January 13, 2015

ELDA Refresher Training for Teachers

-explain the legal rationale behind the ELDA.

-learn about the four domains of the ELDA test and how to implement testing in our buildings.

-administer the ELDA test to students as well as score the Speaking portion of the test.

Use the tools provided to us in this session to train other teachers in our buildings to give the ELDA and to certify on Moodle.

WE CAN

ELDA Testing Timeline

•Testing Timeline!-February 2-February 27 (Districts are responsible for setting their own testing windows within the state window of February-May.•Due dates- All buildings will receive an ELL testing roster prior to the testing window.•Materials- You will be notified when materials arrive. All completed materials are due to the ESL office no later than March 4.•Writing- All 3-5 writing samples will be scored at the ESC.•Labels will come the middle of February and be sent to the schools to apply to their Bubble Answer Sheets (BAS)•Last year scores were received by Iowa Testing Program in June.

Importance of Iowa-ELDAImportance of Iowa-ELDA• Results from Iowa-ELDA used as partial determination Results from Iowa-ELDA used as partial determination

whether districts meet AMAOswhether districts meet AMAOs• 2014 results showed that our district did not meet 2014 results showed that our district did not meet

AMAO 1 and 2. We did meet AMAO 3.AMAO 1 and 2. We did meet AMAO 3.• Reported to community and parentsReported to community and parents• Required by NCLB to assess growth in academic Required by NCLB to assess growth in academic

languagelanguage• The importance of Iowa-ELDA for ELLs is equivalent to The importance of Iowa-ELDA for ELLs is equivalent to

the Iowa Assessmentsthe Iowa Assessments• All teachers and educators need to understand the All teachers and educators need to understand the

critical importance of Iowa-ELDA and assess critical importance of Iowa-ELDA and assess accordinglyaccordingly

• All ELL students must be assessed, even when they All ELL students must be assessed, even when they arrive during the testing window.arrive during the testing window.

What Are Annual Measurable Achievement Objectives (AMAOs)?

AMAO 1:Progressing in English language acquisition

Annual increases in the number or percentage of students making progress in learning English

AMAO 2:Exiting or reaching English language proficiency

Annual increases in the number or percentage of students attaining English language proficiency by the end of each school year

AMAO 3:ELL-Adequate Yearly Progress (AYP)

AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics

Countdown to ELDA testing……

ELDA 2015This year we will assess over 2700 ELL

students district-wide.Once a student is assessed on one part of the

ELDA, the student will need to take all additional parts. Schools with large populations of students who are non-attenders will need to account for this when scheduling testing.

Students who are in Special Education and are unable to attempt the test due to their Spec. Ed status will be put in for participation.

AdministeringAdministeringthe Iowa-ELDAthe Iowa-ELDA Iowa English Language Development Iowa English Language Development AssessmentAssessment

Grades K - 2Grades K - 2

Who Provides Information About the Child for the Iowa-ELDA K-2?

• ELL teacher ELL teacher • Homeroom/classroom teacherHomeroom/classroom teacher• Special Education teachersSpecial Education teachers• Title I teachersTitle I teachers

Others depending on the situation……Others depending on the situation……

Teachers should use readily available data to fill out Teachers should use readily available data to fill out the rubrics.the rubrics.

K-2 StandardsThe following standards will be assessed in grades

K-2.Each student will have a student inventory booklet.Teachers will transfer the score in each booklet to

the BAS

Practice Example - 1Reading – Kindergarten

R01 1.2 Phonics: Demonstrate knowledge of letter recognition and letter-sound correspondence. (See note below.)

Score Point 0 Score Point 1 Score Point 2 Score Point 3 Score (0-3)

Does not meet Score Point 1.

Student demonstrates understanding of letter-sound correlation for a few consonants by recognizing, speaking, and/or writing the letter for the sound presented in written and oral context. Consonants (10-14)

Student demonstrates understanding of letter-sound correlation for some vowels and consonants by recognizing, speaking, and/or writing the letter for the sound presented in written and oral context. Consonants (15-20) Short vowels (3)

Student demonstrates understanding of letter-sound correlation for nearly all vowels and consonants by recognizing, speaking, and/or writing the letter for the sound presented in written and oral context. Consonants (21+) Short vowels (5)

R E A D I N G & W R I T I N G ( G r a d e K )

STUDENT NAME: I-ELDA Item # Not Yet Some of the time Most of the time All the time

Has skill of letter recognition AND letter-sound correspondence

R01 R02

Consonants (10-14) Consonants (15-20) Short vowels (3)

Consonants (21 +) Vowels (5)

Recognizes sounds and combinations of sounds

R03 Initial Initial & ending Initial, ending, & medial

Rhymes if given roots or spelling pattern

R04

Recognizes high frequency words and common word families

R05

Understands concepts of print R06

Uses pre-reading strategies (predicting, graphic organizers, setting a purpose)

R07

Can classify action verbs and nouns correctly R08

Identifies and uses synonyms and antonyms

R09

Reads and follows directions to complete simple task

R10

Identifies story elements (setting, etc.) R11

Uses various strategies when reading (illustrations, prior knowledge)

R12

Recognizes cause and effect R13

RE

AD

ING

Identifies patterns such as rhyming R14

Draws, discusses, or organizes before writing

W01

Writes to convey ideas or stories W02

Pictures Pictures and words Pictures, sentences

Writes variety of text types (narrative, letter)

W03

Edits writing for punctuation, caps, and spelling

W04

Prints upper and lower case letters correctly W05 Letters in isolation

Letters within words, sometimes

Letters within words

Capitalizes letters appropriately W06

Name + Sentence beginning + Proper nouns

Spells grade appropriate words correctly

W07

Uses resources to find conventional spelling

W08

WR

ITIN

G

Draws, discusses, or organizes before writing

W09

L I S T E N I N G & S P E A K I N G – G r a d e K

STUDENT NAME: I-ELDA Item # Not Yet Some of the time Most of the time All the time

Follows simple directions in sequence

L01

Responds to questions L02

Identify MAIN POINTS from spoken language

L03

Identify DETAILS from spoken language

L04

Understands common school vocabulary L05

Understands content-specific vocabulary

L06 LIS

TE

NIN

G

Shows understanding by drawing conclusions, making generalizations, or predictions

L07

Asks a simple question S01 One word Meaning ok, but not grammatical

Close to native English

Uses language “chunks” to speak (greetings)

S02

Responds appropriately to questions S03 One word

Phrases or simple sentences

Details, more complete

Uses vocabulary S04

Social Social Social & academic

Gives directions S05

Clarifies and supports spoken ideas S06

Uses connected language and discusses meaning S07

SP

EA

KIN

G

Uses language to organize, agree, and disagree

S08

AdministeringAdministeringthe Iowa-ELDAthe Iowa-ELDA Iowa English Language Development Iowa English Language Development AssessmentAssessment

Grades 3 - 12Grades 3 - 12

Security Concerns & Procedures

• As a test administrator, maintaining assessment security is one of your most important responsibilities.

• At all times, district and state procedures for protecting secure At all times, district and state procedures for protecting secure assessment materials must be followed.assessment materials must be followed.

• It is illegal and unethical to It is illegal and unethical to reproduce or disclose reproduce or disclose any of this any of this material or cause it to be reproduced or disclosed in any material or cause it to be reproduced or disclosed in any format. format.

• Ensure the security of not only the physical test booklets, but Ensure the security of not only the physical test booklets, but also the individual assessment questions and materials. also the individual assessment questions and materials.

• Maps, charts, and other classroom posted materials should be Maps, charts, and other classroom posted materials should be covered during ELDA testing.covered during ELDA testing.

• The ELDA materials are ordered by district personnel who The ELDA materials are ordered by district personnel who understand the ordering procedures and who are familiar with understand the ordering procedures and who are familiar with ELDA testing. ELDA testing.

Bubble Answer Sheets (BAS)Each student will have one BAS.The BAS will not have barcodes on themLabels will be applied to each BAS by the school

testing teamPlease fill out the names of your students, their

date of birth, and ID. You do NOT need to bubble anything in.

BAS Modification BAS Modification

• The following box has been added to the front side of the BAS The following box has been added to the front side of the BAS for reporting this type of “STUDENT NOT TESTED”:for reporting this type of “STUDENT NOT TESTED”:

STUDENT NOT TESTED. If the student was not tested, please provide the reason for not testing by filling in the appropriate circle below (select only one).

STUDENTS STILL ENROLLED: STUDENTS NO LONGER ENROLLED:

Significant medical emergency Student exited from ELL services Other

Withdrew Dropped Moved Deceased Other

Scenario 2 Students NOT tested (where pre-printed BAS have been requested for those students)

Accommodations for students with IEPs and 504

Beginning the 3-5 ELDA

Scripted DirectionsTo ensure standardized administration conditions, scripted directions that you will read to the students are in Appendix A of the Test Administration Manual.

• An oral script is provided for each assessment (Reading, Writing, Listening, and Speaking).

• The scripted directions contain information that students need to know about the assessment. Do not deviate from the oral scripts.

• Scripts include specific directions for administering each assessment.

• The scripted directions that are in bold print must be read aloud, verbatim, to students.

• Test administrators should review these scripts prior to the assessment session.

General Procedures DuringAssessment Administration

For new students whose English is just beginning and cannot interact with any part of the test:

• Each student must be given the opportunity to participate in each subtest (Reading, Writing, Speaking, & Listening)

• If a student can not go further than being given the test and bubble answer sheet: FILL IN THE “A” BUBBLE FOR THE FIRST ITEM OF EACH SUBTEST WHERE THIS IS APPLICABLE (Reading, Writing, Speaking, and/or Listening) to indicate his/her “PARTICIPATION” in the assessment.

Reading AssessmentNumber of Items:Grades 3-5 = 35Grades 6-8 = 35Grades 9-12 = 35

Part 1: Short passagesPart 2: InstructionsPart 3: Longer

passages

READING

Students answer questions on the conventions of writing and using language when writing. They fill in the bubbles on their bubble sheets.

Students respond to writing prompts and write on a separate sheet of writing paper. Paper is provided for each student. Please write their name and ID number and school on their writing paper.

A writing team rates the samples of student writing based on a rubric.

Writing Prompts Part I

Writing AssessmentNumber of Items:

Grades 3-5 = 4 (Part 1) + 15

Grades 6-8 = 4 (Part 1) + 15

Grades 9-12 = 5 (Part 1) + 15

Part 1: Written responses

Part 2: Read and respond to examples of student writing

WRITING

25

Additional Challenges:The tendency for raters to look at the

student’s writing as a final product. ”This is a first draft. However, do not look at the written responses as a 1st draft that the students will have an opportunity to rewrite.” Dr. Carmen Sosa, 2008

Making inferences about what the students meant to write if “given the opportunity”.

Be objective when rating and follow the rubric for the written response that is given.”

Cannot hand a student back their test and tell them to do more or write better.

Keep in mind….Students will not be penalized for poor handwriting, but we must be able to read it.

Stress content over length.MUST write about the prompt.Can make grammatical errors as long as it does not interfere with the meaning.

Listening AssessmentNumber of Items:Grades 3-5 = 35Grades 6-8 = 35*Grades 9-12 = 35*

Part 1: Short phrasesPart 2: Short dialoguesPart 3: Long dialoguesPart 4: Short

presentations

*Grades 6-8 & 9-12 include

Part 5: Long Presentations

LISTENING

Keep in mind…If the CD is playing and there is an interruption such as a fire drill or tornado drill, you could restart the CD.

Do NOT restart the CD under any other circumstance. It should run in its entirety.

Speaking AssessmentNumber of Items:Grades 3-5 =

12

ConnectTell

ExpandReason

SPEAKNG

Speaking AssessmentScored liveAdministered 1:1Has 12 questions

3 Connect3 Tell3 Explain3 Reason

Approximately 20 minutes

Speaking Assessment continued…

Follow the scripted directions in the Teacher Administration Manual.

CD player/computerIntroductionDirections on how to answerActivate the prompting recordingComplete the final preparationsBegin the assessment

SameRubricfor allThree

Levels:3-5,6-8,

& 9-12 Upper

Grades

Keep in mind….Different questions (connect, tell, expand, and reason) will have different criteria in the rubric.

As each question becomes more linguistically challenging, students answers will be scored on how they respond to that particular question.

We will now certify on Moodle!Please use your laptop to log on to the Moodle Training site:http://moodlesw.aeapdonline.org

Moodle Certification

Let’s certify together!Once you have logged on to the Moodle site, you

will have to create an account or log on to your existing Moodle Training account.

http://moodlesw.aeapdonline.org

Go into “assessments” and enroll for the 2015 ELDA testing.

Once you have taken the test, save your certificate and then email it to Nancy or Emily at the ESC.

You can go back into Moodle anytime you want specific information, forms, manuals, etc. for the 2015 ELDA testing.