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2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
2013 elda on line course
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2013 elda on line course

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  • 1. This presentation is designed to help you to successfully complete the ELDA (English Language Development Assessment) testing that must bedone annually to assess the language proficiency of all EL students. The state has not yet released instructions for the 2012-2013 ELDA test; therefore, it is possible that some information inthis presentation will change. Please carefully read all information from group testing and the ELOffice regarding the ELDA assessment to make sure you have the most up-to-date information.
  • 2.  Monday, February 11th – ELDA testing window opens (Grades K-12) Friday, March 8th – ELDA testing window closes (Grades K-12) All testing materials will be distributed by Group Testing. Please refer to information from Group Testing regarding the exact dates for pick-up and return of testing materials.
  • 3.  There are four separate parts of the ELDA. The test includes listening, speaking, reading and writing assessments. The test is also divided into 4 grade clusters  K-2  3-5  6-8  9-12
  • 4. Each language domain (listening, speaking, reading and writing) has 5 English language proficiency levels:  Level 1: Beginning  Level 2: Lower Intermediate  Level 3: Upper Intermediate  Level 4: Advanced  Level 5: Full English ProficiencyStudents will receive a proficiency score for each language domain and a composite score that is used to determine whether students achieve English proficiency. Any student who receives a COMPOSITE score of 4 or 5 will exit EL services.
  • 5. Test Coordinators: Return all materials to the district in the same box in which they were delivered. Review all answer documents for accurate completion of demographic information. Information regarding the repacking and return of testing materials will be provided by Group Testing.
  • 6.  After testing is completed, gather all the answer folders for students that you have tested into a stack. Place a test header sheet on top of this stack of student answer sheets. All materials (used and unused) should be returned to your School Test Coordinator directly after the assessment is completed.
  • 7. Because ELDA is a secured test, it is important that you account for alltest materials issued to your school.Check out the following information concerning test materials.
  • 8. If a student receives an incomplete or defective answer folder, instruct the student to raise his or her hand, and follow the steps below:1. Take a replacement answer folder from the overage supply.2. Write and bubble in the student’s name on the replacement answer folder in case it becomes separated from the original.3. Have the student complete the remainder of the ELDA on the replacement answer folder.4. Staple the defective answer folder to the replacement answer folder.5. Place all materials, defective AND replacement, with the other ELDA materials in the designated secure location.Do Not Throw Defective Materials Away!
  • 9. If a student is sick and a test booklet or answer folder becomes soiled, please follow the steps below:1. Write down the barcode of the affected booklet and transfer the student responses to a new answer folder2. Dispose of the booklet/answer folder according to TN DOE Procedure: Shred the affected materials3. Contact TN DOE and Measurement Incorporated with the bar code number of the affected materials and an explanation of the situation. Measurement Incorporated: elda@measinc.com 888-612-01804. When the materials are being packed for return, enclose a copy of the emails with the materials.
  • 10.  There are few occasions when you might need to invalidate a test that a student has completed. Invalidating a test means that the student will be recorded as NOT tested. The situations on the following screen indicate the instances when a test should be invalidated. You will receive information from Group Testing regarding the process for invalidating test scores. Do NOT invalidate a test for a student who moves to another school in our district. The testing for these students will be completed at the new school. Group testing will also provide information for completing the testing at the new school.
  • 11. These are the reasons that a student’s test score should be invalidated: Moved out of the district during testing Completed or used more than one answer folder. One of the answer folders should be invalidated Misclassified as EL/LEP and should not have been tested Failure to provide IEP or 504 accommodation(s)
  • 12. Most students will have a pre-printed bar code label. Thepre-printed barcode label should be affixed to eachstudent’s answer folder. You will not need to bubble-indemographic information by hand for those studentswho have a pre-printed bar code label. Group Testingwill send directions regarding any information that mustbe completed by hand.
  • 13. Students who entered our district late in the school year or who moved to your school later in the year may not have a pre-printedbarcode label. You will need to complete ALLthe demographic information by hand using a#2 pencil for any student that does NOT have a pre-printed barcode label.
  • 14.  Schools will also receive “generic” answer document labels. One of these generic labels should be applied to every student answer sheet WITHOUT a pre-printed bar code label. Schools will have to complete the demographic information for these students by hand. Every area of the demographic information should be filled in. You must use a number 2 pencil to fill in each bubble completely. If you fill in the wrong bubble, you must completely erase the mark. Do not cross it out.
  • 15. FIRST and LAST NAMESWhen filling in the ovals, do not use the blank ovals foranything except a blank space between two parts of a name.
  • 16. BIRTHDATE When filling in the Birth Date, the date must be entered in the two-digit day, four-digit year format.
  • 17.  Schools must enter the “Unique Student ID #” for any student WITHOUT a pre-printed barcode label. This Unique Student ID number is the STATE ID number for the student. You may find this number on the student’s Chancery page (called “State Number”). This number is also listed on the “ELDA Eligible for Testing MNPS” report in Chancery.
  • 18. The unique student ID # is only7 numbers long. You will need to add two leading zeros BEFORE the student id # in order to fill all 9 number spaces in the box.
  • 19. There are several things you have to do to determine “How long a student has been instructed in ESL” and the“Length of Enrollment in a US School”. See the following slides forinstructions on how to complete these sections of the demographics sheet.
  • 20. There are different places you must look to find thisinformation for different students.
  • 21. Schools can getinformation about “Length of Enrollment in a US school” and “How Longinstructed in ESL” from the report in Chancery called“Eligible for ELDA Testing.”
  • 22. This report can be run by a school counselor or a school administrator. Teachers and testadministrators should look at thedate that students entered a U.S.school to help you complete both these sections of the demographic information. If youhave trouble accessing this report,please contact Deana Conn in the EL office.
  • 23. If a students is classified asACTIVE this means that the student is currently receiving EL services. You will use the same number of years for both these sections of thedemographic information.
  • 24. This student is active. He entered a US schoolin December of 2011, so he has been in a USschool for 1-2 years. He has also beenreceiving EL services for the same amount oftime, 1-2 years.
  • 25. A student listed as refused on this report will have different numbersbubbled in for these two sections of the demographic sheet. Refusedmeans that the student qualified forservices, but the parents/guardians refused EL services. A student classified as refused has never received EL services.
  • 26. This student is classified as refused. She has never receivedEL services, so you must bubble in the circle “<1 year” in thesection called “How Long Instructed in ESL”. She has beenenrolled in a US school since August 1998. For the sectioncalled “Length of Enrollment in a U.S. school,” you wouldbubble in the circle for “5+years”.
  • 27. For students classified as Opt out, you will have different numbers bubbled in on these two sections of the demographic sheet. Opt out means that the student qualifies for EL services and received EL services at one time; however, the parents/guardians decided they no longer wanted thestudent to receive EL services.
  • 28. This student entered a US school in August2010 . You would bubble in “2-3 years” for “Length of Enrollment in a US school”. However, the student was opted-out of services. You will have to bubble in a different box for “How long instructed in ESL.” See the next slide for instructions on how to find the information for “How longinstructed in ESL” for a student classified as opt out.
  • 29. This student enrolled in a US She opted-out of EL services in school in August 2010. August 2012. This means that she received EL services for two years.
  • 30. She has been enrolled in a US school for 2-3 years, but onlyreceived EL services for 1-2 years.
  • 31.  Any individual currently licensed by the Tennessee Department of Education as a teacher, counselor or administrator Translators and aides may not administer the ELDA
  • 32. These students must take ELDA: Active ELs Opted-out ELs Refused ELs EL students on consultationIt is imperative that you test all active, opt-out, refused and consultation students!
  • 33.  T1 and T2 Students NELB Students
  • 34. The report “Eligible for ELDA Testing” can be run from Chancery. This report will list all the students at your school who MUST TAKE the ELDA test. Any student appearing on this list must take all portions of the ELDA. Consultation students will appear on this report as “Active”. Consultation students are not in EL classes, but they still MUST BE TESTED. Contact Deana Conn in the EL office if you have any questions about who should be tested.
  • 35.  If a student does not take ANY PART the ELDA test, you must complete a form indicating the reason that the student was not tested. This form will be provided with the ELDA materials by Group Testing. Please do NOT exclude from the testing students receiving exceptional ed services unless it is specifically stated in the student’s IEP that he or she will not take the ELDA test.
  • 36.  Schools may set their own testing schedule. ELDA is not a timed test. Make-ups for absentees are permitted. Flexibility in sequencing of the subtests (listening, speaking, reading and writing) is permitted. Language domain subtests can be broken into separate testing periods. You can give the reading test, for example, over the course of several days.
  • 37.  Reading, Writing, Listening  Maximum of 20 students per testing group  Additional trained proctors must assist if more than 20 students. Speaking  Given one-on-one and scored by the assessor at the time the student takes the test  Must be scored by teacher knowledgeable of the assessment
  • 38.  Specified in the student’s IEP or 504 Extended/Adjusted Time Individual/Small Group Administration Modified Test Booklets (Large Print, Braille) - should already be orderedThe test is not timed, so there is no time limit for each assessment. There are no accommodations allowed on the ELDA except for those listed here. No part of the test can be read aloud to the students except for the directions that are given in the test administrator’s manual.
  • 39.  For each test administrator:  Listening Prompt CD (1 for each grade clusters )  Speaking Prompt CD (1 for each grade cluster)  Speaking Scoring Guide  Test Administration Manual  Oath of Security must be signed by each test administrator and proctor and then given to School Test Coordinator. The Test Coordinator at your school will have a copy of the oath of security. For each student:  One test booklet containing the Reading and Writing Tests  One test booklet containing the Listening and Speaking Tests  One student answer document
  • 40. Cluster Listening Speaking Reading Writing 3-5 35 minutes 20 minutes 45 minutes 1 hour 6-8 45 minutes 20 minutes 45 minutes 1 hour 9-12 45 minutes 20 minutes 45 minutes 1 hour
  • 41.  Teachers may schedule breaks as needed during testing, as long as breaks come between parts of the test. For example, teachers may choose to take a break between parts 2 and 3 of the reading test. The Speaking assessment will take less than 30 minutes. A break is not necessary.
  • 42. The Reading AssessmentPart 1: Short PassagesThis section tests the student’s ability to understand information in short readingpassages. There are one or more questions about each passage.Part 2: InstructionsThis section tests the student’s ability to understand directions. There is a differentset of instructions for each question. The student will need to identify whichperson followed the directions correctly.Part 3: Longer PassagesThis section tests the student’s ability to understand information in longer readingpassages. The student will answer several questions about each passage.You will be asked to read the scripted directions in the test administration manualprior to each part.
  • 43. The Writing AssessmentPart 1: Open EndedStudents write responses to prompts.Part 2: Revise and EditStudents choose the best answer to correct grammar andusage errors in passages.Part 3: Graphic OrganizersStudents answer multiple choice questions about graphicorganizers.
  • 44. The Listening AssessmentPart 1: Short Phrases. 1 question for each phrasePart 2: Short Dialogues. 1 question for each dialoguePart 3: Long Dialogues. 2 questions for each dialoguePart 4: Short Presentations. 1 question for each short presentationPart 5: Long presentations (for clusters 6-8 and 9-12 only):4 questions for each presentationOn each listening CD, the narrator will read the entire content of thetest booklet. You will be asked to read the scripted directions from the test administration manual before playing the listening CD.
  • 45. A CD is used to give students the listening test.Once you begin playing the listening CD, you many not rewind, replay, or pause it. You must play theCD as it is. The listening passage is read two times. The question is read one time, but the studentsalso have the question and answer choices listed in their test booklet. Students have 10 seconds to respond to each question once the narrator has read the last option.
  • 46. Preparation For Administering the Listening AssessmentPrior to administering the Listening assessment it is critical to:  Read through the scripted administration directions that you are expected to read to students.  Make sure that the Listening CD is appropriate for the grade level being assessed.  Listen to some of the CD before using it to ensure that it is not defective.  Test both the CD player and the CD to ensure that the prompting recording will be audible to all students. If the CD player requires batteries, make sure that they will last the entire assessment session.  Place the CD player at a centrally located place in the room. Turn it on and listen to it from each student’s seat. Are the prompts and timing signals easily audible? If not, adjust the volume accordingly.
  • 47. Prepare the Room for theListening Assessment The room must be free from outside noise from the hallway and adjoining classrooms. Students should be seated far enough apart so that they do not distract one another. All students and the test administrator must be able to hear what is on the CD.
  • 48. Preparation For Administering the Speaking AssessmentEquipmentYou will need a CD player to play the prompting recording.  Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.Materials  Student test booklet (contains supportive graphics for students)  Student answer document (for test administrator to record score)
  • 49. Preparation For Administering the Speaking AssessmentPrior to administering the Speaking assessment you should:  Read through the directions in the Test Administration Manual.  Read through the Speaking Scoring Guide.  Listen to the first 2 minutes of the prompting recording to make sure the CD is not defective, then rewind or restart the CD. During the first two minutes, you will hear the administration practice task.
  • 50. The speaking test is given to students one-on-one. The student will listen to a CD and give oral responses to prompts on the CD. The teacher ortest administrator will grade student responses in real time as the student is speaking. Once you begin playing the CD, you may not rewind, replay or pause it. The student will have some visual support to go along with the speaking prompt.
  • 51. Before assessing students, please familiarize yourself with the SpeakingScoring Rubric found in the Speaking Scoring Guide. This scoring rubric will give you specific guidance onthe responses required for each type of question on the test.
  • 52. The speaking assessment has 4 item types:  Connect  Tell  Expand  Reason The speaking CD gives students very specific directions for answering each type of question.
  • 53.  Each student response may receive a score of 0, 1 or 2. 0 = no credit for the response 1 = partial credit for the response 2 = full credit for the response
  • 54. Each type of question has different requirements for the amount and complexity of speech required in order for the student to receive fullcredit for a response. The assessor will judge thestudent response in real time. Student responsesare NOT recorded. The assessor will bubble in 0, 1, or 2 on the student’s answer sheet immediately after each response.
  • 55. On the speaking section of the student answer sheet there are additional letter codes listed along with thenumbers 0, 1 and 2. These codes are optional codes that may be used INSTEAD of the 0 code. You do not have to use the letter codes. If a student receives no credit for a response, bubbling in a 0 is sufficient. If you choose to use the letter codes rather than bubbling in a 0 for a no credit response, be sure that you do NOT bubble in a 0and a letter code at the same time. Only bubble in one orthe other. See the following screen for an explanation of the letter codes.
  • 56. Deana Conn259-3282, x 858247Deana.conn@mnps.orgMeasurement IncorporatedELDA helpline 888-612-0180Elda@measinc.com

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