ELL Update &
Administration of the
English Language Development
Assessment
2011 - 2012
AGENDA
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ELL Update
An overview of ELDA and ELD Standards
Administration of ELDA K-2
Administration of ELDA 3-12
Test Accommodations
Interpreting and Using ELDA Scores
Additional Resources
Contact Information
Bulletin 111
§4001. Proficient in English
To be considered English proficient and exit limited English
proficient (LEP) status, a LEP student in grades K-2 must
score as follows:
•a.
two years at composite level V on the English
language development assessment (ELDA);
or, in the same year
• b.
one year at composite level V on ELDA and at
grade-level/benchmark/low-risk on a
standardized reading assessment, such as DRA
or DIBELS.
Bulletin 111
§4001. Proficient in English (cont’d)
To be considered English proficient and exit limited English
proficient (LEP) status, a LEP student in grades 3-12 must
score as follows.
• a.
composite level 5 on ELDA;
or, in the same year
• b.
at composite level IV on ELDA and at proficient
on the English language arts portion of the
i LEAP, LEAP, GEE, English II End of Course,
LAA 1, or LAA 2.
Bulletin 111
§4001. Proficient in English (cont’d)
Students with disabilities who are unable to meet the
above exit criteria after 4 years or more in LEP status
because of their disability, as decided only by
consensus of the members of the school building level
committee (SBLC), may be exited from LEP status (but
will still be required to take statewide assessments).
Bulletin 111
§4003. Making Progress in Learning English
Making progress in learning English will be demonstrated by a
student who moves from the most recent Prior Year ELDA
Composite Level to, in the current year, at least the next higher
Progress Criterion as described below:
Prior Year ELDA Level
• Beginning (Level I)
Progress Criterion
Lower Intermediate (Level II)
Lower Intermediate (Level II)
Upper Intermediate (Level III)
Upper Intermediate (Level III)
Advanced (Level IV)
Advanced (Level IV)
Full English Prof. (Level V) or
English proficient
(Sec.4001-Definition)
Full English Prof. (Level V)
English Proficient
(Sec.4001-Definition)
LEP Waiver of
High Stakes Testing Policy
•
LEP students shall participate in statewide assessment.
The SBLC shall be granted the authority to waive the
state's grade promotion policy for a LEP student. A LEP
student who was granted a waiver at the fourth grade
level is ineligible for a waiver at the eighth grade level.
• Bulletin 1566 Pupil Progression Policies and Procedures
Why ELDA?
• To meet requirements of NCLB
• To provide measure of English language
proficiency of English language learners in
grades K-12
• To provide information for teachers and parents
regarding English language learners’ proficiency
in listening to, speaking, reading, writing, and
comprehension of English
• To show progress in attaining English language
proficiency
Louisiana English Language
Development Standards (ELDS)
• Basis for ELDA
• Four English language domains
– Reading
– Writing
– Listening
– Speaking
ELDS Connection to Curriculum
and Assessment
• ELDS are aligned with the State’s English
Language Arts Standards (Bulletin 112).
• ELDS are linked to the State’s Math,
Science, and Social Studies Standards.
• ELDS are aligned to the ELDA.
• ELDS are aligned to ELDA Performance
Levels.
Louisiana English Language
Development Standards (ELDS)
• Listening Standard
– Students demonstrate competence in
listening as a tool for learning
comprehension.
• Speaking Standard
– Students demonstrate competence in
speaking for effective communication in
social and academic context.
ELDS (cont’d)
• Reading Standard
– Students read, comprehend, analyze, and
respond to a range of materials using
various strategies for different purposes.
• Writing Standard
– Students write proficiently in English for
various purposes and audiences.
Proficiency Levels
Each language domain has five English
language proficiency levels.
•
•
•
•
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Level I:
Level II:
Level III:
Level IV:
Level V:
Beginning
Lower Intermediate
Upper Intermediate
Advanced
Full English Proficiency
Proficiency Level Descriptors
• A Proficiency Level Descriptor gives an
overview of what a child should be able to
do linguistically at a proficiency level in
each language domain.
– Speaking Level II
• Students at this level use appropriate strategies to
initiate and respond to simple conversation with
hesitation, relying on known vocabulary, familiar
structures and utterances, and may have to repeat
themselves to be understood.
ELD Benchmarks
• Each level of English language proficiency
has a benchmark in each of the language
domains.
– Speaking Level II Benchmark
•
Students use appropriate strategies to initiate and
respond to simple statements and questions to
continue to access the curriculum in core subject
areas.
ELD Performance Indicators
• Each benchmark has Performance
Level Indicators that describe
measurable, specific linguistic behaviors
common to each level of language
proficiency.
– S.2.1 Speaking, Level II, Performance
Level Indicator 1
 Name people, places, objects, events, and
basic concepts such as days of the week, food,
occupations, and time.
ELDA Overview
• Includes Listening, Speaking, Reading, and
Writing assessments
• Divided by grade clusters
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Kindergarten, 1-2
3-5
6-8
9-12
• Measures progress in learning English
– Academic language
– School environment language
ELDA Schedule
• Testing: February 6 through March 16, 2012
• Districts may set their own schedules within
these dates.
• Local flexibility in sequencing of tests
• Materials arrive: January 23, 2012
• Last day to order materials: January 30, 2012
• Assign TA numbers: January 23 through March
16, 2012
ELDA Proficiency Levels
Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
3: Higher Intermediate
2: Lower Intermediate
1: Beginning
{Entry into level 5
{Entry into level 4
{Entry into level 3
{Entry into level 2
Level 1
Purpose of
ELDA K-2 Inventories
• To determine level of language acquisition
• To separately assess kindergarten and
grades 1-2
• To allow observation of typical student
behaviors over time
• To maintain regular classroom settings
and activities during inventory
Inventories: Language
Domains and Item Distribution
• Listening (7 Items)
• Reading (14 Items)
• Speaking (8 Items)
• Writing (9 Items)
Testing Materials for Kindergarten
and Grades 1 and 2
• For each test administrator
–
–
ELDA Assessment Guide
Test Administration Manual

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Oath of Security must be signed by each test
administrator and proctor and sent to the
School Test Coordinator.
A Kindergarten or a Grades 1 and 2
Inventory for each student assessed
#2 pencils with good erasers!
Planning for ELDA K-2
• Review Assessment Guide
– Posted at
http://www.louisianaschools.net/lde/uploads/10212.pdf
– Includes inventory rows with scoring guidelines
– Includes support materials for K and grades 1-2
 Can be copied
 Use to determine additional classroom
materials that will be needed to assess
inventories
Planning for ELDA K-2 (cont’d)
• Determine schedule by examining the
following factors:
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–
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Testing Window: February 6 through March 16,
2012
Use of a Variety of Familiar Settings
Multiple Methods and Measures
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
Across diverse aspects of curriculum
Involving a range of activities and instructional materials
–
Possible groupings of students during activities
–
Many of the items of the K-2 inventories may be
assessed and scored during regular classroom
activities.
Support Materials
Score Point 1, 2, & 3
Cat
Bat
Hat
• Samples, not required
• You will need to also use your own classroom
materials (grade appropriate instructional
materials).
Kindergarten, Grades 1 and 2
Scoring Rubric
Score
Description
0
Student has not yet begun to acquire this skill or behavior.
1
Minimal demonstration of the behavior set is evident, either in
a very limited range of behaviors or a wider range of behaviors
at a very low level.
2
Considerable progress but not mastery. Student may have
mastered some of the behaviors but made considerably less
progress on others.
3
Mastery or near mastery of all or nearly all of the behaviors
listed.
K-2 Scoring Activity
• ELDA Assessment Guide Excerpt
– Kindergarten materials
– Grades 1 and 2 materials
Testing Materials for Grades 3 - 12
•For each test administrator:
–Test Administration Manual
Oath of Security must be signed by each test
administrator and proctor and then given to School Test
Coordinator.
– Listening Prompt CD (1 for grade clusters 3-5, 6-8; 2 for
grade cluster 9-12)
– Speaking Prompt CD (1 for each grade cluster)
– Speaking Scoring Guide
•For each student:
–One test booklet containing the Reading and Writing Tests
Student oaths must be signed and left in test booklets.
–One test booklet containing the Listening and Speaking Tests
–One student answer document
Testing Groups
Grades 3-12
• Reading, Writing, Listening
– Maximum of 20 students per testing group
– Additional trained proctors must assist if >20
students.
• Speaking
– Scored individually
– Must be scored by teacher knowledgeable of
assessment
Grades 3-12
Assessment Room Preparation
•
Check the assessment room for possible assessment
question “clues” prior to each assessment session.
 Charts, maps, and other materials that could assist students with
assessment items should be covered or removed prior to
administration.
• Give each student a work space that is large enough
to accommodate an open test booklet.
Work spaces should be cleared of all other materials.
 Students should be separated by a reasonable distance to
encourage independent work and to prevent collaboration.
 Plan to provide two # 2 pencils with erasers for each student and
to have extra pencils on hand.
Grades 3-12
General Administration Procedures
• When an assessment session has begun, check that students are
marking and writing their answers in the appropriate places on their
answer documents.
• After students finish the Reading and Writing tests and close their test
booklets and answer documents, they may read materials not related
to the tests that were distributed by you before testing.
• Verify the students have completed the tests before they have left the
testing environment. Allowing students to later return to previously
attempted items is considered a breach of test security.
• Except on the Speaking section, students are not allowed to talk
during the administration of the assessment. Direct students who
finish the assessment before the other students to remain silent.
Grades 3-12
Approximate Testing Times
Cluster
Listening
Speaking
Reading
Writing
3-5
1 hour and
20 minutes
25 minutes
1 hour
1 hour
6-8
1 hour and
20 minutes
25 minutes
1 hour
1 hour
9-12
1 hour and
40 minutes
25 minutes
1 hour and
15 minutes
1 hour
Breaks for Grades 3-12
• A short break between Parts 2 and 3 of the
Reading test and between Parts 1 and 2 of the
Writing test is recommended.
• One 10-minute break between Parts 3 and 4 of
the Listening assessment is recommended.
• The Speaking assessment will take less than
30 minutes, so a break is not recommended.
The Reading Assessment
Part 1: Short Passages
This section tests the student’s ability to understand information in short
reading passages. Students read a passage with a word or words that
are missing and then choose the best word or words to fill in the blank.
There are one or more missing words in each passage.
Part 2: Instructions
This section tests the student’s ability to understand directions. There
is a different set of instructions for each question. For some directions,
the answer choices are samples of students’ work. The student will
need to identify which student followed the directions correctly.
Part 3: Longer Passages
This section tests the student’s ability to understand information in
longer reading passages. The student will answer several questions
about each passage.
The Writing Assessment
Part 1: Open Ended
Students write in English in response to prompts. The prompts
may include pictures that the students describe.
Part 2: Revise and Edit
Short “student-written” passages are used to give students a
nonthreatening opportunity to demonstrate English proficiency by
improving what appear to be sentences or passages written by
their peers. Students respond to 12 multiple-choice items and
choose the best answer to correct grammar and language usage
errors in passages or to add a topic or concluding sentence.
Part 3: Graphic Organizers
Students answer multiple-choice questions about graphic
organizers.
Short Constructed-Response Rubric
Score
Descriptor
3
These responses state or imply the main idea of the prompt. They include
completely relevant, specific details. The language is appropriate to the topic and is
directed at the appropriate audience. There may be mechanical and/or grammatical
errors, but they do not interfere with comprehension.
2
These responses state or imply the main idea of the prompt. They include vague
and/or partially relevant details. The language is somewhat appropriate to the topic
and the audience. There may be mechanical and/or grammatical errors that
partially interfere with comprehension.
1
These responses state or imply the main idea of the prompt. They include few if
any details. There may be mechanical and/or grammatical errors that interfere with
comprehension.
0
These responses fail to demonstrate a minimal understanding of the task. They
may be off topic, written in a language other than English, totally incomprehensible
due to mechanical and/or grammatical errors, copies of the prompt, or completely
blank.
Extended Constructed-Response Rubric
Score
Descriptor
4
These responses state or imply the main idea of the prompt. They are thorough,
complete, and specific. The language is appropriate to the topic and is directed at
the appropriate audience. There may be mechanical and/or grammatical errors,
but they do not interfere with comprehension.
3
These responses state or imply the main idea of the prompt. They include some
relevant details. The language is somewhat appropriate to the topic and the
audience. There may be mechanical and/or grammatical errors, but they do not
interfere with comprehension.
2
These responses state or imply the main idea of the prompt. They include relevant
details, but the details are vague. There is an attempt at language that is
appropriate to the topic and audience. Errors in mechanics and/or grammar may
partially interfere with comprehension.
1
These responses state or imply the main idea of the prompt. They include few if
any details. There may be mechanical and/or grammatical errors that interfere with
comprehension.
0
These responses fail to demonstrate a minimal understanding of the task. They
may be off topic, written in a language other than English, totally incomprehensible
due to mechanical and/or grammatical errors, copies of the prompt, or completely
blank.
The Listening Assessment
Part 1: Short Phrases. 1 question for each phrase
Part 2: Short Dialogues. 1 question for each dialogue
Part 3: Long Dialogues. 2 questions for each dialogue
Part 4: Short Presentations. 1 question for each short
presentation
Part 5: Long presentations (for clusters 6-8 and 9-12 only):
4 questions for each presentation
On each listening CD, the narrator will read the entire content of the test
booklet. Stimulus material is read two times. Questions are read one time.
Students have 10 seconds to respond to each question in their answer
documents after the narrator has read the last option. You will be asked
to read the scripted directions from the test administration
manual prior to the first part.
Preparation For Administering Listening
Prior to administering the Listening assessment it is critical to:
•Read through the scripted administration directions that you are
expected to read to students.
•Make sure that the Listening CD is appropriate for the grade level
being assessed.
•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.
•Listen to the first 2 minutes of the prompting recording then rewind
or restart.
Preparation for Administering Listening
(cont’d)
•
•
•
•
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.
Students should not be seated at the same table
or have the opportunity to see one another’s
answer folders.
The Speaking Assessment
The Speaking Assessment for each grade
cluster is recorded on a CD and has the
following six sections.
1. Practice Task 1
2. School-Social Interaction Tasks
3. English Language Arts Tasks
4. Mathematics, Science, and Technology Tasks
5. Social Studies Tasks
6. Closing
Preparation For Administering Speaking
•Individual Test Administration
Because you will be scoring students’ oral responses in real
time, the Speaking assessment will need to be administered
individually.
•Equipment
CD player to play the prompting recording.
Make sure that you test the sound quality of the prompting
recording before the administration to identify an appropriate
volume setting.
•Materials
Student test booklet (contains supportive graphics for
students)
Student answer document (for test administrator to record
score)
Preparation For Administering Speaking
(cont’d)
•
Prior to administering the Speaking assessment you should:
 Read through the directions in the Test Administration Manual.
 Read through the Speaking Scoring Guide.
 Listen to the first 2 minutes of the prompting recording then
rewind or restart. During the first two minutes, you will hear the
administration practice task.
• During testing, you will need to switch the prompting
recording on and off if students have any questions and at
the end of the 16 tasks.
Scoring the Speaking Assessment
• Four Item Types
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–
–
–
Connect
Tell
Expand
Reason
• Speaking Scoring Guide
•
•
•
•
Testing Tips
Grouped by grade cluster
Item specific scoring rubrics
Includes sample responses at each score (0, 1, 2)
for each item
Answer Document Preparation
•Assessment materials not in use must be stored in the
predetermined, locked secure area designated by the School
Test Coordinator.
•Before testing,
•Verify you have received a preidentified answer document
(grades 3-12) or inventory (kindergarten, grades 1 and 2)
for each student.
•If there is not a preidentified answer document or
inventory for a student you need to assess, notify the
school test coordinator that you need a nonpreidentified
answer document or inventory.
•Complete required demographic information on each
student’s answer document.
•Code TA number.
•Return all materials to a designated secure location until
the assessment begins.
Unique Fields for ELDA Answer
Documents and Inventories
K First or Native Language
R
Born in U.S.?
S
Date of Entry into U.S.
T Time student enrolled in a school in the U.S.
U Type of specialized language program (may code
more than one program)
V Time student enrolled in specialized program coded
in V
W Nonparticipation Codes
Security Concerns and
Procedures
•At all times, district and state procedures for protecting
secure assessment materials should be followed.
•You are responsible for ensuring the security of not only
the physical test booklets and answer documents but
also the individual assessment questions and materials.
•Your responsibility for maintaining the security of the
assessment questions and materials continues even
after the test materials have been returned to your
School Test Coordinator.
•Under no circumstances should students have access
to assessment materials before or after the assessment
session.
Security of ELDA Materials
•All ELDA materials are individually numbered with color-coded
barcode labels.
•These materials must be accounted for throughout the assessment.
•BOTH USED AND UNUSED secure materials must be returned to
Data Recognition Corporation (DRC) after testing
–Test booklets (grades 3-12)
–Answer documents (grades 3-12)
–Kindergarten, grades 1 and 2 inventories
–Listening and Speaking CDs
–Speaking Scoring Guide (grades 3-12)
Handling Interruptions
In the event of an interruption, follow the general guidelines
below.
1. If the interruption affects all students, stop the
assessment at the time of the interruption.
2. After the interruption, restart the administration from
the point where you stopped.
3. Make sure all materials are kept secure.
4. Notify the School Test Coordinator and document
what occurred.
Procedures Following
Assessment Administration
•
When most students have finished testing, collect their
test materials. For students who need additional time,
follow procedures established by the School Test
Coordinator.
• Do not allow any student to leave the room until his or
her test booklet has been collected. Collect a test
booklet from each student individually. Do not allow
students to “pass around” assessment materials.
• Immediately after the assessment, and before dismissing
students, carefully count the test booklets and answer
documents to ensure that you have collected all student
materials.
Test Accommodations
Procedures for Students with
Accommodations
Accommodations in administering ELDA are allowable
provided that they are specified in a student’s IEP or Section
504 plan and used on a regular basis in classroom
instruction and assessment. A student’s assessment results
should reflect her or his true ability and should not be
influenced by inappropriate accommodations.
Accommodations
The following accommodations may be provided:
• Individual/Small Group Administration: Tests may be
administered to a small group or an individual requiring more
attention than can be provided in a large group administration.
• Transferred Answers: If a student recorded answers in the test
booklet, typed responses, or used other assistive devices, the test
administrator must transfer the student’s responses onto a scorable
answer document exactly as the student wrote them.
• Answers Recorded: Students who are unable to write due to a
disability are allowed to dictate their responses to a transcriber or
into an audio recorder. The Writing constructed responses should be
recorded on the scorable answer document exactly as dictated
without punctuation and capitalization. The student must add the
punctuation and capitalization.
Accommodations (cont’d)
• Extended/Adjusted Time: The ELDA Reading and Writing
assessments are untimed. For students whose attention span or
behavior interferes with regular testing sessions, test administration
may be altered to allow for a number of shorter testing sessions.
Testing may also be stopped and continued at a later time if behavior
interferes with the testing session. The time of day the test is
administered may also be adjusted to benefit the student. All testing
sessions MUST be completed within the allotted testing window. The
Listening and Speaking assessments may be altered to allow for
shorter testing sessions, but the tapes may NOT be repeated.
• Assistive Technology: Students may use a computer to type their
responses instead of writing in the answer document. Spell check,
glossaries, grammar check, dictionaries, and thesauruses are not
allowed on the ELDA. Responses created on a word processor must be
transferred to the scorable answer document.
Accommodations (cont’d)
Tests Read Aloud: The Writing Test may be read aloud for students
with this accommodation. No parts of the Reading Test may be read
aloud.
Communication Assistance: The Writing, Speaking, and Listening
Tests may be signed for students with this accommodation. No parts
of the Reading Test may be signed. Nonverbal students who sign to
communicate may sign their responses for the Speaking test.
Large Print and Braille: If students within your school require largeprint or braille materials, contact your District Test Coordinator.
District Test Coordinators should contact DRC to order materials.
There are separate braille instructions.
Other: Other accommodations documented on the IEP or IAP may
be provided if they do not subvert the purpose of the test or provide
an unfair advantage. Contact your District Test Coordinator for
information.
Alert: LEP Accommodations are not allowed on ELDA!
May I administer ELDA to nonpublic
school students who receive Title III
services?
• Districts are responsible for administering an
annual English proficiency assessment that is
agreed upon by the nonpublic school.
• ELDA or other assessments may be used.
• If ELDA is used, districts should use their
district overage materials.
• Do not affix bar-code labels.
How are the test results used?
• Consistent measurement of English language
development across our state and the other
participating states
• Individual student reports of performance in each
domain and a composite score to help determine
strengths and needs of our students.
• District/state level reports to help us see how we
are doing with our ELL students.
• Federal reporting (AMAOs)
– Progress in English acquisition
– Attainment of full English proficiency
•Overview
•Scaled-score ranges
•Proficiency level descriptors
•ELDA standards
•Sample reports and interpretations
ELDA Proficiency Levels
Domain, Comprehension, Composite
5: Full English Proficiency
4: Advanced
3: Higher Intermediate
2: Lower Intermediate
1: Beginning
{Entry into level 5
{Entry into level 4
{Entry into level 3
{Entry into level 2
Level 1
Reports
• Student-Level Reports
– Available through LEAP web reporting system
– Student Report
– Student Testing History
• ELDA and content assessments
• Student labels
– For student’s cumulative folder
• LEAPweb reporting system
– Available through LEAP web reporting system
– School rosters
– CSV file
CSV file
• District/School Name and Code
• Student Demographics
• Domain Scores
– Raw Score
– Scaled Score
– Proficiency Level
•
•
•
•
•
•
•
•
Composite Level
First or Native Language
Birth Country Code
Date of Entry into US
Time Student Enrolled in US School
LEP Funding Code
Type of Language Services
Migrant
Summary Reports
• State and District Level
• English Language Learner Program Report
– Type of specialized language program
– Time enrolled in U. S. school
• Subgroup Report
–
–
–
–
–
Regular education, Section 504, Special Education
Gender
Ethnicity
Free/Reduced lunch
Migrant
Other ELDA resources…
• ELDA Assessment Guide
–
–
–
–
Overview of assessment format
Sample items
Support materials for K-2 Inventories
Complete listing of ELDA proficiency level descriptors
for each domain/grade cluster
• Parent Guide
– English, Vietnamese, Spanish
– Sent to districts in fall
• Posted at www.louisianaschools.net
Reminders
Before you begin:
Verify that you have received the correct number of assessment
materials from your School Test Coordinator. Overage materials are
sent to each district and school.
Gather and organize all necessary materials:
Test Administration Manual
a supply of sharpened # 2 pencils (pens may not be used)
inventories (kindergarten, grades 1 and 2)
student test booklets and answer documents (grades 3-12)
Speaking Scoring Guide (grades 3-12)
Listening and Speaking CDs (grades 3-12),
Compact Disc player
silent work for students who finish Reading or Writing early
Reminders (cont’d)
Before you begin:
Arrange for a quiet, comfortable, well-lighted, distraction-free setting in
which to assess students.
Decide whether to give students breaks between the assessment
sessions.
Be aware that if assessment groups exceed the numbers specified, a
proctor must be present in addition to the test administrator.
Verify you have accurate demographic information for all students.
Verify accommodations for all students with IEPs or Section 504 plans.
Verify your Test Administration Number (TA Number) to code on the
inventory or answer document.
Contact Information
Leslie Lightbourne
ELDA Testing and Test Accommodations
leslie.lightbourne@la.gov
225-342-3404
Shelia Campbell
Title III, Screening, Services
shelia.campbell@la.gov
225-219-4436
Terry Simoneaux
Section Supervisor, Family Services Section
terry.simoneaux@la.gov
225-342-3521