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WelcomeWelcomeTest Administrator Training Test Administrator Training

for the Spring 2010 K-12for the Spring 2010 K-12

ACTAAP English Language ACTAAP English Language Development Assessment Development Assessment (ELDA)(ELDA) presented by the presented by the

Arkansas Department of Arkansas Department of Education and Education and

Measurement IncorporatedMeasurement Incorporated

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Web-Cast AgendaWeb-Cast Agenda ESL Program OverviewESL Program Overview LEP Student EligibilityLEP Student Eligibility Exit and Reclassification CriteriaExit and Reclassification Criteria Monitored Former LEP Status Monitored Former LEP Status Administering the K and 1-2 ELDAAdministering the K and 1-2 ELDA Administering the 3-12 ELDAAdministering the 3-12 ELDA Contact Information and Contact Information and

Important DatesImportant Dates Q & AQ & A

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ESL Program OverviewESL Program Overview

Purpose: To help ensure that children Purpose: To help ensure that children who are limited English proficient, who are limited English proficient, including immigrant children and including immigrant children and youth:youth: attain English proficiency; attain English proficiency; develop high levels of academic attainment develop high levels of academic attainment

in English; andin English; and meet the same challenging State academic meet the same challenging State academic

content and student academic achievement content and student academic achievement standards in core academic subjects, as all standards in core academic subjects, as all children are expected to meet.children are expected to meet.

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LEP Student EligibilityLEP Student Eligibility Limited English Proficiency Limited English Proficiency

Qualifications—Qualifications— Language Minority Student status as Language Minority Student status as

determined by the Home Language determined by the Home Language SurveySurvey

Limited English Proficient student status Limited English Proficient student status as determined by an English Language as determined by an English Language Development ScreenerDevelopment Screener

Placement in English as a Second Placement in English as a Second Language ServicesLanguage Services

Instruction in ESL and in core subjects Instruction in ESL and in core subjects using the Arkansas English Language using the Arkansas English Language Proficiency Curriculum FrameworkProficiency Curriculum Framework

http://arkansased.org/educators/curriculumhttp://arkansased.org/educators/curriculum/frameworks.html#english/frameworks.html#english

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Arkansas’ Exit CriteriaArkansas’ Exit CriteriaTo exit ESL services, LEP students must

meet ALL minimum criteria to be exited from an ESL program and to be reclassified as a fluent English proficient or FEP.

The Language Placement and Assessment Committee (LPAC) must meet annually, preferably in the fall before school starts, and parent notification is required.

See Section 5.4 of the Title I Accountability See Section 5.4 of the Title I Accountability Workbook: Workbook: http://www2.ed.gov/admins/lead/account/stateplanhttp://www2.ed.gov/admins/lead/account/stateplans03/arcsa.pdfs03/arcsa.pdf

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Exit CriteriaExit Criteria Composite Score of 5 on ELDAComposite Score of 5 on ELDA

Score of 5 in all domains: listening, Score of 5 in all domains: listening, speaking, reading, and writing.speaking, reading, and writing.

Passing grades Passing grades Proficient or Advanced on the Proficient or Advanced on the

Augmented Benchmark or EOCsAugmented Benchmark or EOCs Teacher recommendations (Note: Teacher recommendations (Note:

These cannot override the LPAC’s These cannot override the LPAC’s decision.)decision.)

Signatures of LPAC membersSignatures of LPAC members

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Review: Review: Exit and Exit and

Reclassification CriteriaReclassification Criteria At least once a year, ideally in the fall At least once a year, ideally in the fall

before school starts, every district or before school starts, every district or school’s Language Placement and school’s Language Placement and Assessment Committee (LPAC) meets Assessment Committee (LPAC) meets to review the progress of each LEP to review the progress of each LEP student.student.

Documentation must be present and Documentation must be present and maintained in an LEP student’s maintained in an LEP student’s cumulative folder that serves as a cumulative folder that serves as a record of language development and record of language development and academic progress. academic progress.

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FMLEP students have met all exit criteria FMLEP students have met all exit criteria and should be achieving at grade level.and should be achieving at grade level.

FMLEP students are former LEP students FMLEP students are former LEP students who are required by Title I to be who are required by Title I to be monitored and assisted as necessary for monitored and assisted as necessary for two years after they are exited.two years after they are exited.

FMLEP students do NOT take ELDA.FMLEP students do NOT take ELDA. FMLEP students’ state assessment scores FMLEP students’ state assessment scores

may be included in the LEP subgroup for may be included in the LEP subgroup for AYP for the two years of monitoring. AYP for the two years of monitoring.

Former Monitored LEP Former Monitored LEP StatusStatus

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ADE CONTACTSADE CONTACTS

Dr. Andre Guerrero: ESL program Dr. Andre Guerrero: ESL program implementation, English language implementation, English language screeners/placement tests, state screeners/placement tests, state and federal funding, ESL Summer and federal funding, ESL Summer AcademiesAcademies Andre.guerrero@arkansas.govAndre.guerrero@arkansas.gov

Curriculum, Assessment, and Curriculum, Assessment, and Research Section: ACTAAP ELDA Research Section: ACTAAP ELDA Jim.short@arkansas.govJim.short@arkansas.gov Ellen.treadway@arkansas.govEllen.treadway@arkansas.gov 501-682-4558501-682-4558

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Questions & Questions & AnswersAnswers

Submit your Submit your question question

in the Chat Box in the Chat Box

on your screen.on your screen.

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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 FoundationsPhilosophical Foundations for ELDA K & ELDA 1-2 for ELDA K & ELDA 1-2

National Association for the Education of National Association for the Education of Young Children (NAEYC)Young Children (NAEYC) Methods that are developmentally Methods that are developmentally

appropriate and culturally and appropriate and 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 1-2?Who can Administer ELDA K & ELDA 1-2?

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Who Administers ELDA K Who Administers ELDA K & ELDA 1-2?& ELDA 1-2?

Individuals currently licensed by the Individuals currently licensed by the Arkansas Department of Education as Arkansas Department of Education as teacher or administratorteacher 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 Under no circumstances should unlicensed school personnel handle testing materials or school personnel handle testing materials or administer any part of any state test, including administer any part of any state test, including the English the English

Language Development Assessment (ELDA).Language Development Assessment (ELDA).

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Characteristics of Characteristics of Appropriate AssessmentsAppropriate Assessments

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 Occur across diverse aspects of

curriculumcurriculum 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 grades K-2 who have not met Arkansas’ exit criteriaArkansas’ 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 students.for 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 (Listening, language domains (Listening, Reading, Speaking, Writing)Reading, Speaking, Writing)

Inventories are assembled into a Inventories are assembled into a single student test bookletsingle student test booklet

Descriptions of student behavior Descriptions of student behavior corresponding to a specific corresponding to a specific standard objectivestandard objective

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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)

ENGLISH LANGUAGE

DEVELOPMENT ASSESSMENT

FORKINDERGARTEN

(ELDA K)

TEST ADMINISTRATION MANUAL

Spring 2010

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Score PointsScore Points

0 = No Evidence of 0 = No Evidence of Mastery Mastery

1 = Minimal Evidence; 1 = Minimal Evidence; With Much Support With Much Support

2 = Moderate 2 = Moderate Evidence; 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 and 1.1. Follow simple 1 – 4-step directions in sequence to complete a task with and without visual support.without visual support.

To move from a score point of 0 to 3, the student needs to follow more and more 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 like, “close the detailed instructions. A one-step instruction might be something like, “close the door,” while a three-step instruction might include, “Go to the door, get the note door,” while a three-step instruction might include, “Go to the door, get the note from the assistant, and bring it to me.”from the assistant, and bring it to me.”

Score PointsScore Points

00 11 22 33

Does Does notnotmeetmeetScoreScorePoint Point 1.1.

Student follows simple 1-Student follows simple 1-step directions given in step directions given in English with or without English with or without visual support (pictures, visual support (pictures, gestures, modeling)gestures, modeling)

Student follows 2-step Student follows 2-step directions given in English directions given in English with or without visual with or without visual support.support.

Student follows at least Student follows at least 3-step directions given 3-step directions given in English with or in English with or without visual support.without visual support.

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AdministrationAdministration

What you will needWhat you will needAdministration TipsAdministration TipsQuick Start GuideQuick Start GuideDefine TermsDefine TermsInventoriesInventoriesTeacher 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 1-2These manuals contain the These manuals contain the observation inventories (1:3 observation inventories (1:3 ratio)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, directions, in different situations, for different purposes.for different purposes.

Observe the student interacting Observe the student interacting with other adults, other children, with other adults, other children, both academic and social.both 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 on the answer point of 0, 1, 2, or 3 on the answer documentdocument

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Let’s take a look:Let’s take a look:

Condensed Condensed StandardsStandards

InventoriesInventories

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Define TermsDefine Terms Length of text OR Length of text OR

conversation:conversation:ShortShortMediumMediumLongLong

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 SimilaritiesNote DifferencesNote DifferencesPlan AheadPlan Ahead

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Review Teacher Support MaterialsReview Teacher Support MaterialsScore Point 1, 2, & 3

Cat Bat HatFeel Free to Use Your Own Materials

Suggestions, Not Prescriptions

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Final Comments - ReviewFinal Comments - Review

Everyday, Naturalistic SettingsEveryday, Naturalistic Settings Multiple Methods and MeasuresMultiple Methods and Measures

Verbal and non-verbal proceduresVerbal and non-verbal proceduresOccur across diverse aspects of Occur across diverse aspects of curriculumcurriculum

Involve a range of activitiesInvolve a range of activities Assessments Assessments May Involve Several May Involve Several

Teachers Who Work with the ChildrenTeachers Who Work with the Children Age AppropriateAge Appropriate

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End of the K-2 End of the K-2 SectionSection

Questions?Questions?

Please write your Please write your questions questions

in the Chat Box.in the Chat Box.

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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 sections of the English Language Development Assessment (ELDA) 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 ProceduresSecurity Concerns and Procedures

District and State procedures District and State procedures must be followed at all times.must be followed at all times.

Ensure the security of test Ensure the security of test booklets, as well as all other booklets, as well as all other materials. materials.

During assessment During assessment administration, a test administration, a test administrator must be present at administrator must be present at all times.all times.

Observe testing ratios. Observe testing 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 : 1If 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? Individuals currently licensed by the Individuals currently licensed by the

Arkansas Department of Education as Arkansas Department of Education as teachers and/or administratorsteachers and/or administrators

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 Under no circumstances should unlicensed school personnel handle testing materials or school personnel handle testing materials or administer any part of any state test, including administer any part of any state test, including the English 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 students.for 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 schedule in conformance with the state testing window: March 29-May 7state testing window: March 29-May 7

ELDA is not a timed test.ELDA is not a timed test. Make-ups for absentees are permitted.Make-ups for absentees are permitted. Local flexibility in sequencing is Local flexibility in sequencing is

permitted.permitted. Language domain subtests can be Language domain subtests can be

broken into separate testing periods.broken into separate testing periods.

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Time AllotmentsTime AllotmentsBreaksBreaks• At the Test Administrator’s discretion.At the Test Administrator’s discretion.

• A short break between Parts 2 and 3 of A short break between Parts 2 and 3 of the Reading test and a break between the Reading test and a break between Parts 1 and 2 of the Writing test are Parts 1 and 2 of the Writing test are recommended.recommended.

• One 10-minute break between Parts 3 One 10-minute break between Parts 3 and 4 of the Listening assessment is and 4 of the Listening assessment is recommended.recommended.

• Stop points are built into the assessment Stop points are built into the assessment so that sub-tests may be administered in so that sub-tests may be administered in more than one sitting.more than one sitting.

• The Speaking assessment will take less The Speaking assessment will take less than 30 minutes, so no break is than 30 minutes, so no break is recommended.recommended.

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Listening – Number of ItemsListening – Number of ItemsGrade Grade

ClustersClustersShortShort

PhrasesPhrasesShort Short

DialoguesDialoguesLong Long

DialoguesDialoguesShort Short

PresentationsPresentationsLong Long

PresentationsPresentations

3-53-5 1010 66 2424 1010 N/AN/A

6-86-8 1212 44 1414 44 1616

9-9-1212

1313 77 1212 88 2020

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Reading – Number of Reading – Number of ItemsItemsGrade Grade

ClustersClustersShortShort

PassagesPassagesInstructionsInstructions Longer Longer

PassagesPassages

3-53-5 1010 77 3333

6-86-8 1010 66 3434

9-9-1212

1212 88 4040

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Writing – Number of Writing – Number of ItemsItems

Grade Grade ClustersClusters

ConstructedConstructed

ResponsesResponsesRevise andRevise and

EditEditGraphic Graphic

OrganizersOrganizers

3-53-5 44 1212 33

6-86-8 44 1212 33

9-9-1212

55 1212 33

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Speaking – Number of Speaking – Number of ItemsItems

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 Directions

Oral scripts for each of the four Oral scripts for each of the four assessments are in the Appendices of the assessments are in the Appendices of the Test Administration Manual.Test Administration Manual.

The oral scripts should be reviewed by all The oral scripts should be reviewed by all test administrators prior to the test administrators prior to the assessment session.assessment session.

The scripted directions that are in bold The scripted directions that are in bold print must be read print must be read VERBATIMVERBATIM to students. to students.

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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 directions that you are expected to read to students.to 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 Student test booklet, answer folder, and pencils.pencils.

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Reading Reading AssessmentAssessmentFormat of the Reading BookletsFormat of the Reading Booklets

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 understand information in longer reading passages.reading passages.

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Writing AssessmentWriting AssessmentFormat of the Writing BookletsFormat of the Writing BookletsPart 1: Open EndedPart 1: Open Ended

Students write responses to Students write responses to prompts.prompts.

Part 2: Revise and EditPart 2: Revise and EditStudents choose best answer to Students choose best answer to correct grammar and usage correct grammar and usage errors in passages.errors in passages.

Part 3: Graphic OrganizersPart 3: Graphic OrganizersStudents answer questions about Students answer questions about graphic organizers.graphic 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 Listen to the first 2 minutes of the prompting recording then rewindprompting recording then rewind

Assessment SettingAssessment Setting Appropriate seating for each student:Appropriate 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 Student test booklet, answer folder, and pencilspencils

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Additional Preparation Additional Preparation for Listeningfor Listening

EquipmentEquipment You will need an audiocassette or You will need an audiocassette or

CD player to play the prompting CD player to play the prompting recording.recording.

Equipment TestingEquipment Testing It is critical that you test both the It is critical that you test both the

audiocassette or CD player and the audiocassette or CD player and the audiocassette or CD before audiocassette or CD before administering the Listening administering the Listening Assessment.Assessment.

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Directions for Administering Directions for Administering the Listening Assessment the Listening Assessment

At the start of the listening section, pass out the At the start of the listening section, pass out the test booklets.test booklets. Each student should receive one test booklet.Each 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, When students reach the end of the assessment, they are instructed to put down their pencils.they are instructed to put down their pencils.

Students should NOT leave the room at this point, Students should NOT leave the room at this point, but wait for instructions from the administrator.but wait for instructions from the administrator.

Collect each student’s test booklet and answer Collect each student’s test booklet and answer folder.folder.

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Listening Listening AssessmentAssessment

Format of the Prompting RecordingsFormat of the Prompting Recordings You will receive a Listening You will receive a Listening

Assessment audiocassette/CD with Assessment audiocassette/CD with your assessment materials.your assessment 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 Part 5: Long Presentations [Grades

6-8, and 9-12]6-8, and 9-12]

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Preparation for Preparation for SpeakingSpeaking

Student Listening/Speaking Student Listening/Speaking test book test book

Student Answer FolderStudent Answer Folder Grades 3-12 ELDA Test Grades 3-12 ELDA Test

Administration ManualAdministration Manual Speaking Scoring GuideSpeaking Scoring Guide Speaking Prompt Cassette or Speaking Prompt Cassette or

CDCD Cassette or CD playerCassette or CD player

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Preparation for Preparation for SpeakingSpeaking

Carefully review:Carefully review:The Speaking Scoring GuideThe Speaking Scoring GuideThe Speaking Administration The Speaking Administration Instructions in Appendix D of Instructions in Appendix D of the Test Administration Manual the Test Administration Manual

Test the prompt recording Test the prompt recording and the CD or cassette player, and the CD or cassette player, as specified in the Test as specified in the Test Administration ManualAdministration Manual

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Speaking AssessmentSpeaking Assessment

1.1. Practice Task 1Practice Task 12.2. Practice Task 2Practice Task 23.3. School-Social School-Social

Interaction Interaction Tasks Tasks

4.4. English-English-Language Arts Language Arts TasksTasks

5.5. Mathematics, Mathematics, Science and Science and Technology Technology TasksTasks

6.6. Social Studies Social Studies TasksTasks

7.7. ClosingClosing

Format of the Prompting Recording

There are seven sections as follows:

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Speaking OverviewSpeaking Overview Each Speaking test has 16 Each Speaking test has 16

questions (4 sets of 4 related questions (4 sets of 4 related questions)questions)

Each set of 4 questions Each set of 4 questions references 2 numbered pictures references 2 numbered pictures in the student’s ELDA in the student’s ELDA Listening/Speaking test bookListening/Speaking test book

The Speaking test takes The Speaking test takes approximately 25 minutes to approximately 25 minutes to administeradminister

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Speaking AdministrationSpeaking Administration Administer the Speaking test by Administer the Speaking test by

playing the prompt cassette or CD and playing the prompt cassette or CD and following the instructions in Appendix following the instructions in Appendix D of the ELDA Test Administration D of the ELDA Test Administration Manual for grades 3-12.Manual for grades 3-12.

DO NOT pause, rewind, or restart the DO NOT pause, rewind, or restart the prompt recording once testing has prompt recording once testing has begun.begun.

Administer the Speaking test Administer the Speaking test last,last, since you will be marking the student’s since you will be marking the student’s scores on the answer document.scores on the answer document.

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ELDA ELDA SpeakingSpeaking

Scoring Scoring GuideGuide

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Speaking Scoring GuideSpeaking Scoring Guide

Will be sent with the Testing Will be sent with the Testing MaterialsMaterials

Will be bar codedWill be bar coded Is a Secure ItemIs a Secure Item

Cannot be copiedCannot be copiedMust 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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Score Points & Condition CodesScore Points & Condition Codes

Each student response can earn a Each student response can earn a score of 0 (no credit), 1 (partial score of 0 (no credit), 1 (partial credit), or 2 (full credit)credit), or 2 (full credit)

If the student’s response is blank, If the student’s response is blank, incomprehensible, or completely in a incomprehensible, or completely in a language other than English, the language other than English, the response should be scored using a response should be scored using a condition code. (See next slide.)condition code. (See next slide.)

Use EITHER a score point OR a Use EITHER a score point OR a condition code (condition code (DO NOT bubble a DO NOT bubble a score point and a codescore point and a code).).

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Speaking Condition CodesSpeaking Condition Codes Code A = Response is inaudible or Code A = Response is inaudible or

unclear unclear Code B = Student does not Code B = Student does not

respond at all (blank)respond at all (blank) Code C = Student provides a Code C = Student provides a

refusal or excuse (e.g., “I don’t refusal or excuse (e.g., “I don’t want to answer” or “I don’t know”)want to answer” or “I don’t know”)

Code D = Response is off-topic or Code D = Response is off-topic or off-task or off-task or completely completely in a in a language other than Englishlanguage other than English

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Types of Speaking QuestionsTypes of Speaking Questions

Each test has 4 sets of 4 related Each test has 4 sets of 4 related questions:questions: CONNECTCONNECT: Questions 1, 5, 9, 13: Questions 1, 5, 9, 13 TELLTELL: : Questions 2, 6, 10, 14Questions 2, 6, 10, 14 EXPANDEXPAND: Questions 3, 7, 11, 15: Questions 3, 7, 11, 15 REASONREASON: Questions 4, 8, 12, 16: Questions 4, 8, 12, 16

Each set of 4 questions will Each set of 4 questions will reference 2 numbered pictures reference 2 numbered pictures in the ELDA Listening/Speaking in the ELDA Listening/Speaking test book.test book.

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Speaking Scoring TipsSpeaking Scoring Tips Pay attention to the cues in the question. Pay attention to the cues in the question.

For example, if the question asks for one For example, if the question asks for one or more sentences, responses must be at or more sentences, responses must be at least that long to receive full credit.least that long to receive full credit.

Each independent clause is treated as a Each independent clause is treated as a sentence. Remember that compound sentence. Remember that compound sentences count as two sentences.sentences count as two sentences.

In general, students need to provide more In general, students need to provide more information to receive full credit as they information to receive full credit as they progress from Connect to Tell to Expand to progress from Connect to Tell to Expand to Reason. Reason.

If part of the response is in English and If part of the response is in English and part is in another language, score the part part is in another language, score the part that is in English and disregard the rest.that is in English and disregard the rest.

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Speaking Connect Speaking Connect QuestionsQuestions

If a question is multi-part, the student must If a question is multi-part, the student must address all parts for full credit.address all parts for full credit.

Unless the question asks for a specific Unless the question asks for a specific response, a general response is acceptable.response, a general response is acceptable.

Single-word responses can receive no more Single-word responses can receive no more than partial credit (score of 1).than partial credit (score of 1).

Phrases are eligible for full credit.Phrases are eligible for full credit. If the response consists of one word or a If the response consists of one word or a

phrase directly from the prompt, it can phrase directly from the prompt, it can receive no more than partial credit (score of receive no more than partial credit (score of 1). 1).

If the student adds his/her own words or If the student adds his/her own words or forms a sentence, the response may receive forms a sentence, the response may receive full credit, even if it is heavily based on the full credit, even if it is heavily based on the prompt.prompt.

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Sample Connect ItemSample Connect Item

Some students like to listen to Some students like to listen to music in their free time. Others like music in their free time. Others like to read books. Tell me in a sentence to read books. Tell me in a sentence what you like to do in your free time. what you like to do in your free time. For example, you can talk about For example, you can talk about watching movies, listening to music, watching movies, listening to music, or playing with your sister or brother. or playing with your sister or brother. Try to speak in a sentence. Tell me Try to speak in a sentence. Tell me what you like to do in your free time.what you like to do in your free time.

Note: The prompt cues the student “Note: The prompt cues the student “TryTry to to speak in a sentence.” This is how the speak in a sentence.” This is how the student can receive full credit for a phrase. student can receive full credit for a phrase.

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Sample Connect ItemSample Connect Item

Score 0 ResponsesScore 0 Responses ““I have free time.”I have free time.”

(The response does not (The response does not address the prompt.)address the prompt.)

““I do everything.”I do everything.”

(The response provides no (The response provides no essential, specific essential, specific information.)information.)

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Sample Connect ItemSample Connect ItemScore 1 ResponsesScore 1 Responses

““Watching movies”Watching movies”(A phrase based solely on the prompt (A phrase based solely on the prompt language cannot receive a score language cannot receive a score higher than 1.)higher than 1.)

““Read” Read” (A single word from the prompt (A single word from the prompt cannot receive a score higher than cannot receive a score higher than 1.)1.)

““Swim”Swim”(A single original word cannot (A single original word cannot receive a score higher than 1.)receive a score higher than 1.)

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Sample Connect Sample Connect ItemItem

Score 2 ResponsesScore 2 Responses ““Walk my dog”Walk my dog”

(This three-word phrase provides (This three-word phrase provides enough specific information to enough specific information to receive full credit.)receive full credit.)

““I play with my little sister.”I play with my little sister.”

(This sentence provides enough (This sentence provides enough specific information to receive specific information to receive full credit.)full credit.)

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Tell QuestionsTell Questions Unless the question asks for a specific Unless the question asks for a specific

response, a general response is acceptable.response, a general response is acceptable. If a question is multi-part, the student If a question is multi-part, the student

must address all parts for full credit.must address all parts for full credit. Phrases can receive no more than partial Phrases can receive no more than partial

credit (score of 1).credit (score of 1). Single-word responses are not eligible for Single-word responses are not eligible for

credit (score of 0).credit (score of 0). Responses consisting only of language from Responses consisting only of language from

the prompt, in the same order/placement as the prompt, in the same order/placement as the prompt, are not eligible for credit the prompt, are not eligible for credit (score of 0). This also applies to language (score of 0). This also applies to language from the illustrations’ captions.from the illustrations’ captions.

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Sample Tell ItemSample Tell ItemUsually, you hear different kinds Usually, you hear different kinds

of music each day. Choose a kind of of music each day. Choose a kind of music. Tell me one or two sentences music. Tell me one or two sentences about that kind of music. For about that kind of music. For example, you can talk about hip-hop example, you can talk about hip-hop music or country music. Now pick a music or country music. Now pick a kind of music that you hear and tell kind of music that you hear and tell me one or two sentences about that me one or two sentences about that kind of music.kind of music.

Note: The prompt cues the student “Tell me Note: The prompt cues the student “Tell me one or two sentences.” Think of each one or two sentences.” Think of each independent clause as a sentence; the independent clause as a sentence; the response will need to provide at least one response will need to provide at least one independent clause to be eligible for full independent clause to be eligible for full credit.credit.

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Sample Tell ItemSample Tell ItemScore 0 ResponsesScore 0 Responses

““I like music.”I like music.”(The response does not (The response does not address the prompt.)address the prompt.)

““I hear different kinds of I hear different kinds of music.”music.”(The response is heavily (The response is heavily based on prompt language based on prompt language and does not describe or and does not describe or extend.)extend.)

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Sample Tell ItemSample Tell ItemScore 1 ResponsesScore 1 Responses

““Classical music sounds Classical music sounds good.”good.”

(The response only partially (The response only partially addresses the prompt due to addresses the prompt due to generality.)generality.)

““Lots of bass”Lots of bass”

(A phrase can not receive a (A phrase can not receive a score higher than 1.)score higher than 1.)

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Sample Tell ItemSample Tell ItemScore 2 ResponsesScore 2 Responses

““Rap music sounds loud and Rap music sounds loud and fast.”fast.”(This response provides the (This response provides the essential information in the form essential information in the form of a sentence.)of a sentence.)

““I hear rock music in my dad’s I hear rock music in my dad’s car. It has a lot of instruments.”car. It has a lot of instruments.”(The response provides the (The response provides the essential information in the form essential information in the form of 2 sentences.)of 2 sentences.)

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Expand QuestionsExpand Questions If a question is multi-part, the student must If a question is multi-part, the student must

address all parts for full credit.address all parts for full credit. Responses that provide lists only (in place of Responses that provide lists only (in place of

description) can receive no more than partial description) can receive no more than partial credit (score of 1).credit (score of 1).

A response that adds any detail or description A response that adds any detail or description to a list is eligible for full credit.to a list is eligible for full credit.

A single simple sentence can receive no more A single simple sentence can receive no more than partial credit (score of 1). A compound than partial credit (score of 1). A compound sentence counts as 2 sentences.sentence counts as 2 sentences.

Phrases and single-word responses are not Phrases and single-word responses are not eligible for credit (score of 0).eligible for credit (score of 0).

Responses consisting only of language from Responses consisting only of language from the prompt, in the same order/placement as the prompt, in the same order/placement as the prompt, are not eligible for credit (score the prompt, are not eligible for credit (score of 0). This also applies to language from the of 0). This also applies to language from the illustrations’ captions.illustrations’ captions.

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Sample Expand Sample Expand ItemItem

Different students like different kinds of Different students like different kinds of music. Say at least two sentences about the music. Say at least two sentences about the kind of music you like best, and why you like kind of music you like best, and why you like to listen to it. For example, you can talk to listen to it. For example, you can talk about what you do or how you feel when you about what you do or how you feel when you listen to that kind of music. Remember to listen to that kind of music. Remember to tell me at least two sentences about your tell me at least two sentences about your favorite kind of music, and why you like to favorite kind of music, and why you like to listen to it.listen to it.

Note: The prompt cues the student “Say at least two Note: The prompt cues the student “Say at least two sentences.” Think of each independent clause as a sentences.” Think of each independent clause as a sentence; the response will need to provide at least sentence; the response will need to provide at least two independent clauses to be eligible for full credit.two independent clauses to be eligible for full credit.

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Sample Expand ItemSample Expand ItemScore 0 ResponsesScore 0 Responses

““The music sound the good.”The music sound the good.”(The information provided in (The information provided in this response is unclear.)this response is unclear.)

““I like different kinds of I like different kinds of music.”music.”(The response is heavily (The response is heavily based on prompt language based on prompt language and is so general that it and is so general that it remains undeveloped.)remains undeveloped.)

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Sample Expand Sample Expand ItemItem

Score 1 ResponsesScore 1 Responses ““My favorite kind of music is rap and hip-My favorite kind of music is rap and hip-

hop.”hop.”

(The response provides specific but only (The response provides specific but only partially developed information in one partially developed information in one independent clause.)independent clause.)

““I like to dance.”I like to dance.”

(The response provides specific but only (The response provides specific but only partially developed information in one partially developed information in one independent clause. It can be inferred independent clause. It can be inferred that the student likes to dance while that the student likes to dance while listening to her favorite music.)listening to her favorite music.)

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Sample Expand ItemSample Expand ItemScore 2 ResponsesScore 2 Responses

““I like to listen to the Jonas Brothers I like to listen to the Jonas Brothers because it makes me happy. Me and because it makes me happy. Me and my friends dance to it.”my friends dance to it.”

(The response provides the essential (The response provides the essential information in multiple independent information in multiple independent clauses.)clauses.)

““I like country music. I always sing I like country music. I always sing along.”along.”

(The response provides the essential (The response provides the essential information in two sentences.)information in two sentences.)

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Reason QuestionsReason Questions Students must follow the cues in the prompt. Students must follow the cues in the prompt.

If the prompt asks for 2 reasons, the student If the prompt asks for 2 reasons, the student must provide 2 reasons for full credit.must provide 2 reasons for full credit.

A position statement with no support is not A position statement with no support is not eligible for credit (score of 0).eligible for credit (score of 0).

A single simple sentence can receive no more A single simple sentence can receive no more than partial credit (score of 1). A compound than partial credit (score of 1). A compound sentence counts as 2 sentences.sentence counts as 2 sentences.

Phrases and single-word responses are not Phrases and single-word responses are not eligible for credit (score of 0).eligible for credit (score of 0).

Responses consisting only of language from Responses consisting only of language from the prompt, in the same order/placement as the prompt, in the same order/placement as the prompt, are not eligible for credit (score the prompt, are not eligible for credit (score of 0). of 0).

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Sample Reason ItemSample Reason ItemSome students think it’s a good idea to Some students think it’s a good idea to

listen to music while they do their homework. listen to music while they do their homework. Other students think it’s not a good idea. Tell Other students think it’s not a good idea. Tell me two reasons or more why you think me two reasons or more why you think listening to music while you do your listening to music while you do your homework is a good idea or not a good idea. homework is a good idea or not a good idea. For example, you might talk about whether For example, you might talk about whether music helps you do your homework or if it music helps you do your homework or if it distracts you from your homework. Remember distracts you from your homework. Remember to tell me if you think listening to music while to tell me if you think listening to music while you do your homework is a good idea or not a you do your homework is a good idea or not a good idea. Then give me at least two reasons good idea. Then give me at least two reasons why you think that.why you think that.

Note: The prompt cues the student “Give me at Note: The prompt cues the student “Give me at least two reasons.” Unlike other types of least two reasons.” Unlike other types of questions, Reason questions generally require a questions, Reason questions generally require a certain number of reasons for full credit rather certain number of reasons for full credit rather than a certain number of independent clauses.than a certain number of independent clauses.

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Sample Reason ItemSample Reason ItemScore 0 ResponsesScore 0 Responses

““Yes, it is a good idea to listen to Yes, it is a good idea to listen to music while you do your homework.”music while you do your homework.”

(The response provides a position, (The response provides a position, but offers no support for its but offers no support for its importance.)importance.)

““I like to listen to music while I do I like to listen to music while I do my work.”my work.”

(The response provides a position, (The response provides a position, but offers no support for its but offers no support for its importance.)importance.)

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Sample Reason ItemSample Reason ItemScore 1 ResponsesScore 1 Responses

““It helps me pay attention.”It helps me pay attention.”

(The response provides an implicit (The response provides an implicit position, but only partially position, but only partially supports its importance with one supports its importance with one reason.)reason.)

““No, they shouldn’t, because it’s No, they shouldn’t, because it’s too loud.”too loud.”(The response provides a position, but (The response provides a position, but only partially supports its importance only partially supports its importance with one reason.)with one reason.)

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Sample Reason Sample Reason ItemItemScore 2 ResponsesScore 2 Responses

““Music is too loud for homework. I Music is too loud for homework. I won’t study enough for the test.”won’t study enough for the test.”(The response provides an implicit (The response provides an implicit position and fully supports its position and fully supports its importance with two reasons.)importance with two reasons.)

““I think it’s a good idea, because it I think it’s a good idea, because it helps me study. Watching TV helps me study. Watching TV distracts me from my homework, but distracts me from my homework, but music doesn’t.”music doesn’t.”(The response provides a position and (The response provides a position and fully supports its importance with two fully supports its importance with two reasons.)reasons.)

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Sample Reason ItemSample Reason ItemScore 2 Responses ContinuedScore 2 Responses Continued

““It’s not a good idea because I pay It’s not a good idea because I pay attention to the music too much, but on attention to the music too much, but on the other side I can’t hear another the other side I can’t hear another noise.”noise.”

(The response provides a position and (The response provides a position and supports its importance with two supports its importance with two

reasons. Students may offer support for reasons. Students may offer support for both positions as long as the support is both positions as long as the support is clear and specific and at least the clear and specific and at least the minimum number of reasons are minimum number of reasons are provided.)provided.)

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End of the 3-12 End of the 3-12 SectionSection Review and RecommendationsReview and Recommendations

Prepare well for the Listening and Prepare well for the Listening and Speaking Sections of ELDASpeaking Sections of ELDA

Train test administrators to administer Train test administrators to administer and to score the Speaking section and to score the Speaking section correctly.correctly.

Provide students with sufficient time to Provide students with sufficient time to complete each section of the ELDA complete each section of the ELDA following the guidelines.following the guidelines.

Contact the ADE and MI if you have any Contact the ADE and MI if you have any questions before, during, and after questions before, during, and after testing.testing.

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ELDA HelplineELDA Helpline

Measurement IncorporatedMeasurement Incorporated

ELDA Helpline ELDA Helpline 888-612-0180888-612-0180

Elda@measinc.comElda@measinc.com-copy ADE on messages to MI--copy ADE on messages to MI-

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DTC Procedures for DTC Procedures for Distributing and Returning Distributing and Returning

MaterialsMaterialsReceiving the orderReceiving the order Confirm that your shipment Confirm that your shipment

contains a District Coordinator contains a District Coordinator Manual, return shipping label(s), Manual, return shipping label(s), and boxes for each of your schools and boxes for each of your schools listed on your packing list.listed on your packing list.

Open and inventory the contents Open and inventory the contents of each school’s materials and of each school’s materials and verify that all materials are verify that all materials are included. 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 Preparing the Answer Document for Usefor UseApplying the Pre-Id Barcode label:Applying the Pre-Id Barcode label:

Each Answer Document should have a Pre-Id Each Answer Document should have a Pre-Id barcode label applied to the upper left-hand barcode label applied to the upper left-hand corner of the sheet. There is a sample barcode corner of the sheet. There is a sample barcode printed on the answer document to demonstrate printed on the answer document to demonstrate correct placement of the Pre-Id barcode label. correct placement of the Pre-Id barcode label. Place the Pre-Id barcode label over the sample.Place the Pre-Id barcode label over the sample.

If you DO have a Pre-Id barcode label for your If you DO have a Pre-Id barcode label for your student, you do NOT need to fill in all of the student, you do NOT need to fill in all of the identification and demographic information on identification and demographic information on the sheet.*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 PLEASE do not use a Pre-Id barcode label belonging to a different student who is not belonging to a different student who is not going to take the test. Your student’s results going to take the test. Your student’s results will be misattributed. A supply of generic labels will be misattributed. A supply of generic labels will be provided with your testing materials. will be provided with your testing materials.

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**Pre-Id Barcode LabelPre-Id Barcode LabelYou Must Complete the You Must Complete the Following Demographic Following Demographic

InformationInformation Write in the student’s name Write in the student’s name

(Do not need to bubble it)(Do not need to bubble it) Taking ELDA for the first timeTaking ELDA for the first time LEP-NS (if applicable) LEP-NS (if applicable)

(LEP receiving no services)(LEP receiving no services) First year LEP (if applicable)First year LEP (if applicable) ADE Use Only (if applicable)ADE Use Only (if applicable) ESL Program TypeESL Program Type IEP Accommodations (if applicable)IEP Accommodations (if applicable)

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Do not apply ANY barcodesDo not apply ANY barcodes or labels except or labels except those shipped along with the testing those shipped along with the testing materials. Application of any other materials. Application of any other barcodes or labels will delay or prevent barcodes or labels will delay or prevent scoring of your Answer Document.scoring of your Answer Document.Before Before After After

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 If you do NOT have a Pre-ID barcode label for student and are using a label for student and are using a generic barcode label, you will need to generic barcode label, you will need to fill in the demographic information on fill in the demographic information on the front of the Answer Document the front of the Answer Document correctly.correctly. Every boxed area of demographic Every boxed area of demographic

information should be filled in.information should be filled in. You MUST use a Number 2 pencil to You MUST use a Number 2 pencil to

fill in each bubble completely. fill in each bubble completely. If you fill in the wrong bubble, you If you fill in the wrong bubble, you

must completely erase the mark. must completely erase the mark. Do not cross it out. Do not cross it out.

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Procedures for Students Procedures for Students Needing AccommodationsNeeding Accommodations

Accommodations should always be related Accommodations should always be related to the student’s specific disability.to the student’s specific disability. Accommodations that change the Accommodations that change the

content of the assessment are NOT content of the assessment are NOT allowable.allowable.

Accommodations in the administration Accommodations in the administration procedures for ELDA are allowable procedures for ELDA are allowable provided they are specified in the provided they are specified in the student’s IEP or 504.student’s IEP or 504.

Any accommodations for an individual Any accommodations for an individual must be specified before the student must be specified before the student takes the assessment and must be takes the assessment and must be documented in the student’s IEP.documented in the student’s IEP.

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Allowable Accommodations Allowable Accommodations 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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ELL/LEP Entry DateELL/LEP Entry Date

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Defective Assessment Defective Assessment Materials Materials

A student might receive an incomplete A student might receive an incomplete or defective test booklet. Instruct the or defective test booklet. Instruct the student to raise his or her hand and student to raise his or her hand and then follow the steps below with the then follow the steps below with the student. student.

1) Take a replacement test booklet from 1) Take a replacement test booklet from the overage supply.the overage supply.

2) Instruct the student to continue the 2) Instruct the student to continue the test using the new test booklet.test using the new test booklet.

3) After the assessment, return all of the 3) After the assessment, return all of the student’s used testing material student’s used testing material (defective and replacement) with the (defective and replacement) with the other testing materials.other testing materials.

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Recommended for Best Practice:Recommended for Best Practice:

Be certain to provide sufficient Be certain to provide sufficient time and space for time and space for administering the assessments.administering the assessments.

All students who are identified All students who are identified as ELL must be included in the as ELL must be included in the assessment process.assessment process.

Students should be encouraged Students should be encouraged to do their best.to do their best.

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Assessment PreparationAssessment Preparation

Assessment materials should be stored Assessment materials should be stored securely.securely.

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 Labels.Affix Preprinted Labels. Complete * demographic informationComplete * demographic information Bubble in all information for those Bubble in all information for those without labels.without labels.

Return unused materials to secure Return unused materials to secure location before assessment begins.location before assessment begins.

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Assessment MaterialsAssessment Materials Testing Materials used in addition to the Testing Materials used in addition to the

Test Administration Manual:Test 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 One test booklet containing the Reading

& Writing Tests& Writing Tests One test booklet containing the One test booklet containing the

Listening & Speaking TestsListening & Speaking Tests Student Answer folderStudent Answer folder Pre-Printed LabelPre-Printed Label

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Assessment Room PreparationAssessment Room Preparation

Check the assessment room Check the assessment room for possible assessment for possible assessment question “clues” prior to each question “clues” prior to each assessment session.assessment session.

Give each student a work Give each student a work space that is large enough to space that is large enough to accommodate an open test accommodate an open test booklet.booklet.

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Interruptions in the AssessmentInterruptions in the Assessment

If the interruption is serious If the interruption is serious and affects all students, stop and affects all students, stop the assessment at the time of the assessment at the time of the interruption and secure the interruption and secure materials.materials.

After the interruption, After the interruption, restart the administration restart the administration from the point where you from the point where you stopped.stopped.

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Security Concerns Security Concerns & Procedures& Procedures

All ELDA materials should All ELDA materials should be considered securebe considered secure

All district and state All district and state procedures must be procedures must be followed to ensure test followed to ensure test security is maintained at security is maintained at all times.all times.

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After TestingAfter Testing Account for all materials using the Account for all materials using the

school packing list.school packing list. Put all student materials (used and Put all student materials (used and

unused) back into the original box unused) back into the original box that came from the MIthat came from the MI

Put all teacher administrator Put all teacher administrator materials back in the same boxmaterials back in the same box

All materials must be returnedAll materials must be returned -- -- double check that you have double check that you have accounted for and packed everythingaccounted for and packed everything

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

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

2) Dispose of the booklet/answer folder 2) Dispose of the booklet/answer folder according to ADE Procedure: Shred or according to ADE Procedure: Shred or burn the affected materialsburn the affected materials

3) Contact ADE and MI with the bar 3) Contact ADE and MI with the bar code number of the affected materials code number of the affected materials and an explanation of the situation.and an explanation of the situation. Susan Gray Susan Gray susan.gray@arkansas.govsusan.gray@arkansas.gov MI MI elda@measinc.comelda@measinc.com

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

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STC Collection And Return STC Collection And Return Of Student Assessment Of Student Assessment

MaterialsMaterials When students have completed the assessment, When students have completed the assessment,

they should raise their hands so that you can they should raise their hands so that you can collect their booklets. collect their booklets.

Students must remain seated quietly at their Students must remain seated quietly at their desks and may not have access to any personal desks and may not have access to any personal items or materials for the remainder of the items or materials for the remainder of the testing period. testing period.

After testing is completed, gather all the After testing is completed, gather all the answer folders for students that you have tested answer folders for students that you have tested into a stack. Place the pre-printed header sheet into a stack. Place the pre-printed header sheet on top of this stack of student answer folders. on top of this stack of student answer folders. All headers and student answer folders should All headers and student answer folders should then be placed back into the box.then be placed back into the box.

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

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The School Test Coordinator(s) should account for The School Test Coordinator(s) should account for and pack all materials before returning the boxes and pack all materials before returning the boxes to the District Test Coordinator.to the District Test Coordinator.

The materials should be packed for return in the The materials should be packed for return in the original shipping boxes in the following manner:original shipping boxes in the following manner: Unused test booklets and answer folders in the Unused test booklets and answer folders in the

bottom of the boxbottom of the box Prompt cassettes or CDs, Speaking Scoring Prompt cassettes or CDs, Speaking Scoring

Guides, Administration Manuals, and any extra Guides, Administration Manuals, and any extra forms or headers should be placed above the forms or headers should be placed above the unused materialsunused 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 The stack(s) of used answer folders, with corresponding headers ON TOP, should be corresponding headers ON TOP, should be placed in the top of the boxplaced in the top of the box

When the School Test Coordinator has accounted When the School Test Coordinator has accounted for and packed all testing materials, all materials for and packed all testing materials, all materials (used and unused) should be returned to the (used and unused) should be returned to the District Test Coordinator.District Test Coordinator.

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Returning materials after Returning materials after

testingtesting 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 DTC shall ensure that all boxes are taped securely.securely.

DTC is to use the supplied return shipping DTC is to use the supplied return shipping label(s) to send all testing materials back to MI. label(s) to send all testing materials back to MI. Follow the instructions on the back of the Follow the instructions on the back of the shipping labels to arrange for a pick-up of the shipping labels to arrange for a pick-up of the materials. Please follow these instructions materials. Please follow these instructions explicitly to arrange for ground pick-up. explicitly to arrange for ground pick-up. Air/Express drivers are unable to accept packages Air/Express drivers are unable to accept packages for ground pick-up. Do not use another shipping for ground pick-up. Do not use another shipping method or your own shipping labels.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 or before Friday, May 14, 2010.on or before Friday, May 14, 2010.

Refer all questions about packing and shipping Refer all questions about packing and shipping to the ELDA Helpline: 888-612-0180 or to the ELDA Helpline: 888-612-0180 or elda@measinc.comelda@measinc.com

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ACTAAP ELDA AFFIDAVITS and FORMS

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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 – 3-12 ELDA materials received in Monday, March 15 – 3-12 ELDA materials received in districtsdistricts

Monday, March 29 – ELDA testing window begins Monday, March 29 – ELDA testing window begins (Grades K-12)(Grades K-12)

Friday, May 7 – ELDA testing window ends (Grades K-Friday, May 7 – ELDA testing window ends (Grades K-12)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 Thursday, July 1 – Grades K-12 ELDA score reports arrive in the districtsarrive in the districts

Friday, August 13 – Reporting Errors and missing Friday, August 13 – Reporting Errors and missing reports to the ELDA Helplinereports to the ELDA Helpline

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ELDA HelplineELDA Helpline

Please Use the ELDA Help Please Use the ELDA Help System. Expect a System. Expect a

Response within 48 hoursResponse within 48 hoursMeasurement IncorporatedMeasurement Incorporated

ELDA helpline ELDA helpline 888-612-0180888-612-0180

Elda@measinc.comElda@measinc.com

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Questions?Questions?

Please write your Please write your questions in the questions in the

Chat Box.Chat Box.

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Thank you for Thank you for attending this Web-attending this Web-

cast.cast.

Please fax your Please fax your

sign-in sheet to sign-in sheet to

(501) 683-(501) 683-05850585..