Administering the Ohio Test of English Language Acquisition (OTELA) Grades K Erica King, ESL Program Coach (ext. 8802) columbus.k12.oh.us Ilir Thaci, Data Analyst (ext. 8802)

Purpose and Nature of OTELA K-2 Determine Level of Language Acquisition Separate Inventories for K and 1-2 Observation of Student Behaviors Contents of the K-2 Inventory: Reading, Listening, Writing, Speaking 2013 Test administration window: January 14 to March 1, 2013

Types of Teacher Support for the K-2 OTELA Support promotes student comprehension of speech or written texts and may include: Visual aids Manipulatives Cues Graphic organizers Modified speech Simplified texts Questioning and probing for clarification Explanations Modeling

What You Will Need Directions for Administration (DFA) For Grade K ORGrades 1-2 AND … A Scannable Student Score Sheet (Remember—Use #2 Pencil!!!!)

Optional Use Preliminary Student Score Sheet Found in DFAs (copy as needed) Must record on scannable student score sheet at end of testing window

Score Points for the OTELA K-2 Inventories Clear Evidence; Independence (3) Moderate Evidence; With/Without Support (2) Minimal Evidence; With Much Support (1) No Evidence of Mastery (0)

Useful Administration Tips Read Quick Start Guide Review Inventories for each grade band as appropriate Make a copy of the PAL list for Test Administrator to keep track of which sections of the OTELA Inventory have been completed. Make sure the PAL check lists are complete!! (These checks need to be transferred to the official PAL list.)

Useful Administration Tips (cont.) Use data that you already have (self-created assessments, TRC & Dibels, etc. Collaborate between Mainstream Teachers and ESL Teachers Assess multiple students in a group setting Visit ODE website /ODE/ODEDetail.aspx?page=3&TopicRelation ID=1086&ContentID=8402&Content= /ODE/ODEDetail.aspx?page=3&TopicRelation ID=1086&ContentID=8402&Content=117439

CAUTION: Need for Accuracy in Scoring on K – 2 OTELA Accuracy is important when observing/scoring of a students in grades K – 2 on the Inventory The preference is to have an ESL Teacher administer the K – 2 OTELA if at all possible The drastic drop in scores from 2 nd to 3 rd grade is evidence of this

OTELA Data Test Grade # of students taking OTELA in both years Incmplt scores % incmplt # that drop. 4 levels % that drop. 4 levels # that drop. 3 levels % that drop. 3 levels # that drop. 2 levels % that drop. 2 levels # that drop. 1 level % that drop. 1 level # that stayed at the same level % stayed at the same level # that moved up 1 level % that moved up 1 level # that moved up 2 levels # that moved up 3 levels % that moved up 3 levels # that moved up 4 levels % that moved up 4 levels <> % % 61.5%4912.3% % %389.5%71.8%10.3% %10.2% 81.7%408.5% % %6213.2%71.5%10.2% % 153.9%9323.9% %9323.9%205.1%41.0% % 102.9%9427.7% %6218.3%51.5% % 41.3%9229.9% %5016.2%20.6% % 20.8%6929.1% %4016.9%10.4% % 73.3%7535.0%9644.9%136.1%20.9% % 157.3%8139.3%7134.5%157.3%31.5% % 10.3% % %8624.7%174.9%20.6% % 209.7% %5325.7%41.9% % %6438.1%4627.4%84.8% % 10.8%1210.2%4840.7%2924.6%21.7%

Returning Test Materials When completed, the Test Administrator should put the test booklets in the order that the Return all Test materials to your Testy were received.

LAS Links McGraw Hill The initial test is set up similar to the OTELA Scoring is based off of the students performance the day of testing The OTELA score replaces the initial LEP level

Additional Administration ODE OTELA Training Webinar s/ODE/ODEDetail.aspx?page=3&TopicRelation ID=1086&ContentID=8402&Content=137988