ELDA 2016
GRADES 3-12
ESL Department
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WHY IS ELDA IMPORTANT?
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ELDA….
• provides a measure of English language
proficiency of English language learners in
grades K-12.
• provides information for teachers and parents
regarding English language learners’ proficiency
in listening to, speaking, reading, writing, and
comprehension of English.
• shows progress in attaining English language
proficiency.
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ANNUAL
MEASURABLE
ACHIEVABLE
OUTCOMES
(AMAOS) COUNT
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AMAOS
• AMAO I the percentage of students who
advance one or more levels on the ELDA.
• AMAO II is the percentage of ELLs who exit
ESL.
• AMAO 111 is the percentage of ELLs who
score basic/satisfactory or above on the
most recent standardized English test
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ELDA: LISTENING, SPEAKING
READING AND WRITING
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ELDA TESTING WINDOW
• February 1, 2016
to
March 11, 2016
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TESTING MATERIALS
• 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 each grade cluster)
– 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
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APPROXIMATE TESTING TIMES
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GRADE
3-5
6-8
9-12
LISTENING
35 MINUTES
45 MINUTES
41 MINUTES
READING
45 MINUTES
45 MINUTES
45 MINUTES
WRITNG
ONE HOUR
ONE HOUR
ONE HOUR
SPEAKING
20 MINUTES
20 MINUTES
20 MINUTES
RECOMMENDED BREAKS
• A short break is recommended between
• Parts 2 and 3 of the Reading test
• Parts 1 and 2 of the Writing test
• Parts 3 and 4 of the Listening test
• The Speaking assessment will take 20 minutes, so a
break is not recommended.
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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.
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READING ASSESSMENT GRADES 3 – 5
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READING ASSESSMENT GRADES 6 – 8
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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.
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WRITING ASSESSMENT GRADES 3-5
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WRITING ASSESSMENT GRADES 9 - 12
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LISTENING ASSESSMENT
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.
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LISTENING ASSESSMENT CONT.
• Listen to the first 2 minutes of the prompting recording then
rewind or restart.
•
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.
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LISTENING ASSESSMENT EXAMPLE
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SPEAKING ASSESSMENT
• 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)
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SCORING THE SPEAKING ASSESSMENT
• Four Item Types
–
–
–
–
Connect
Tell
Expand
Reason
• Speaking Scoring Guide
•
•
•
•
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Testing Tips
Grouped by grade cluster
Item specific scoring rubrics
Includes sample responses at each score (0, 1, 2) for each
item
SPEAKING ASSESSMENT
• The test booklet contains only graphic prompts for
specific items referenced in the prompts, provided on
compact disc.
• Four standards, which indicate functions of speaking are
assessed:
* Connect  Students are asked to connect socially
to an intended audience.
* Tell  Tell or narrate
* Expand  Explain or elaborate on a prompt
* Reason  Reason aloud
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SPEAKING ASSESSMENT / CONNECT
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SPEAKING ASSESSMENT / TELL
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SPEAKING ASSESSMENT / EXPAND
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SPEAKING ASSESSMENT / REASON
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ANSWER DOCUMENT TEST 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 pre-identified answer document (grades 3-12)
for each student.
•If there is not a pre-identified answer document or inventory for a
student you need to assess, notify the school test coordinator
that you need a non pre-identified 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.
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UNIQUE FIELDS FOR ELDA ANSWER
DOCUMENTS
–K First or Native Language (See cover of Blue Folder)
–R
Born in U.S.? (See cover of Blue Folder)
–S
Date of Entry into U.S. (See cover of Blue Folder)
–T Time student enrolled in a school in the U.S. (See cover
of Blue Folder)
–U Type of specialized language program (Designated and
Push In -Sheltered English Instruction, Pull Out-Pull Out, ESL
Classes-Content Based ESL) .
You may code more than one program
–V Time student enrolled in specialized program coded
(See cover of Blue Folder)
–W Non participation Codes
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ACCOMMODATIONS
•
Accommodations in administering ELDA are
allowable provided that they are specified in a
student’s IEP or 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.
•
ESL accommodations are NOT used for ELDA.
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ACCOMMODATIONS CONT.
• 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.
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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
large-print 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.
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Frequently Ask Questions
Can a paraprofessional give the ELDA test?
No, only a teacher can give the test.
How many students can be in a testing group?
It will depend on the physical layout of the classroom and
there must be enough space among the students to avoid
cheating. For the listening part, the students should be able to
listen to the recording (CD).
Should all the ESL students be tested including “recent/brand
new arrivals”?
Yes, all the ESL students should be tested during the testing
window. Be aware that if a student is absent, he or she must
complete all the sections of the ELDA test.
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QUESTIONS? ASK US!
• karina.castillo@jppss.k12.la.us
(504) 349-7829 (office)
• miguel.lau@jppss.k12.la.us
(504) 349-8562 (office)
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