and resources as needed.

• Reclassification. ELPA21 scores can be used to determine proficiency relative to grade

appropriate performance standards for reclassification purposes. Once proficient, ELLs will

have acquired the content-specific English language practices that enable them to produce,

interpret, collaborate on, and succeed in content-related and grade-appropriate academic tasks.

• Accountability. ELPA21 scores are used for accountability purposes, by identifying which

institutions are meeting accountability targets and which may be in need of assistance.5

Scores ELPA21 summative assessments provide two sets of outcomes, each serving different purposes.

The first set of outcomes are intended to be used for score reporting and include a summary of

performance on the four domains and a Proficiency Determination of Emerging, Progressing, and

Proficient that is based on the pattern (or profile) of performance across the four domains. Iowa has

chosen to report domain performance as both a scale score and a level. These scores are provided

for use by students, educators, and parents and meet the ELPA21 objectives of measuring progress

and determining program eligibility.

The second set of outcomes includes two Growth Indicators: an Overall Score and a

Comprehension Score. These scale scores are provided for program evaluation purposes and are

intended for use by policy-makers and administrators. These scores meet the ELPA21 objectives for

accountability and program evaluation. Table 1 summarizes both sets of outcomes.

5 As determined by the US Department of Education’s current accountability legislation.


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Table 1. ELPA21 Summative Assessment Results Audience Assessment

Outcome Purpose

1. Reporting Scores Students, families, educators (all audiences)

Domain Profile and Levels, Domain Score

Reporting scores, allocating resources, instructional planning

Proficiency Determination

Determining EL program eligibility

2. Growth Indicators Policy-makers, administrators

Overall Score Evaluating program outcomes, computing accountability metrics, calculating growth

Reporting Scores

The Domain Scores

A numeric three-digit scale score describes performance on each of the four domains of listening,

reading, speaking and writing. A measure of variability, termed the standard error of measurement

(SEM), describes the variability around each numeric score. Each score is classified into one of five

performance levels, where each level corresponds to a text descriptor stating what students in each

level know and can do. The cut scores defining each level are listed in Appendix A, with the

corresponding descriptors (ALDs) documented in Appendix C.

Although performance on a single domain cannot determine English language proficiency, the

question “what level on each domain is sufficient?” begs to be addressed. Corresponding to the

policy definition, level 4 on each domain represents the English language knowledge, skills and

abilities that are required to interact with and engage in grade-level content instruction at the same

level as non-ELs and is referred to as the “assessment target” for each domain. Once the assessment

target is met on all non-exempt domains (e.g., a student scores a four on each domain, or “4444” )

ELPA21 recommends the student be eligible for reclassification.

The Profiles

The ELP Standards maintain that proficiency can be achieved in multiple ways, and may look

different for individual students. Students develop skill in each domain at different rates and may

exhibit some skills of a domain at higher levels and still struggle with other skills at a lower level.

As such, ELPA21 recognizes the possibility of other profiles of skills across the domains of

listening, reading, speaking and writing that may describe proficiency in addition to the “4444”

profile.

Profiles may be expressed as 1) four numbers representing the level of proficiency on each of the

four domains, or as 2) rules that summarize a common pattern for sets of profiles. As an example,

hypothetical scores could be expressed as a profile of “4343” or by the rule “no domain score falls

below Level 3”. Profiles are based on the domain scores of proficient students identified during the


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ELPA21 contrasting group study, were refined and vetted by a panel of member state EL experts,

and were refined and vetted again during standard setting.

Relying on student profiles instead of an overall composite score as is traditionally done benefits

educators in a couple ways. A profile provides more instructional information about students who

may have the same overall score, but differ in skills and needs. Proficiency is a function of the

domains, not of the overall scores with domains combined. It also highlights the relationship

between the domains in a way that an overall score would not.

Profiles are used to differentiate “Proficient” students from those who are “Progressing” or

“Emerging”. Table 2 describes how the different profiles are expressed and used to determine

proficiency on ELPA21.

Table 2. Profiles of Proficiency

Rules Profiles English Proficiency Determination

A profile of 4s and 5s meets assessment targets and indicates overall proficiency

5555 5554 5544 5444 4444 555E 554E 544E 444E

Proficient

A profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient

Any other combination: At least 1 domain >=3 AND At least 1 domain <=3

Progressing

A profile of 1s and 2s indicates an “Emerging” level of proficiency.

2222 2221 2211 2111 1111 222E 221E 211E 111E

Emerging

Note: Order of domains is irrelevant on the table. “E” indicates an exempt test.

The English Proficiency Determination

Using the profiles, different combinations of skills and abilities across the domains are deemed as

“Proficient”, “Progressing” or “Emerging” (see Table 9). The English Proficiency Determination

identifies ELs whose language skills enable full participation in grade-level academic contexts.


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Table 3: Policy Definition for the English Proficiency Determination

Proficient Students are Proficient when they attain a level or English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ElPA21, students can be considered for reclassification.

Progressing Students are progressing when, with support they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.

Emerging Students are emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content- related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support.

Note: Each definition consists of three elements: a learning expectation (first sentence), an operational definition

(second sentence), and a policy impact statement (third sentence).

Defining proficiency as profiles of skills rather than as an average or a sum across those skills

allows for richer, more nuanced and flexible distinctions between proficient and not proficient

students. For example, a profile of “4131” is more useful and provides educators with more

information than does an overall composite score of 360. The profile, while not diagnostic, does

show clear strength and weakness.

Note that summative assessments are developed by grade-band, but scores are reported at grade-

level, and as a result, different profiles may indicate proficiency in different grades.

Because of this, students at different grades within the same grade-band who earn identical scores

may fall into different achievement levels and receive different English proficiency determinations.

This is because the expectation (e.g., cut score, or standard for proficiency) increases for each

grade. For example, a student receiving a 570 in listening, a 585 in reading, a 600 in speaking and a

590 in writing may be Progressing in 8th grade (a profile of 4343), but Proficient in 6th grade

(profile of 5454).

The Growth Indicators ELPA21 provides two cross-domain measures of language ability, 1) the Overall Score and 2) the

Comprehension Score. They are not composites in the traditional sense, as weighted aggregates of

separate domain scores, but is the total test scale score based on all items administered. The Overall

Score is computed from a single score estimation for each student including items from all four

domains. The Comprehension Score is computed from a single score estimation for each student


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using all reading and listening items. Because these scores are computed differently than the

domain scores, they are reported on a different reporting scale. Both are reported as a four-digit

number.

The Growth Indicators are designed for program evaluation, (i.e., reviewing school or district

growth or progress over time). Because this, they are not mapped to performance levels and do not

have associated cut scores. They can be useful for identifying growth year-over-year, but do not

provide detailed information about a student’s ELP. The domain profiles and English proficiency

determinations are the best information about individual student performance.

Currently, the Overall Score and Comprehension Score can be compared across years for tests

within a grade band, but not from one grade band to another. ELPA21 is working to develop

crosswalks to facilitate comparison of performance across adjacent grades in different grade bands.

(e.g., to compare a student’s 5th grade performance with her 6th grade performance).

Since these scores are based on the same items that are grouped for the domain scores, the Growth

Indicators and domain scores will be closely related. However, since the proficiency judgments are

not based on the Overall or Comprehension Scores, there may be cases where students with the

same Overall score will have different profiles and therefore possibly different English proficiency

determinations.

Score Report Interpretation To make ELPA21 results accessible to all audiences, graphics, numbers, and text descriptions are

utilized to represent information.

General Score Interpretation Guidance ELPA21 offers unique information to students, parents, educators, administrators, and policy-

makers. When used appropriately, this information describes what ELLs know and can do in terms

of the grade-level language skills required to engage with the content that is taught according to

rigorous academic standards.

ELPA21, like all tests, has limitations. No single test can measure all aspects of a student’s

language use, and no test can measure this perfectly. ELPA21 scores are provided with a measure

of error. Summative assessment scores should be viewed as one indicator among multiple sources

of evidence (such as classroom-based tests, course grades, teacher observations, and samples of

student work) when interpreting and making decisions about a student’s English language

proficiency.

When used as designed, ELPA21 provides useful information. However, like any other test, it may

have unintended consequences if used outside the specific purposes and populations for which it

was designed and validated.

ELPA21 used valid psychometric processes to ensure that scores from different test forms describe

the same level of performance. For example, score from a 5th grade student scoring just above


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proficient on test form A and a 5th student scoring just above proficient on form B would represent

the same performance, and these scores are comparable. When aggregated, these scores can also

describe school- or district-level changes in proficiency and can measure gaps in achievement

among different groups of students.

Scores within a single grade band are comparable. Those across grade band are not.

Appropriate uses of ELPA21 Summative Scores6

ELPA21 scores represent a snapshot of student proficiency at one point in time. The test was

designed so that scores may be used to:

1. Measure English language proficiency progress from year-to-year, allowing teachers and

parents to monitor annual progress towards proficiency.

2. Inform ELL reclassification decisions.

3. Inform state accountability calculation and reporting.

4. Inform evaluations of program effectiveness for various subgroups of students and adjust

educational programming and resources as needed.

5. Help school officials identify the types of professional development and/or support that

teachers need.

LPA21 scores should not be used to:

● Provide a measure of all components of ELP. The assessments are developed to assess ten

standards, in four domains, with items assessing specific skills and abilities in each.

● Evaluate ELP without recognizing that some error in measurement is inherent in all test

scores.

● Provide a single data point that alone is sufficient for making decisions. Test scores should

be interpreted within the context of the student and teacher, and the academic and social

environment.

● Describe why an individual student scored as he/she did.

● Provide a grade-level assessment of student proficiency. Scores cannot be used to suggest an

8th grader is literate at a 4th grade level, but do determine if a student is proficient in his or

her grade-level.

● Evaluate teacher performance or effectiveness.

Score Report Interpretive Guidance by Audience

Interpreting Results (Students and Families):

ELPA21 results are one measure of your child’s progress towards English language proficiency.

Like all tests, ELPA21 scores should be interpreted along with other information, like classroom

tests, assignments, teacher observations, content area test scores, and grades. Your student’s scores,

performance levels, and English Proficiency Determination describe his or her English proficiency

and how that compares to the level of proficiency needed for success in school.

6 ELPA21 Theory of Action.


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Interpreting Results (Educators):

These results are one measure of a student’s progress towards English language proficiency and

provide specific but limited information. Like all measures of student proficiency, ELPA21 scores

should be interpreted along with information like classroom tests, assignments, teacher

observations, content area test scores, and grades.

ELPA21 scores are most useful when used collaboratively by English as a second language

(ESL)/English language development (ELD) teachers and content area teachers. Explicit

recognition that language acquisition takes place across the content areas benefits ELs’ academic

experiences. Ensuring that English language development does not interfere with access to grade-

appropriate content and practices requires a shift in perception from “What language skills does the

student have?,” to “What is the student able to do with language in the content areas?” Knowing

what students are able to do with the academic language necessary to engage in grade-level content

instruction is useful to guide instructional practice and to identify necessary supports. Scores by

domain also identify student strengths and weaknesses, inform reclassification decisions, discern

patterns of performance in classrooms or groups of students, and identify opportunities for

instructional collaboration.

The ELP Standards, and ELPA21 assessments, assume simultaneous development of language and

content-area knowledge, skills, and abilities. Because ELs have the same potential as their non-EL

peers they do not need to wait until their ELP is sufficiently developed to participate in content area

instruction and assessment.7 ELPA21 scores summarize the extent to which ELs language skills

enable (or hinder) an EL’s participation in grade-level mathematics, English language arts, and

science content courses. As language proficiency increases, grade-level content learning is able to

increase. Other classroom and statewide summative tests describe student ability in specific content

areas like mathematics, science, reading, and writing while ELPA21 scores describe how an EL is

able to use the language necessary for success in content area courses.

Interpreting Results (Administrators):

These results provide one measure of student progress towards English language proficiency.

ELPA21 scores may be used for staff and resource planning, curriculum selection, professional

development, program evaluation, informing reclassification decisions, and provide one measure of

accountability.

ELPA21 summative assessments align with the ELP Standards, and the ELP Standards correspond

to rigorous state standards by describing the academic language skills necessary to access and meet

rigorous college- and career-ready standards. Explicit recognition that language acquisition takes

place across the content areas may also encourage collaboration among educators and benefits ELs’

learning experiences.

A determination of proficient on ELPA21 indicates that a student has demonstrated the language

skills required by the content area expectations described by the CCSS and NGSS (including state

versions of the NGSS).

7 The ELP Standards.


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Administrators should consider the following when looking at ELPA21 reports over time. First,

ELL status is temporary and changes as a direct result of high-quality language instruction. As a

result, more successful ELLs exit ELL programs as they reach required levels of ELP (and often,

academic performance also). A natural consequence of this is that faster-progressing, higher-

attaining students exit ELL status sooner than slower-progressing students. Secondly, because

students who reach proficiency no longer participate in ELPA21, the growth of ELLs longitudinally

will be underestimated (by ELPA21 or any test) because scores represent the progress only for

students who have not yet met exit criteria.

The ELPA21 consortium recommends that multiple criteria be used, with some redundancy, when

making high stakes decisions.8

8 See Abedi, 2008; Tippeconnic & Faircloth, 2002


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References

Abedi, J. (2008). Classification System for English Language Learners: Issues and

Recommendations. Educational Measurement, Issues and Practice. 17-31.

Council of Chief State School Officers. (2014). English Language Proficiency (ELP) Standards

with Correspondences to K–12 English Language Arts (ELA), Mathematics, and Science Practices,

K–12 ELA Standards, and 6-12 Literacy Standards. Washington, DC: CCSSO.

Council of Chief State School Officers. (2013). Operational Best Practices for Statewide Large-

Scale Assessment Programs. Washington, DC: CCSSO.

English Language Proficiency Assessment for the 21st Century (2014). Theory of Action.

Tippeconnic, J. W., III, & Faircloth, S. C. (2002). Using culturally and linguistically appropriate

assessments to ensure that American Indian and Alaska Native students receive the special

education programs and services they need (EDO-RC-02-8). Charleston, WV: ERIC Clearinghouse

on Rural Education and Small Schools.

U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and

Program Studies Service, National Evaluation of Title III Implementation

Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance

Criteria and Monitoring English Learner Progress, Washington, DC 2012.


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Appendix A Iowa Department of Education

ELPA21 Performance Standards (Cut Scores)

Level 1 Level 2 Level 3 Level 4 Level 5

Description Beginning Early

Intermediate Intermediate Early Advanced Advanced

Kindergarten

Domain Level 1 Level 2 Level 3 Level 4 Level 5

Listening 466 or below 467-506 507-612 613-644 645 or above

Reading 472 or below 473-513 514-591 592-626 627 or above

Speaking 486 or below 487-534 535-597 598-624 625 or above

Writing 496 or below 497-561 562-650 651-672 673 or above

Grade 1






Grade 2







14

Grade 3






Grade 4






Grade 5






Grade 6







15

Grade 7






Grade 8






Grade Band 9-12







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Appendix B ELPA21 Proficiency Descriptors

Emerging

● ELPA21 Official Students are Emerging when they have not yet attained a level of English

language skill necessary to produce, interpret, and collaborate on grade-level content‐

related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Levels

1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing

program support.

● “Family friendly” version A student at the Emerging level does not yet have the ability to

produce grade-level academic content in the English language. For the ELPA21 annual

assessment, this means the student scores either Level 1 or Level 2 in each of the four

domains of reading, writing, listening, and speaking.

Progressing

● ELPA21 Official Students are Progressing when, with support, they approach a level of

English language skill necessary to produce, interpret, and collaborate, on grade-level

content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile

with one or more domain scores above Level 2 that does not meet the requirements to be

Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program

support.

● “Family friendly” version A student at the Progressing level is approaching the ability to

produce grade-level academic content in the English language with support. For the

ELPA21 annual assessment, this means the student scores above a Level 2 on one or more

domains, but does not yet meet the requirements to be at the Proficient level on the four

domains of reading, writing, listening, and speaking.


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Proficient

● ELPA21 Official Students are Proficient when they attain a level of English language skill

necessary to independently produce, interpret, collaborate on, and succeed in grade-level

content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile

of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered

for reclassification.

● “Family friendly” version A student at the Proficient level can produce grade-level

academic content in the English language. For the ELPA21 annual assessment, this means

the student scores either Level 4 or Level 5 on each of the four domains of reading, writing,

listening, and speaking.

Adapted from the Oregon Department of Education with all permissions granted 11/9/16


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Appendix C ELPA21 Achievement Level Descriptors


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ELPA21 Achievement Level Descriptors (ALDs) Grade: Kindergarten Page 1 of 2

Reading

Level 1 Beginning

Reading

Level 2 Early Intermediate

Reading

Level 3 Intermediate

Reading

Level 4 Early Advanced

Reading

Level 5 Advanced

Score Range: 472 or below Score Range: 473-513 Score Range: 514-591 Score Range: 592-626 Score Range: 627 or above

When reading grade-

appropriate text, the student at

Level 1 is working on:

When reading grade- appropriate

text, the student at Level 2 is

working on:

When reading grade-appropriate text,

the student at Level 3 is working on:



working on:

When reading grade-appropriate text, the student

at Level 5 is working on:

determining the meaning of

words and phrases in texts and

dialogues; responding to simple

yes/no and wh- questions;

recognizing the meanings of

some frequently occurring words

in read-alouds.

identifying key words and phrases

from read-alouds of texts and

dialogues; responding to yes/no and

wh- questions; recognizing the

meaning of some frequently

occurring and key words in read-

alouds.

identifying frequently used words and

phrases; responding to questions

about key details from read-alouds of

texts and dialogues; responding to

questions about familiar topics;

answering questions to help

determine the meaning of some

words and phrases in read- alouds.

categorizing words and phrases in

read-alouds of texts and dialogues;

answering questions about key

details in a variety of text types;

recognizing words and phrases in

read-alouds that may have multiple

meanings in context.

analyzing details from read-alouds and dialogues

on familiar and unfamiliar topics; analyzing

information to answer questions about key

details in read- alouds; categorizing words;

demonstrating comparing and contrasting skills

in read- alouds; inferring meaning from words

using text and pictures; listening to and

following directions from a text.

Writing

Level 1 Beginning

Writing


Writing


Writing


Writing

Level 5 Advanced


When writing, the student at








When writing, the student at Level 5 is

working on:

recognizing and using a small

number of frequently occurring

nouns and verbs in writing;

creating words by filling in a

missing letter; using a small

number of frequently occurring

nouns and verbs in written text;

responding to simple questions

about familiar topics.

recognizing and using frequently

occurring nouns and verbs in

writing; writing and completing

words by filling in a missing letter;

expressing an opinion about a topic

in writing and giving a reason for

that opinion; responding to simple

questions about familiar topics


occurring nouns, verbs, and short

phrases in writing; writing and

completing words with missing

letters; using question words to create

simple questions; expressing an

opinion or preference; creating

complete simple sentences by placing

words in the correct order.


occurring regular plural nouns, verbs

and prepositions in writing; writing

common grade level words, writing

sentences with few errors; expressing

an opinion with a reason; creating

complete sentences by placing words

in the correct order.

recognizing and using frequently occurring

regular plural nouns, verbs, prepositions, and

question words in writing; writing common

words and accurate grade-level sentences;

expressing an opinion or a preference, including

a reason for that opinion; creating complete

sentences by placing words in the correct order.


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ELPA21 Achievement Level Descriptors (ALDs) Grade: Kindergarten Page 2 of 2

Listening

Level 1 Beginning

Listening


Listening


Listening


Listening

Level 5 Advanced


When listening, the student at








When listening, the student at Level 5 is

working on:

responding to short

conversations; recognizing and

identifying the meanings of a

few frequently occurring words

in read-alouds and simple oral

presentations; responding to

simple yes/no and wh-

questions; following simple

directions.

responding to short conversations;

recognizing and identifying the

meaning of some key words and

phrases from read-alouds and oral

presentations; responding to yes/no

and wh- questions; following simple

and some multi-step directions

without picture support;

discriminating some details in

longer conversations.

responding to conversations and

identifying key words and phrases

from read-alouds and oral

presentations; answering questions

about the meanings of words and

phrases; making inferences and

comparisons; responding to yes/no

and wh- questions; comprehending

details and following longer

directions.


identifying key words, phrases, and

details from long stories and

presentations; answering questions

and evaluating key vocabulary using

details from long stories and

conversations; demonstrating

multiple-step thinking.

responding to conversations and identifying key

words, phrases, and details from longer stories

and informational presentations; answering

questions and evaluating key details from long

informational presentations; demonstrating

multiple step thinking.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced


When speaking, the student at








When speaking, the student at Level 5 is

working on:

responding to short

conversations and questions;

describing objects using

frequently occurring nouns and

verbs; communicating simple

information about a topic.


questions, following commands;

describing actions and objects using

frequently occurring nouns, verbs

and short phrases; communicating

simple information; retelling and

sequencing a story; using

prepositional phrases to describe

location; categorizing vocabulary;

forming questions related to

prompts.

responding to conversations,

questions and commands by

describing details and actions using

nouns, verbs, and prepositions;

communicating information and

expressing an opinion about a

familiar topic; making inferences to

answer questions; retelling and

sequencing an oral presentation.

responding to conversations,

questions and prompts by identifying

multiple items and explaining

choices; answering questions about a

variety of topics using supporting

details; expressing an opinion about a

variety of topics; demonstrating

correct use of prepositions;

describing an object's location;

retelling and sequencing an oral

presentation.

responding to conversations, questions and

prompts on a variety of topics by identifying

items and explaining choices; answering

questions about key details on a variety of

topics; expressing an opinion or a preference

about a variety of topics; retelling stories and

multiple step directions in an event using

sequencing.


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ELPA21 Achievement Level Descriptors (ALDs) Grade: 1 Page 1 of 2

Reading

Level 1 Beginning

Reading


Reading


Reading


Reading

Level 5 Advanced


When reading grade-

appropriate text, the student at




working on:





working on:

When reading grade-appropriate text, the student

at Level 5 is working on:


words and phrases in read-

alouds of texts and dialogues;

responding to simple yes/no and

wh- questions about familiar

topics; identifying main topic in

read-aloud sentence;

recognizing the meaning of

some frequently occurring

words in read- alouds.

identifying key words and phrases in

read-alouds of texts and dialogues;

responding to simple yes/no and wh-


identify a reason an author gives to

support the main point; determining

the meaning of frequently occurring

words and phrases in read-alouds.

identifying key words, phrases, and

main topics in texts and dialogues;

responding to simple questions about

key details; retelling some information,

details or events; identifying reasons an

author gives to support a main point;

answering questions to help determine

the meaning of some less frequently

occurring words and phrases.

identifying main topics in texts and

read-alouds; asking and answering

questions about key details in written

texts and read-alouds; retelling stories

and information; identifying reasons

an author gives to support a main

point; answering questions about a

variety of topics to determine the

meaning of words, phrases, and

simple idiomatic expressions.

identifying main topics in texts and read-

alouds; asking and answering questions about

key details in texts and read-alouds; retelling

key points of stories and information;

identifying reasons an author gives to support a

main point; summarizing information from

provided sources; answering questions on a

variety of topics to determine or clarify the

meaning of words, phrases, and idiomatic

expressions.

Writing

Level 1

Beginning

Writing


Writing


Writing

Level 4 Early

Advanced

Writing

Level 5

Advanced Score Range: 497 or below Score Range: 498-547 Score Range: 548-612 Score Range: 613-640 Score Range: 641 or above





When writing, the student at Level 3

is working on:




working on:

responding to simple yes/no and

wh- questions about familiar

topics; creating words by filling

in a missing letter with or

without a provided example;

using a small number of


verbs when writing.



communicating simple messages

about familiar topics or objects;

expressing an opinion about a familiar

topic; retelling an event and

presenting simple information using

some frequently occurring linking

words; producing simple sentences

using frequently occurring nouns,

verbs, prepositions, and conjunctions.

participating in short written exchanges;

asking and answering simple questions

and composing short written text about

familiar topics; expressing an opinion

about a familiar topic and giving a

reason; retelling a simple sequence of

events and presenting simple

information; producing and expanding

simple sentences.

participating in written exchanges

about a variety of texts and topics;

composing written texts about a

variety of topics; answering questions

expressing opinions about a variety of

topics; recounting multiple events in

sequence and presenting simple

information about a topic; producing

and expanding simple and some

compound sentences.

participating in extended written exchanges of

information; composing written texts about a

variety of topics; expressing opinions about a

variety of topics; recounting a more complex

sequence of events; producing and expanding

simple and some compound sentences.


22

ELPA21 Achievement Level Descriptors (ALDs) Grade: 1 Page 2 of 2

Listening

Level 1 Beginning

Listening


Listening


Listening


Listening

Level 5 Advanced











working on: identifying the main topic in

oral presentations; determining

meaning of words and phrases;

participating in conversations

and discussions.

identifying key words and phrases in

oral presentations of texts;

participating in short conversations

about familiar topics and responding

to simple questions and wh-

questions; gathering information and

identifying summaries of information

from oral sources; identifying a

reason a speaker gives to support a

point; determining the meaning of

frequently occurring words and

phrases.

identifying the main topics and answer

questions about some key details in oral

presentations of texts; participating in

short conversations and discussions on

familiar topics and answering simple

questions; gathering and summarizing

information from oral sources;

identifying one or two reasons a speaker

gives to support a main point.

identifying the main topics,

answering questions about an

increasing number of key details in

oral presentations of literary and

informational texts; participating in

conversations and discussions on a

variety of topics; gathering,

summarizing, and answering

questions about information from

oral sources; identifying reasons a

speaker gives to support the main

point.

identifying main topics and key details in oral

presentations of literary and informational texts;

participating in extended conversations and

discussions and answering questions on a

variety of topics and texts; gathering,

summarizing, and answering questions about

information from oral sources; identifying

reasons a speaker gives to support the main

point.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced


When speaking, the

student at Level 1 is

working on:








working on:

responding to short

conversations and questions;

describing objects using


verbs; communicating simple

information about a topic;

expressing an opinion.

participating in short conversations;



communicating simple messages

about familiar topics; expressing an

opinion about a familiar topic;

summarizing some key information

from sources; retelling an event and

present simple information using

some frequently occurring linking

words; producing simple sentences.

participating in short discussions and

conversations; asking and answering

simple questions about familiar topics;

delivering short simple oral

presentations about familiar topics;


topic and giving a reason; summarizing

information from sources; retelling a

simple sequence of events and

presenting simple information.

participating in discussions and

conversations; delivering short

simple oral presentations about a

variety of topics; expressing opinions

about a variety of topics;

summarizing information and

answering questions from provided

sources; recounting multiple events

in sequence and presenting simple

information about a topic; producing

and expanding simple and some

compound sentences.

participating in extended discussions and

conversations; delivering oral presentations with

a few descriptive details about a variety of topics;

expressing opinions about a variety of topics;

summarizing information and answering

questions from sources; recounting a more

complex sequence of events and providing some

facts; producing and expanding simple and

compound sentences.


23

ELPA21 Achievement Level Descriptors (ALDs) Grade Band: 2-3 of 2

Reading

Level 1 Beginning

Reading Level 2

Early

Intermediate

Reading


Reading


Reading

Level 5 Advanced

2nd

Score Range: 456 or below

3rd


2nd

Score Range: 457-488

3rd


2nd


3rd


2nd


3rd


2nd

Score Range: 595 or above

3rd




working on:



working on:







recognizing and understanding the meaning of basic words, phrases, and expressions to make meaning of text; responding to basic questions; gaining basic information.

identifying and understanding common words, phrases, and expressions to make meaning of text; identifying main idea; responding to basic questions.

identifying main idea and some key details; responding to questions; understanding the meaning of content vocabulary and less common words and expressions to make meaning of text; beginning to understand how word structures affect meaning.

determining the main idea and a number of key details that support the main idea; answering more complex questions; understanding the meaning of some academic and content vocabulary and less common words and expressions to make meaning of text; understanding how word structures affect meaning.

determining the main idea and explain how key details support the main idea; answering more complex questions; understanding the meaning of some academic and content vocabulary and less common words and expressions to make meaning of text; understanding how word structures affect meaning.

iting

Level 1 Beginning

Writing Level 2

Early

Intermediate

Writing


Writing


Writing

Level 5 Advanced

2nd


3rd


2nd


3rd


2nd


3rd


2nd


3rd

Score Range:603-635

2nd


3rd

Score Range:636 or above






working on:


working on:


working on:

creating words by filling in a missing letter; using a small number of frequently occurring nouns and verbs; answering basic questions and producing basic information using isolated words or phrases.

creating words by filling in a missing letter; composing words, phrases, and simple sentences related to prompt; recognizing and using frequently occurring parts of speech; choosing basic words to communicate meaning.

creating words by filling in a missing letter; composing simple and compound sentences with clear meaning that relate to a prompt; recognizing and using parts of speech; developing control of verb tenses; expanding word choice to communicate meaning.

composing simple, compound, and some complex sentences with a clear meaning that relate to a prompt; recognizing and using parts of speech; increasing use of complex grammar structures; expanding word choice to communicate meaning.

composing compound and complex sentences with a clear meaning that relate to a prompt; recognizing and using parts of speech; accurately using complex grammar structures; expanding word choice to communicate meaning.


24

ELPA21 Achievement Level Descriptors (ALDs) Grade Band: 2-3 Page 2 of 2

Listening

Level 1 Beginning

Listening


Listening


Listening


Listening

Level 5 Advanced

2nd


3rd


2nd

Score Range: 408-437 3rd

Score Range: 409-447 2

nd Score Range: 438-511

3rd


2nd


3rd


2nd


3rd









working on:


working on:

identifying and gathering

information from an oral

presentation; determining the

meaning of a few key words and

phrases; participating in a short

conversation and responding to

basic questions; following basic

directions.

identifying and gathering

information from an oral

presentation; determining the

meaning of basic vocabulary and

common content vocabulary;

participating in longer

conversations and responding to

basic questions; identifying main

topic and some key details;

following directions.

identifying, gathering and sequencing

information from an oral presentation;

identifying main points and retelling

key details; asking and answering

questions; determining the meaning of

higher-level vocabulary and content

vocabulary; following multi-step

directions.


information from an oral presentation;

identifying main points and retelling

key details in complex stories and

longer presentations; determining the

meaning of advanced vocabulary;

drawing conclusions based on

conversations.


information from a long oral presentation;

identifying main points and retelling key

details in complex stories and longer

presentations; determining the meaning of

advanced vocabulary; drawing conclusions

and making comparisons based on a long

conversation.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced

2nd


3rd


2nd


3rd


2nd


3rd

Score Range:538-571

2nd


3rd

Score Range:572-611

2nd


3rd











working on:

responding to basic questions

about familiar topics and

participating in short

conversations; communicating

basic information using frequently

occurring words and simple

sentences about familiar texts and

topics; expressing opinions on

familiar topics.

responding to basic questions about

familiar texts and topics and

participating in short conversations;

delivering basic oral presentations

about familiar texts and topics;

communicating basic information;

recounting two sequential events

and using linking words to connect

ideas; producing simple sentences

and using common word choices;

expressing opinions on familiar

topics.

participating in short discussions

including asking questions and adding

comments; delivering short oral

presentations about familiar topics;

presenting information, recounting

short sequences of events, and using

linking words to connect ideas;

expanding simple sentences, word

choice and verbs; expressing opinions

on familiar topics with at least one

reason for the opinion.

participating in discussions by asking

and answering questions; delivering

short oral presentations on a variety of

topics; introducing topics and

presenting facts using temporal and

linking words to connect ideas;

expanding use of compound sentences,

word choices, and verbs; expressing

opinions and reasons on a variety of

topics.

participating in extended discussions by

asking and answering questions; delivering

oral presentations on a variety of topics;

introducing topics, presenting facts using

temporal and linking words, and articulating

a conclusion; expanding use of complex

sentences, word choices and verbs;

expressing opinions by giving several

reasons for the opinions; articulating

conclusions about the opinions.


25


Reading

Level 1 Beginning

Reading


Reading


Reading


Reading

Level 5 Advanced

4th


5th


4th


5th


4th


5th


4th

Score Range 550-593

5th

Score Range 588-626

4th


5th




working on:



working on:





working on:

When reading grade-appropriate text, the

student at Level 5 is working on:

identifying a few key words and

phrases in simple written text;

gathering information from a few

provided sources and labelling

some key information.

determining the meaning of key

words, phrases, and some expressions

in simple written text; identifying the

main topic and retelling a few key

details; gathering and recording some

information from provided sources.

determining the meaning of key words,

phrases and some idiomatic expressions;

reading short literary or informational

texts and identifying the main idea or

theme and one or two supporting

details; gathering information from

written sources and identifying key

information.

determining the meaning of general

academic and content-specific words,

phrases and idiomatic expressions;

identifying the main idea or theme

and explaining how it is supported by

details; summarizing excerpts from a

variety of texts; reading and

interpreting information from a graph

to draw conclusions.

determining the meaning of figurative

language; recognizing text types, such as

compare and contrast or cause and effect, to

identify key information and to make a

summary or prediction; identifying author's

purpose, and explaining how reasons and

evidence support or fail to support particular

points; gathering information from written

sources and summarizing key ideas and

information using graphics.

Writing

Level 1 Beginning Writing

Level 2 Early Intermediate Writing

Level 3 Intermediate Writing

Level 4 Early Advanced Writing

Level 5 Advanced

4th


5th


4th


5th


4th


5th


4th


5th


4th


5th







working on:




working on:

communicating basic information

about an event or a topic using a

narrow range of vocabulary and

simple sentences; participating in

short written exchanges and

responding to simple and some wh-

questions about familiar topics.

producing simple sentences using

basic language structures;

expressing an opinion or

constructing a simple claim with a

supporting reason; recounting a

simple sequence of events, using

basic linking words; asking a

question about a topic or text.

producing and expanding simple and

compound sentences; composing brief

narratives or informational texts,

including a few details; constructing a

claim about a familiar topic, introducing

the topic and providing a few supporting

reasons or evidence; asking and

answering questions, responding to

others’ comments, and adding own

comments.

producing and expanding simple,

compound and complex sentences;

composing narratives or informational

texts about a variety of topics with

details and conclusions; recounting a

detailed sequence of events using

transitional words and phrases to

connect events, ideas, and opinions;

asking and answering relevant

questions, adding information and

evidence.

participating in extended written exchanges

about a variety of topics and texts, building on

the ideas of others, and adding relevant and

detailed information using evidence;

composing narratives or informational texts,

developing the topic with details and

examples, and a concluding section;

composing a claim, providing logically

ordered reasons or fact to support the claim,

and a concluding statement; summarizing key

ideas.


26


Listening

Level 1 Beginning

Listening


Listening


Listening


Listening

Level 5 Advanced

4th


5th


4th


5th


4th


5th


4th


5th


4th


5th











working on:

determining the meaning of a few

basic words and phrases and

formulaic expressions in oral

presentations; listening to short

conversations and responding to

simple questions and some wh-

questions; identifying a point a

speaker makes.

determining the meaning of a few

basic words and phrases and

expressions in oral presentations;


and discussions and responding to

simple questions; identifying the

main idea and a key detail from a

read-aloud or oral presentation;

identifying a speaker’s main point,

and agree or disagree with the

speaker.

determining the meaning of words,

phrases and some idiomatic expressions;

participating in short conversations and

discussions, asking and answering

questions; identifying the main idea and

key details about a familiar topic;

identify how one or two reasons support

the specific points a speaker makes.


academic and content-specific words

and phrases, and idiomatic

expressions; participating in

conversations and discussions,

answering relevant questions and

building on the ideas of others;

determining the main idea or theme

and explaining how it is supported by

key details.


language; participating in extended

conversations and discussions about a

variety of topics and texts, asking relevant

questions and summarizing key ideas;

explaining how reasons and evidence are

sufficient to support the main ideas in a

presentation.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced

4th


5th


4th


5th


4th


5th


4th


5th


4th


5th











working on:


using a few words or phrases;

communicating simple information

about an event or topic using a


simple sentences; expressing an

opinion about a familiar topic.

participating in short conversations,

responding to simple wh- questions;

delivering short oral presentations or

describing pictures and graphs using

simple language structures;

recounting a simple sequence of

events in order; constructing a claim

with one supporting reason.

participating in short conversations and

discussions, asking and answering

questions, responding to the comments

of others, and adding own comments;

delivering short oral presentations

including a few details and a

conclusion; constructing a claim and

providing a few supporting reasons or

facts.

participating in conversations and

discussions about a variety of topics,

building on the ideas of others,

expressing own ideas, and adding

relevant information and evidence;

recounting a detailed sequence of

events with a beginning, middle and

end; developing a topic with facts and

details, using transitional words and

phrases to connect events, ideas, and

opinions.


discussions, adding relevant and detailed

information using evidence, and summarizing

key ideas; delivering a presentation with

details and examples; constructing a claim and

providing logically ordered reasons or facts to

support the claim.


27

ELPA21 Achievement Level Descriptors (ALDs) Grade: 6-8 of 2

Reading

Level 1 Beginning

Reading


Reading


Reading


Reading

Level 5 Advanced

6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th

Score Range 640-668

6th


7th


8th




working on:



working on:







identifying a few key words and

phrases in simple written texts;

identifying basic information

within text; responding to simple

questions and some wh- questions

on familiar topics.

identifying the main topic and a

few key details in simple written

texts; identifying key words and

phrases; responding to simple

comments and questions on a

variety of topics as well as some

wh- questions; gathering and

recording information.

determining the central idea or theme

and supporting details; responding to

others’ comments and answering

questions on familiar topics; gathering

information from a few sources; using

context clues to determine the

meanings of general academic and

content-specific words and phrases;

explaining an author's argument;

analyzing the arguments and claims

made in text, distinguishing between

those that are supported by reasons or

evidence and those that are not.

determining two or more central ideas

and how they are supported by specific

details; building on ideas of others,

adding relevant and specific evidence;

summarizing text; gathering information

from multiple sources to summarize

ideas, information and observations;

analyzing the arguments and claims

made in text, determining the

sufficiency of supporting evidence;

determining the meaning of content-

specific words and phrases and some

idiomatic expressions.

determining central ideas or themes and

how they are supported by specific

details; summarizing key ideas in text;

responding to others' comments and

answering questions on a variety of

topics, adding relevant and specific

evidence; gathering information from

sources, evaluating its credibility, and

paraphrasing the data; determining

whether reasoning is sound and evidence

is sufficient to support claims;


and connotative language.

riting





Level 5 Advanced

6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th







working on:


working on:


working on:

participating in short written exchanges

and presenting simple information;


topic; responding to wh- questions about

presentations using vocabulary from the

presentation topic.

participating in short written exchanges;

composing claims, narratives, or

informational texts about familiar topics;

providing a reason or fact to support the

claim; responding to simple and wh-

questions; recounting a brief sequence of events in order; using frequently occurring

general academic and content-specific words

and phrases.

participating in written exchanges with some

details; constructing a claim about a topic,

introducing the topic, and providing reasons and

facts in logical order; providing a concluding

statement; asking and answering questions,

adding relevant information; expressing own ideas in writing; recounting a short sequence of

events in order with a beginning, middle, and

end; using common transitional words and

phrases.

participating in written exchanges on a variety of

topics and texts; asking and answering relevant

questions; paraphrasing to restate information;

composing narrative and informational texts with

specific details about a variety of topics;

constructing a claim and providing sufficient reasons to support it; analyzing an argument or

claim; using simple, compound and complex

sentences with transitional words and phrases to

connect events and ideas.

participating in extended written exchanges on a

variety of topics and texts; adding evidence and

summarizing ideas; composing narrative and

informational texts with relevant details about a

variety of topics; constructing a claim,

introducing the topic and providing compelling, ordered reasons to support the claim; recounting

a complex sequence of events with a beginning,

middle, and end; adapting language choices and

style to the purpose and audience; precisely

expressing ideas while maintaining a consistent

style and tone.


28


Listening

Level 1 Beginning Listening

Level 2 Early Intermediate Listening

Level 3 Intermediate Listening

Level 4 Early Advanced Listening

Level 5 Advanced

6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th











working on:

recognizing a few key words or

phrases; responding to simple

questions and some wh-

questions; identifying a point

made by a speaker.

recognizing the main topic and

retelling a few key points;

responding to simple questions and

wh- questions; determining the

meaning of frequently occurring

words, phrases and expressions.

determining the main idea and a few

supporting details; paraphrasing the main

idea; participating in discussions,

building on the ideas of others and

answering questions; determining the

meaning of general education and

content specific words.

determining the main idea and

supporting evidence; paraphrasing and

analyzing information to determine if the

evidence supports the argument; posing

and answering relevant questions;

adding additional relevant information

and evidence to key ideas.

determining main idea or ideas and how

each idea is supported with evidence;

gathering information from multiple oral

sources and evaluating the credibility of

the information; quoting or citing

examples while paraphrasing data and

conclusions; determining the meaning of

general academic, context specific,

figurative and idiomatic phrases.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced

6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th


6th


7th


8th











working on:

using basic and topical vocabulary;

responding to simple and wh-

questions about a presentation;

expressing an opinion about a

topic; recognizing and using

frequently occurring nouns,

phrases, and verbs.

offering an opinion or prediction

using simple grammatical

structures and vocabulary;

responding to questions with

words relevant to the topic;

interpreting the information in a

picture or graph about a familiar

topic, constructing a claim and

providing a supporting reason;

producing simple and compound

sentences.

describing a picture or graph using

general academic and content-specific

vocabulary, and compound as well as

complex sentences; constructing a claim

and providing several supporting reasons

or facts in a logical order; adapting

language choices to audience; delivering

a short oral presentation, or recounting a

brief sequence of events in order using

linking words.

participating in conversations and

discussions with appropriate

grammatical structures; recounting a

detailed sequence of events with a

beginning, middle, and end;

summarizing information using simple,

compound and complex sentences;

supporting main ideas clearly with

relevant and specific evidence; deliver

oral presentations about a variety of

topics and experiences.

making predictions and drawing

conclusions from a variety of sources;

asking and answering questions, and

stating opinions with appropriate

grammatical structures and vocabulary;

recounting a complex sequence of events;

making a claim with simple, compound,

and complex sentences.


29

ELPA21 Achievement Level Descriptors (ALDs) Grade Band: 9-12 of 2 Reading

Level 1 Beginning

Reading


Reading


Reading


Reading

Level 5 Advanced

9-12 Score Range: 487 or below 9-12 Score Range: 488-538 9-12 Score Range: 539-630 9-12 Score Range 631-661 9-12 Score Range: 662 or above


text, the student at Level 1 is working

on:



working on:



working on:



working on:



recognizing the meaning of

frequently occurring words, simple

phrases, and formulaic expressions in

literary and informational text;

identifying the point an author

makes; responding to yes/no and

some wh- questions to demonstrate

understanding of text; gathering

information from provided sources

and labeling collected information.

identifying the meanings of key

vocabulary, frequently occurring

words, phrases, and expressions in

literary and informational text;

recognizing the main idea/argument

of a text and retelling a few key

details; gathering information from

provided sources and summarizing

data and information.



and phrases in literary and

informational text; identifying and

paraphrasing main concepts and

information; comprehending

exchanges of written information or

data; explaining the reasons and

textual evidence to support a claim;

gathering information from multiple

sources.


figurative language and some

idiomatic expressions; identifying

main ideas and summarizing key

points from literary and

informational texts; analyzing the

reasoning and use of rhetoric in

persuasive texts; conducting

research based on written sources of

information, demonstrating

comprehension by evaluating

written findings.


language, and idiomatic expressions;

accurately identifying, summarizing,

analyzing, and critiquing key points,

main ideas and arguments of others

presented in writing; gathering and

synthesizing information from multiple

written sources, evaluating the reliability

of each source.

Writing





Level 5 Advanced

9-12 Score Range: 484 or below 9-12 Score Range: 485-532 9-12 Score Range: 533-614 9-12 Score Range: 615-640 9-12 Score Range: 641 or above










working on:


about a topic using a narrow range of

vocabulary and simple sentences;

using basic language structures to

communicate context- specific

messages; participating in short

written exchanges on familiar topics

and texts.

writing clear and coherent simple and

compound sentences using common

linking words; constructing written

claims with some organization,

supported by a reason or evidence and

a concluding statement; recounting a

short sequence of events in order;

providing one or two facts about a

topic; writing one relevant question

about a prompt.

using multiple complete sentences

with organization and some details

to develop an informational topic;

constructing written claims to

communicate clear, coherent,

context-specific messages using a

variety of language structures;

participating in written exchanges,

building on the ideas of others,

restating some of the key ideas

expressed, and expressing own

ideas; writing relevant questions

that demonstrate understanding.

producing a coherent narrative with

details using compound and

complex sentences; using a variety

of language structures accurately in

context-specific messages;

constructing written claims with

reasons in basic paragraph form;

participating in written exchanges

on a range of topics, texts, and

issues; introducing and developing

an informational topic with facts,

details, and evidence.

producing a coherent narrative with

details using compound and complex

sentences, with complex and varied transitions to link the sections of a text and to clarify relationships among events and ideas; composing

informational texts about a variety of

topics with relevant details, concepts,

examples, and information; expressing

ideas clearly and persuasively;

introducing and distinguishing a claim

from a counter-claim, providing

logically ordered, relevant reasons and

supporting evidence to refute the

counter-claim.


30


Listening

Level 1 Beginning

Listening


Listening


Listening


Listening

Level 5 Advanced











working on:

determining the meaning of frequently

occurring words, simple phrases, and

formulaic expressions in simple oral

communications and presentations;

listening to short conversations on

familiar topics and responding to

simple yes/no questions and some wh-

questions.


frequently occurring words, phrases,

and expressions in oral presentations;

analyzing and critiquing oral

arguments of others on familiar

topics; identifying the main topic and

retelling a key detail or supporting

reason from oral communications;

participating in short conversations.


academic and content-specific words,

phrases and frequently occurring

expressions; demonstrating

comprehension of oral presentations

and exchanges of information about

literary and informational texts by

determining the central idea or theme

and supporting reasons, restating key

ideas and information, and explaining

how the theme is developed by

specific details; adding information

and evidence to oral exchanges.

determining meanings of general


and phrases, figurative language, and

some idiomatic expressions;

demonstrating comprehension by

participating in a range of discussion

topics; inferring the intent and

analyzing the speaker’s development

of themes and ideas; analyzing the

reasoning and use of rhetoric in

persuasive speech to determine

whether the evidence is sufficient to

support the claim.

determining meanings of idiomatic

expressions and figurative language in oral

presentations and conversations;

determining and summarizing central ideas

or themes, analyzing their development and

evidence discussed; construct meaning

from oral presentations on academic topics

and literary texts; inferring, analyzing and

critiquing the intent, reasoning and use of

rhetoric of a speaker.

Speaking

Level 1 Beginning

Speaking


Speaking


Speaking


Speaking

Level 5 Advanced











working on:


about an event or topic using a


simple sentences; participating in

short conversations; presenting

information, and responding to

simple questions and some wh-

questions; expressing an opinion

about a familiar topic.

producing simple and compound

sentences to present information and

ideas; participating in short

conversations about familiar topics

and texts; recounting a short

sequence of events; constructing a

spoken claim supported by opinions,

reasoning or evidence; introducing a

topic, providing one or two facts

about the topic, and a concluding

statement.

speaking about informational and

complex literary text or delivering

short oral presentations using

standard language forms; recounting

a sequence of events with a

beginning, middle, and end;

introducing and developing an

informational topic with facts and

details and a conclusion; participating

in discussions, building on the ideas

of others and expressing own ideas,

asking and answering relevant

questions, and restating some key

ideas.

using standard language forms and

complex transitions to clarify

relationships among events and ideas;

analyzing and critiquing others’

arguments; participating in

conversations and discussions or

giving oral presentations on a range

of topics, texts, and issues;

developing presentations to

communicate research; introducing

and developing a claim or an

informational topic with facts, details,

and evidence.


discussions and delivering oral

presentations on a range of topics, texts,

and issues; asking and answering questions

to probe reasoning and claims;

summarizing key ideas and evidence; fully

developing a claim or topic with relevant

details, concepts, examples, and

information; analyzing and integrating

information into a clearly organized oral

text.

iowa department of education - iowa elpa21 portal · 2018-03-13 · elpa21 2018 score...

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