English Language Proficiency Assessment for the 21st Century (ELPA21) Required for DTCs, STCs, and ELPA21 TAs

Topics Scheduling Administration Key Elements Best Practices

Purpose and Use The ELPA21 measures the proficiency of English Learners (ELs) in reading, writing, speaking and listening English based on Oregon’s English Language Proficiency Standards. Used as part of Title I accountability to document which students are Limited English Proficient and Title III Accountability incorporated into the Annual Measurable Achievement Objectives (AMAO). Required for all students eligible to receive English Language Development (ELD) services. EL Program Guide

Equitable access for all students Scheduling Equitable access for all students

Test Schedule and Scoring Scheduling Test Schedule and Scoring 2016-17 ELPA21 test window: January 10 – April 13 Each test opportunity is subject to a 45-day expiration period and expired assessments are not re-opened. TAM, Appendix A: Test Schedule TAM, Section 9.5: Student Directions

Single test with two segments Scheduling ELPA21Components Single test with two segments Segment 1 – Reading, Writing and Listening domains in random order Segment 2 – Speaking domain (TAM: 9.1 Components of ELPA21)

Before Testing Identify students to be tested Scheduling Before Testing Identify students to be tested Make sure you have the correct SSID for each student Make sure each student’s LEP flag is set to “Y” in TIDE Verify that any 2016-17 domain exemptions are programmed in TIDE before starting the test Provide students with opportunities to become familiar with the test format and technology Check headsets to ensure they are properly installed and functioning correctly Use the Practice Test or the AIR diagnostic tool to check headsets TAM, Section 9.4: Administration Procedure

Administration Ensure students have sufficient time to complete all assigned segments of the assessment.

Test Administration Administration TAM, Section 6.2: Preparing Monitor to ensure that students only have access to the allowable resources listed in the Oregon Accessibility Manual (OAM) If breaking up the test into multiple sessions, allow students to finish all presented items on the screen before pausing the test. For the ELPA21 Speaking domain, students may receive a pop- up warning if the recorded response is too soft. Students can play back their responses to verify before moving on, and can re-record if necessary. Note: For tasks with multiple recordings, the warning will come at the end of the group of recordings and will list the item numbers that potentially have recordings that are perceived as too soft by the computer. Students should then go back to the items listed and replay/re-record if they choose. TAM, Section 6.2: Preparing TAM, Section 5.0: Scheduling

Test Administration (cont.) For students whose IEP or 504 Plan exempts them from a domain, enter the domain exemption in TIDE as a restricted resource prior to approving the student to test. All domain exemptions that were programmed during 2015-16 have been removed from TIDE. When in doubt, do not start the ELPA21. TAM, Section 9.3: Exempting Domains

Knowing the different resources across assessments. Key Elements Knowing the different resources across assessments.

Important dates to remember Key Elements Important dates to remember English Learners can have different assessment requirements depending upon their original entry date into US schools See Table 20 in Appendix B of the TAM for specific dates that may apply to your newcomer English Learners during 2016-17 TAM, Appendix B: Administration Codes

Key Administration Points Key Elements Key Administration Points An identified EL cannot be exempted from taking ELPA21. All identified ELs must participate. Schools must use the ELPA21 for ALL students eligible for services under the ESEA criteria for an English Learner, regardless of whether the student actually receives services. Reclassified students in Year 1 or Year 2 of monitor status should not participate in the ELPA21unless they were reclassified “late.” No ELPA21 test items should ever be translated or read aloud.

Ensure an optimal test environment for students Best Practices Ensure an optimal test environment for students

Best Practice Reminders Best Practices Best Practice Reminders Familiarize yourself and your students ahead of testing about available accommodations and supports, especially for newcomer ELs. The ELPA21 Consortium recommends smaller testing groups while students acclimate to the assessment. The recommended ratios are: Grade Band Number of students Number of TAs Kindergarten and Grade 1 1 to 5 1 Grade band 2-3 1 to 3 Grade band 4-5 8 Grade band 6-8 10 Grade band 9-12 20

Best Practices Best Practices (cont.) You may have students pause the ELPA21 at the end of the first segment (prior to the speaking domain), then have the student resume later, being sure to keep in mind the 45-day test expiration period. You might choose to provide students with a name tag with picture to avoid confusion during the log-in process.

Q&A Discussion What are the local considerations and challenges around scheduling ELPA21 within your school or district? What are some effective approaches you could use to address these challenges? What resources or strategies do you plan to use to prepare for administering ELPA21

Online Resources ELPA21 Webpage http:www.ode.state.or.us/go/elpa21 Test Administration Manual, Section 9 http:www.ode.state.or.us/go/tam Promising Practices: http://www.ode.state.or.us/search/page/?=2444 OAKS Portal and Practice Tests: http://www.oaksportal.org Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487 2016-17 EL Program Guide http://www.ode.state.or.us/search/page/?id=37 63