Administering the Ohio Test of English Language Acquisition (OTELA) Grades K Columbus City Schools

Purpose and Nature of OTELA K-2 Determine Level of Language Acquisition Separate Inventories for K and 1-2 Observation of Student Behaviors Typical Behavior Over Time 2015 Test administration window: January 12 to February 27, 2015 Contents of the K-2 Inventory: Reading, Listening, Writing, Speaking

Remember:OTELA Inventories Are carried out in everyday, naturalistic settings Involve multiple methods and measures Verbal and non-verbal procedures Occur across diverse aspects of curriculum Involve a range of activities May involve multiple people Need to be age appropriate Will vary in the amount of support required

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

Administration Tips Read Quick Start Guide Define Terms Review Inventories for each grade band as appropriate Make a copy of the Pupil Accountability 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.)

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

Useful Tips Use data that you already have (self-created assessments, TRC &Dibels, etc. Collaborate with Mainstream teachers Assess multiple students in a group setting Visit ODE website Language-Acquisition-OTELA Language-Acquisition-OTELA

Ohio Guidelines for K-2 OTELA Reading and Listening Inventories Passage Length Guidelines K1 st Grade 2 nd Grade ShortUp to 75 words Up to 100 words Up to 150 words Medium words words words Long words words words

Ohio Guidelines for Defining Teacher Support for the K-2 OTELA The standards further define limited and extended support as follows: Limited support – A minimal use of the supports indicated above, only on an “as-needed” basis. Extensive support – A systematic and regular use of the supports described above.

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

CAUTION: Need for Accuracy in Scoring on K – 2 OTELA CCS teachers MUST attend to accuracy when observing and scoring a given behavior of a student in grades K – 2 on the Inventory The drastic drop in scores from 2 nd to 3 rd grade is evidence of this The preference is to have an ESL Teacher administer the K – 2 OTELA if at all possible

Returning Test Materials When completed, the Test Administrator should put the test booklets in numeric order.

ODE Link for OTELA Test-of-English-Language-Acquisition-OTELA Test-of-English-Language-Acquisition-OTELA