1. ELPA21 Screener Test Administrator Training Module
Leslie Huff, Ph.D.

2. In This Module 1. Screener use and purpose
2. Screener overview for
3. Temporary IDs and SSIDs
4. Administering the Screener
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/27/2018

3. Training Objectives
Know the basic components and formats of the ELPA21 Screener
Understand the steps to administering the screener
Be confident in using the On-the-Fly scoring rubric.
Understand how to access resources
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/27/2018

4. Screener Overview - General
The ELPA21 Screener is an online initial assessment of a student’s English language proficiency. Listening, Reading, Writing, and Speaking are tested.
A paper-pencil version of the ELPA21 screener is available as an accommodation. Only students with an IEP can test using the paper-pencil accommodation.
Other accommodations can be found in the GTSA on the OSPI Website.
In WA the screener is the sole tool used to determine initial EL proficiency status and ELD program eligibility.
The ELPA21 Screener is an online assessment of students’ English language proficiency. It has 3 parts (Step 1, Step 2 and Step 3) and assesses a student’s skills and knowledge in the four language domains of Listening, reading, speaking, and writing. Unlike the summative assessment, the four language domains are intermingled in all three steps of the screener.
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5. Screener Overview – General cont.
Duration:
Once the student is logged in, it is expected that the screener will take approximately minutes for students who complete only Steps 1 and 2.
For students who complete Steps 1, 2, and 3, the test may last an hour or more.
As with any type of screening, testing times can vary greatly depending on the student’s English proficiency level, whether or not the student is proficient with the testing technology, and other factors.
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11/27/2018

6. Screener Overview – New in 2018
For the school year, the ELPA21 screener will include a number of updates and improvements. These are outlined below .
Step 1 will have fewer questions than it did in the previous year.
Step 2 will have a new format and administration requirement
The first section of Step 2 is comprised of 4 speaking items (one task with 4 individual recordings) administered 1:1
The remainder of Step 2 approximately 20 questions that may be administered 1:1 or independently, depending on the TAs assessment of the student’s technology skills.
Step 3 will only be administered to students whose responses indicate they may be proficient. The computer system makes this determination.
Step 1 is the portion of the screener that is used to introduce students to the item types and provide the TA with an opportunity. This portion of the test is not scored. Step 1 is always delivered 1:1.
Step 2 is the start of the scored portion of the testing experience. It will have approximately the same number of questions as in the past, but it will be broken into two sections. Section 2A is 4 questions and is administered 1:1. Section 2B includes the other 3 language domains and can be administered 1:1 or independently depending on the student’s ability to navigate the test.
Step 3: Students who are not on trajectory to score “proficient” will be exited from the test after step 2. For those that are on a path to potentially score “proficient,” their testing session will continue to Step 3.
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11/27/2018

7. Screener Overview – New in 2018 cont.
In addition to the test format changes, there are also changes to the administration, scoring, and turnaround time in 2018.
Administration:
1:1 decision point
Scoring
“On-the-fly” TA scoring of four speaking tasks.
Turnaround Time
The ELPA21 screener is an online language proficiency screener. It is designed as an initial test of English language proficiency for students in grades K through 12 grade. In order to eliminate the impact of technology on the student’s ability to demonstrate their language knowledge and skills, the ELPA21 screener requires that Step 1 be administered 1:1. This is the same as in the previous year. However, in the new screener for , Step 2A will also need to be administered 1:1. Following 2A students with the technological skills to navigate the test independently can do so.
Scoring in the ELPA21 screener will include new “on-the-fly” scoring done by the TA in Step 2A. Step 2A is a series of up to 5 speaking questions that the TA will score on the Student’s computer at the end of the section. These speaking questions are scored on a rubric. The remainder of Step 2 (that is 2B) is scored by computer. Step 3 includes constructed response items that are centrally scored by the state vendor.
The turnaround time for students whose test ends with Step 2 will be nearly immediate. All of these students will qualify for ELD services and their scores should be available within minutes. For students who enter Step 3, our turnaround time is not changing. These students scores will be available in ORS within 7 day.
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11/27/2018

8. Screener Overview – 10 Day Window
There is no discussion at this point of changing the timeframe in which students must be identified as ELs and placed in services.
Considering the changes to the new screener, it may be worthwhile as you plan for student testing during the beginning of the school year to have students you expect to be most proficient screen earlier and those who are likely to not be proficient to screen later in the 10 day period. This would only be an applicable strategy if school or district personnel have interactions with students prior to testing.
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9. ELPA21 Screener: Temporary SSIDs
It will still likely be necessary to leverage the temporary ID process to get students screened.
As a reminder: it is not critical that a student have an SSID to take the screener, nor is it critical that screeners taken under temporary ID be migrated in TIDE/ORS to the student’s permanent record.
It will still likely be necessary in the 2018 version of the ELPA21 screener to leverage the temporary ID system. In order to access the screener, students must have some kind of identification number in the TIDE system.
However, it is not necessary to connect this temporary ID to the eventual permanent SSID of the student. The information from the screener must be entered in CEDARS, but it does not need to be linked to the SSID information in TIDE.
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11/27/2018

10. ELPA21 Screener: Permanent SSIDs
(optional) If you prefer to make sure that students taking the screener have their scores attached to their real SSID in AIR’s platform, that SSID must be present in TIDE prior to sitting for the screener. This can be done by
Generating/retrieving an SSID for a student and leveraging WAMS to move a record to TIDE.
Generating an SSID for the student via CEDARS (SSID Issuance: “Screen Entry” or “Bulk Upload), ALSO generating a temporary ID record for the student in TIDE, and PRIOR TO THE STUDENT SITTING FOR THE SCREENER, copying and pasting the SSID over the temporary ID on the record. Should you choose this option, always copy and paste the SSID rather than typing to avoid typos.
If your district would prefer to have the ELPA21 screener data linked to the SSID of the student, you can follow this multi-step process. In this process you will need to generate/retrieve an SSID via CEDARS, then leverage WAMS to move a record to TIDE.
Just to clarify, this is an optional process for districts. It is not required that students’ language proficiency screener data be connected to their SSID.
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11. ELPA21 Screener: SSID Resources
For more information on adding records in TIDE or creating temporary SSIDs, please view the module on temporary SSIDs in the WCAP portal on the OSPI website.
Another good source of information is the ELPA21 updates. These communications can be found on the ELPA21 page on the OSPI website and you can sign up for these updates using the “sign up for updates” link on the same page.
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11/27/2018

12. Supports & Accommodations
The ELPA21 Screener offers Universal and Designated supports as well as Accommodations.
Embedded Universal Supports are available to all testers at any time during the test
Designated Supports are available during the test if they have been established in TIDE prior to the onset of testing.
Accommodations, like designated supports, must be determined and established in TIDE prior to the onset of testing.
Domain exemption must be set in TIDE prior to the onset of testing. While IEP teams designate exemption, the district assessment coordinator may be the one who must set this in TIDE.
NOTE: Students who arrive with a documented disability, but no IEP, can still access accommodations for the screener through a school, district, and family collaboration process.
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13. Setting Accommodations in TIDE
Under a student’s profile in TIDE, domain exemptions and other accommodations can be set under the Accommodations heading.
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14. Preparing to Administer the Screener
Ensure all computers are configured with the secure browser and all headsets (speakers and microphones) have been tested on the practice test to minimize technical issues during the testing session.
Prepare a testing space that will allow the TA and the student to work together without distraction.
Prepare a short age-appropriate activity for the student to do while the TA completes the “on-the-fly” scoring portion of the process.
Prepare a clipboard with the rubric for the Step Two speaking task and a writing utensil.
Ensure all personal electronic devices are stored away from the testing space.
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15. Preparing to Test – Creating a Test Session
Option 1 is on the left. Choose the empty box next to “SCREENER” to create a test session for any grade level/grade band.
Option 2 (to the right): Click on the + to get a list of specific grades to test.
There are two options for the test session you create in TIDE for the screener. The first is an option that allows multiple grade level tests to be active in the same test session. If you have multiple TAs administering at the same time (for example at an August testing event), then you may want to choose this one. However, if you are only testing students from a single grade band, it may be more efficient to click on the “plus” sign and only open the appropriate grade band test.
As with the annual ELPA21 assessment, the test session will expire after 20 minutes if no one has logged in.
NOTE: The test session will expire after about 20 minutes if no one has logged on to begin a test.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/27/2018

16. Administering the Screener
In this section we will cover:
The three components of the screener
1:1 decision making
“On the Fly” scoring”
Pausing
Students who don’t respond.
For more details on starting a test session in TIDE, using the TDS and ORS systems, please see the AIR-developed training located in WCAP.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/27/2018

17. 3 Screener Components: Step 1
Purpose: allows students to become familiar with test item types, technology and TA.
Step 1 is not scored.
Student should be guided through available tools including how to mark for review
TA and student can freely speak/communicate during this section of the assessment
Following this section the TA decides if the student will continue with 1:1 administration, or independently navigate the test based on the student’s skill and comfort level with the required technology.
Step 1: This portion of the assessment is for the student to become familiar with the item types and the technology used. During this portion of the assessment you may talk feely with the student. Step 1 is not scored. Following this section the TA decides if the student will continue with 1:1 administration, or independently navigate the test.
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18. 3 Screener Components: Step 2
Purpose: Test students’ basic language proficiency in English.
2 sections: A 4-item Speaking task followed by machine-scored items in the domains of Listening, Reading, and Writing
After the student creates recordings for the Speaking task, the TA will immediately score the four responses to these items before the test will continue to the next section.
All students take all of Step 2.
Many screener tests will automatically end after Step 2. This is determined by the scoring engine behind the scenes.
Students whose tests end after Step 2 are eligible for ELD services and will receive scores in ORS almost immediately (within 3 hours of test submission)
Step 2 is where the scored portion of the test begins. This portion of the test contains 2 section, 2a, which includes 4 spoken responses and 2b which includes the three other language domains. At the conclusion of section 2a, the TA will score the four responses from the student before opening 2b. All students take section 2a. Many students’ tests will end after Step 2. Whether a student continues to Step 3 is a computer-generated determination.
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11/27/2018

19. 3 Screener Components: Step 3
Purpose: Present more linguistically complex items for students who are potentially proficient. The line between Proficient and Progressing is drawn in Step 3.
Step 3 includes all 4 language domains. The Writing and Speaking constructed response tasks are scored centrally by a vendor.
Only tests that include Step 3 are scored centrally by the third party vendor. These tests will take up to 7 calendar days for the scores to appear in ORS.
NOTE: Students who have one or more domain exemptions, will always test on both Step 2 and Step 3.
Step 3: This portion of the assessment is only for students whose responses in Step 2 put them on a trajectory to be proficient. Step 3 includes all 4 language domains and is scored centrally by a vendor. Scores for these students will include hand scored items and score reports will take up to 7 days to appear in ORS.
Please note, while the majority of students will follow this path of Step 2 scores leading to Step 3, students who have one or more domain exemptions will take both Step 2 and 3. This is because the individual domain items are rather few for each domain and the scoring logarithm integrates items across domains, so to ensure a valid representation of a student’s knowledge, those with domain exemptions take both Step 2 and 3.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11/27/2018

20. 1:1 Decision Making
In order to minimize the effects of technology on a student’s performance, the screener was developed with both a required 1:1 testing section and an optional 1:1 testing section.
Step 1 and Step 2a (speaking items): 1:1 administration is required
Step 2b and Step 3: The TA decides if the student has the technological skills to navigate the test independently. 1:1 administration is permitted, but not required.
This decision is prompted by the computer between Steps 1 and 2
2a is always a 1:1 administration even if the overall decision is for independent work through Steps 2b and 3.
The decision should consider a student’s ability to navigate independently, not their proficiency.
The decision made is consistent for Steps 2b and 3.
For all 1:1 administered items that require a written response, the student should write a response on paper and the TA will type the response into the test as it is written (no corrections).
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11/27/2018

21. “On The Fly” Scoring: How it works
Section 2a of the ELPA21 screener consists of 4 speaking items that will be scored by the TA.
The test will open to the first operational task – a Speaking task of 4 items - and the student will respond to the items as presented.
The student can re-record a response and review the recordings before finalizing them.
The TA can help troubleshoot technology if there are issues with volume or clarity of recording.
The TA takes notes on the responses for use in scoring using the Notes Sheet.
When the student is satisfied with their responses, then the TA will get a screen on the student’s computer to input scores for each of the 4 responses. This is required.
The TA will input the scores and submit. Once submitted, these scores are final. The computer will move to Step 2b
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11/27/2018

22. “On The Fly” Scoring: Rubric (2 points)
All of the Step 2a items are scored on this rubric in all grades.
Responses at the 2 level are typically characterized by:
The student uses appropriate vocabulary that is relevant to the stimulus and effectively uses grammar and structures. Though the response may contain a few errors in usage, the student’s meaning is clear.
The student effectively answers the prompt and the response is consistent with the stimulus.
*A response must meet all criteria to score at 1 or 2 point levels.*
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11/27/2018

23. “On The Fly” Scoring: Rubric (1 point)
Responses at the 1 point level are typically characterized by:
The response may include words and phrases related to the stimulus, but frequent errors in grammar and vocabulary may significantly interfere with listener comprehension.
The response partially addresses the prompt, though some content may be inaccurate or otherwise unconnected to the stimulus.
*A response must meet all criteria to score at that point level.*
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11/27/2018

24. “On The Fly” Scoring: Rubric (0 points)
Responses at the 0 point level do not address the communicative demands of the task.
Responses at the 0 level are typically characterized by:
Refusal/no response
Only in a language other than English
Response of “Yes; no; I don’t know.”
Off Task/Topic
Unintelligible
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25. “On The Fly” Scoring: Example 1
Question: What are the boy and the teacher doing at the table?
1. They make a pattern.
2. Omocha to asobu
3. Draw
4. They sit
5. Build
6. Blocks
7. Sitting
8. Play on the floor
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11/27/2018

26. “On The Fly” Scoring: Example 1b
What are the boy and the teacher doing at the table?
1. They make a pattern. (2)
2. “omocha to asobu” (0)
3. Draw (1)
4. They sit (2)
5. Build (2)
6. Blocks (2)
7. Sitting (2)
8. Play on the floor (1)
Rationale:
“They make a pattern” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“omocha to asobu” is a Japanese phrase that describes the actions of the girls on the carpet. The rubric states specifically that responses in a language other than English receive zero points.
“Draw” is a response that is related to the visual stimulus, but not to the specific question being asked. The student who is drawing or painting is not at the table. This response meets the criteria of level 1, but not level 2. (from rubric: The response may include words and phrases related to the stimulus). While the student described a different student’s actions, the response was related to the stimulus and partially answered the prompt.
“They sit” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“Build.” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“Blocks” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“Sitting” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“Play on the floor” is another response that is clearly related to the prompt, but misses the mark on the exact question. The response is inaccurate as it has mistaken the subject, but is clearly related to the stimulus and meets the criteria of Level 1.
Another level 2 response may be “math”
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27. “On The Fly” Scoring: Example 2
Questions: Where are the girls?
1. on the carpet/rug
2. close
3. together
4. building blocks
5. in the middle
6. behind the boy/girl
7. Sitting
8. Play on the floor
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11/27/2018

28. “On The Fly” Scoring: Example 2b
Where are the girls?
1. on the carpet/rug (2)
2. close (1)
3. together (2)
4. building blocks (1)
5. in the middle (2)
6. behind the boy/girl (2)
7. Sitting (1)
8. Play on the floor (2)
Rationale:
“on the carpet/rug” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“close” is a unclear without a word or phrase to accompany it. This response may be enough to score 1 point as the girls in the visual are close together or close to the student who is painting, but it does not fully address the prompt at a level 2.
“together” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“building blocks” is a response that is related to the visual stimulus, but not to the specific question being asked. It does not address the “where” of the question, but does speak specifically to the portion of the visual that this prompt is centered on.
“In the middle” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“behind the boy/girl.” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level. The gender of the student who is painting is not clear and it is unnecessary to withhold points based on a difference in perceived gender of a charactiture.
“Sitting” is a response that follows the same logic as “building blocks.”
“Play on the floor” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level. This response differs from other responses at the 1 point level that are related to the activities of the girls by providing the location.
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29. “On The Fly” Scoring: Example 3
Question: What is on the wall?
1. a picture
2. star
3. no
4. rainbow
5. alone
6. window
7. purple and yellow
8. a shape
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30. “On The Fly” Scoring: Example 3b
What is on the wall?
1. a picture (2)
2. star (2)
3. no (0)
4. rainbow (2)
5. alone (0)
6. window (2)
7. purple and yellow (1)
8. a shape (1)
Rationale:
“a picture” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“star” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“no” is a response specifically listed as a zero point response in the rubric.
“window” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“rainbow” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“alone” is a response that is unrelated to either the visual or the prompting question.
“purple and yellow” is a response that describes one of the pictures on the wall and thus partially addresses the prompt, but it does not meet all the criteria for 2 points.
“shapes” is a response similar to “purple and yellow” and would be insufficient for level 2, but is related to the prompt.
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31. “On The Fly” Scoring: Example 4
Question: It’s almost time for recess. What do you think will happen next?
1. clean up
2. they write homework
3. recess
4. beautiful day
5. the kids play recess
6. They go home
7. line up
8. eat lunch
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11/27/2018

32. “On The Fly” Scoring: Example 4b
It’s almost time for recess. What do you think will happen next?
1. clean up (2)
2. they write homework (2)
3. recess (2)
4. beautiful day (1)
5. the kids play recess (2)
6. They go home (2)
7. line up (2)
8. eat lunch (2)
Rationale:
“Clean up” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“they write homework” is response that meets the criteria at a 2 point level. The students may do homework “next” if “next” is interpreted as any time that day after the current activity. The rubric specifically states that “next” should be interpreted broadly.
“recess” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“Beautiful day” is a response that is related to the visual stimulus for this item, but does not fully address the prompt at the 2 point level.
“the kids play at recess” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“They go home” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“line up” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
“eat lunch” is an appropriate and accurate response to the prompt and meets all criteria at the 2 point level.
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11/27/2018

33. “On The Fly” Scoring: Resources
The rubric for on the fly scoring can be found on the OSPI Website:
ELPA21 Page (Preparing to Test) (in late June)
WCAP Portal (Assessment  WCAP (left menu) ELPA21  ELPA21 Resources)
TAM (on the portal)
Accommodations Manual (ELPA page, Preparing to Test)
A note sheet is also available for your convenience on the Preparing to Test page linked above. Please note, once notes are taken, the sheets become secure material and must be destroyed following the testing session.
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34. Pausing a Screener
The ELPA21 Dynamic Screener can be paused. When a test is paused and returned to at a later time, students can still access any items in the section they returned to.
Please note, a screener is not automatically submitted. It must be ended (either automatically at the end of step 2 or by clicking “end test” at the end of step 3). in order for a score report to be generated. Please ensure that students’ tests have been submitted if you are not finding scores in ORS.
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35. Students Who Do Not Respond
Following Step 1, there will be a screen that requires the TA to choose how the screener will proceed. The TA has 3 options:
The student is able to navigate the test alone and will continue with testing independently.
The student will continue the test with 1:1 test administration
The student has not responded (in any way) to ANY item in Step 1 and testing will cease.
Option 3 will make the student eligible for services. These students will receive a new score level of “Proficiency not Demonstrated.” OSPI is still considering whether rescreening at a later dates would be advisable for these students.
Please keep an eye out for any additional information on this topic coming from OSPI.
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11/27/2018

36. Out-of-State Students
New Policy for
WA will start accepting scores from students who come from other ELPA21 states.
Scores must be from within the previous 12 months
Scores can be from either a screener or an annual assessment.
Annual assessment scores should determine placement over screener scores.
For additional information please review the FAQ document on the ELPA21 page.
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11/27/2018

37. Accessing AIR Modules
AIR modules will be posted on the OSPI WCAP portal. To access the AIR modules, go to the OSPI website
Assessment  WCAP (left menu) ELPA21  ELPA21 Resources  Modules
These modules include:
Participation Reports
Using the DEI
Using ORS
Using TDS
Activating an account and navigating TIDE
Adding and editing users
Adding and editing students and student test settings
Adding student with Temp IDs
Managing Rosters
Appeals Process.
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38. Check your Knowledge
This year OSPI is trying a new way of identifying those who have been trained to administer tests to determine eligibility for ELD services.
Upon completing this module, please continue to the site below to complete the short knowledge check. You will need a Canvas account.
Link to Canvas
Create a Canvas account:
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39. Thank you
If you have any questions you can refer to the resources mentioned throughout this module or contact Leslie Huff at OSPI for more information.
Resources:
ELPA21 Page (on the OSPI Website):
Preparing to Test page:
Trainings & Presentations:
WCAP Portal:
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11/27/2018