WESTELL TEST ADMINISTRATOR TRAINING

WESTELL TEST ADMINISTRATOR TRAINING

Introduction This presentation contains general information for administration of the West Virginia Test of English Language Learning WESTELL (English Language Development Assessment ELDA). The WESTELL is a required statewide assessment of all students with Limited English Proficiency (LEP) in grades K-12.

OVERVIEW Scheduling & Time Allotments Receiving Materials Security
Communication Administration Room Preparation Reading, Writing, Speaking, Listening K-2 Assessment

Scheduling and Time Allotments
The 2008 administration of the WESTELL will take place from March 24 through April 25, 2008 Districts may set their own schedules in conformance with the state testing calendar. Make-ups for absentees are permitted as long as they are in the testing window. WESTELL/ELDA is not a timed assessment. Local flexibility in sequencing of tests is permitted.

Schedule and Time Allotments
Approximate WESTELL/ ELDA Test Times Cluster Listening Speaking Reading Writing K-2 Inventory 3-5 1 hour 25 minutes 6-8 9-12 1 hour 15 minutes 1 hour 15minutes

Schedule and Time Allotments
Breaks Test Administrator’s discretion. A short break between Parts 2 and 3 of the Reading test and between Parts 1 and 2 of the Writing test is recommended. One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended. The Speaking assessment will take less than 30 minutes, so no break is recommended.

Receiving Testing Materials
School Test Administrator Information Check the materials against the school packing list Inform District Coordinator of any discrepancies Inform Measurement Inc. of any discrepancies

Receiving Testing Materials
School Test Administrator Information Apply pre-printed student identification labels to the Student Answer Folders. For students who DID NOT receive a Pre ID Student Label, fill in the Demographic section of each Student Answer Folder. *Recording Speaking Response Tapes will also be included for Districts who are requesting Meas. Inc. to score Speaking. Student Answer Folder Reading/Writing Test Book Listening Prompt Tape or Disc Listening/Speaking Test Book Speaking Scoring Guide Test Administration Manual Speaking Prompt Tape or Disc

Security Concerns and Procedures
Maintaining assessment security is one of your most important responsibilities as a test administrator. At all times, district and state procedures for protecting secure assessment materials should be followed. You are responsible for ensuring the security of not only the physical test booklets and answer folders but also the individual assessment questions and materials. Your responsibility for maintaining the security of the assessment questions and materials continues throughout the entire testing window and through the return of testing materials. Under no circumstances should students have access to assessment materials before or after the assessment session.

All WESTELL/ELDA materials are individually numbered with color-coded barcode labels. These materials must be accounted for throughout the assessment. BOTH USED AND UNUSED test materials must be returned to Measurement Incorporated after testing Grade K is ORANGE Grades 1-2 are Red Grades 3-5 are GREEN Grades 6-8 are BLUE Grades 9-12 are PURPLE * School Test Coordinators must ensure that the information on Student Answer Folders is completed in a secure manner.

Student-Teacher Ratio
Security Concerns and Procedures Student-Teacher Ratio During each assessment administration, a test administrator must be in the room at all times. Reading, Writing, and Listening 20 : 1 Speaking (scored live) 1 : 1

District Test Coordinator Information Before Testing After Testing Confirm all materials using the school packing list Place header sheet on top of Student Answer Folders Put all student test materials (used and unused) back into the original box that came from the district Put all teacher administrator materials back in the same box All materials must be returned -- double check that you have accounted for and packed everything Use the Pre-Addressed Address Label to Return the box to Measurement Inc. immediately

Things to Remember Before You Begin:
Verify that you have received the correct number of assessment materials from your STC. An overage of 10% will be sent to each district. Gather and organize all necessary materials: student test materials, supply of sharpened # 2 pencils (pens may not be used), this Administration Manual, Speaking Scoring Guide, prompting cassettes, and silent work for students. Arrange for a quiet, comfortable, well-lighted, distraction-free setting in which to assess students. Decide whether to give students breaks between the assessment sessions. Be aware that if assessment groups exceed the numbers specified for each section of the assessment, a proctor must be present in addition to the test administrator. Use one set of the overage testing materials as your own so that you can refer to each of the testing booklets while you are administering the assessment.

Assessment Room Preparation
Arrive at the assessment room early to make sure that it is ready for the assessment session. Assessment materials not in use should be stored securely and away from students. Before the students arrive, do the following (the STC must ensure that the following is carried out in a secure manner): Apply pre-printed Student ID labels to Student Answer Book (if applicable) For each student that does not have a pre-printed Student ID label, complete all required demographic information on each student’s answer folder. For districts who will NOT self-score their own Speaking portion, use a permanent marker to write the students name on his/her Speaking response tape. Return all materials to a designated secure location until the assessment begins.

The following testing materials will be used in addition to the ELDA Test Administration Manual: Listening Prompt Cassette or Compact Disc Speaking Prompt Cassette or Compact Disc Speaking Scoring Guide Header Sheet You will be shipped the following materials for each student: One test booklet containing the Reading and Writing Tests One test booklet containing the Listening and Speaking Tests Student Answer folder Pre-printed labels

Check the assessment room for possible assessment question “clues” prior to each assessment session. Charts, maps, and other materials in the classroom that could assist students with assessment items should be covered or removed prior to the assessment administration. Give each student a work space that is large enough to accommodate an open test booklet. Work spaces should be cleared of all other materials. Students should be separated by a reasonable distance to encourage independent work and to prevent collaboration. Plan to provide two # 2 pencils with erasers for each student and to have extra pencils on hand.

Scripted Directions Oral scripts for each of the four assessments are in Appendices A-D of the Test Administration Manual. The scripts include information on preparing for the administration, specific directions for administering each assessment, and oral scripted materials to be read aloud to students. The oral scripts should be reviewed by all test administrators prior to the assessment session. The scripted directions that are in bold print must be read verbatim to students. Appendix A = Reading ELDA Script Appendix B = Writing ELDA Script Appendix C = Listening ELDA Script Appendix D = Speaking ELDA Script

Preparation For Administering the Reading Assessment
Practice for the Administration Prior to administering the Reading assessment you should: Read through the scripted administration directions (Appendix A) that you are expected to read to students. Assessment Setting Appropriate seating for each student Free from outside noise from the hallway and adjoining classrooms Students seated far enough apart so that they do not distract one another Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

Assessment Materials You will need one of the following for each student taking the Reading assessment: Student test booklet (and replacements in case of defective booklets) Student answer folder Two #2 pencils with erasers

Format of the Reading Booklets The Reading assessment is divided into three parts. You will be asked to read the scripted directions prior to part one and prior to part three. The format of the Reading booklet is as follows. Part 1: Short Passages. This section tests the student’s ability to understand information in short reading passages. There are one or more questions about 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. The student will need to identify which person 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.

Interruptions in the Administration It is important that the test administration be smooth and free of interruptions. In the event of an interruption, follow the general guidelines below. These guidelines may be superseded by guidelines provided by your school or state testing coordinator. If the interruption is serious and affects all students, stop the assessment at the time of the interruption. After the interruption, restart the administration from the point where you stopped.

Preparation For Administering the Writing Assessment
Practice for the Administration Prior to administering the Writing assessment you should: Read through the scripted administration directions (Appendix B) that you are expected to read to students. Assessment Setting Appropriate seating for each student Free from outside noise from the hallway and adjoining classrooms Students seated far enough apart so that they do not distract one another Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

Assessment Materials You will need one of the following for each student taking the Writing assessment: Student test booklet (and replacements in case of defective booklets) Student answer folder Two #2 pencils with erasers

Format of the Writing Booklets The Writing assessment is divided into three parts. You will be asked to read the scripted directions prior to part each part of the assessment. The format of the Writing assessment is as follows. Part 1: Open Ended. Students write responses to prompts. Part 2: Revise and Edit. Students choose the best answer to correct grammar and usage errors in passages. Part 3: Graphic Organizers. Students answer questions about graphic organizers.

Preparation For Administering the Listening Assessment
Assessment Groups You may assess as many students as can fit in the classroom and meet the conditions described in the “Things to Remember” section of the test administration manual. Equipment You will need an audiocassette or compact disc player to play the prompting recording. The player must provide adequate clarity and volume so that all students in the administration can hear the Listening tasks clearly. Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.

Practice for the Administration Prior to administering the Listening assessment you should: Read through the scripted administration directions (Appendix C) that you are expected to read to students. Listen to the first 2 minutes of the prompting recording then rewind or restart. Format of the Prompting Recordings You will receive one Listening assessment audiocassette or compact disc with your assessment materials. The narrator will read the entire content of the test booklet. The stimulus material is read two times. The questions are read one time. Students have 10 seconds to respond to each question after the narrator has read the last option.

Equipment Testing It is critical that you test both the audiocassette or compact disc player and the audiocassette or compact disc before administering the Listening assessment. Follow the list below to ensure that the prompting recording will be audible to all students. Make sure that the audiocassette or compact disc is appropriate for the grade level being assessed. Place the prompt cassette or compact disc 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. Make sure that the audiocassette is fully rewound. If the audiocassette or compact disc player requires batteries, make sure that they will last the entire assessment session.

Assessment Materials You will need one of the following for each student taking the Listening assessment: Student test booklet (and replacements in case of defective booklets) Student answer folder Two #2 pencils with erasers Assessment Setting The administration room should have appropriate seating for each student. Your primary consideration as a test administrator is that students be able to hear prompting recordings. 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. Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

Directions for Administering the Listening Section At the start of the Listening section, pass out the test booklets. Each student should receive one test booklet. Students may NOT open the test booklet until the prompting recording is played. Make sure that each student has two #2 pencils with erasers. When students reach the end of the assessment, they are instructed to put down their pencils. Students should NOT leave the room at this point but wait for instructions from the administrator. Collect each student’s test booklet and answer folder.

Preparation For Administering the Speaking Assessment
Assessment Groups Because you will be scoring students’ oral responses in real time, the Speaking assessment will need to be administered individually. * In order to avoid subjectivity bias, it is recommended that any teacher that provides direct services to a student NOT be assigned to score that student’s Speaking test. (This does not apply to the Listening, Reading, and/or Writing administration). Equipment You will need an audiocassette or compact disc player to play the prompting recording. The player must provide adequate clarity and volume so that the student in the administration can hear the speaking tasks clearly. Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting. Administration Setting The administration room should have appropriate seating for each student. The room must be free from outside noise from the hallway and adjoining classrooms.

Practice for the Administration Prior to administering the Speaking assessment you should: Read through the scripted administration directions (Appendix D) that you are expected to read to students. Listen to the first 2 minutes of the prompting recording then rewind or restart. Practice using the Scoring Rubrics and Sample Speaking items. During the first two minutes, you will hear the administration practice tasks 1 and 2. You will discover that you will need to switch the prompting recording on and off three times: Once to begin and end practice task 1 Once to begin and end practice task 2 One final time to begin and end the group of 16 operational tasks

Format of the Prompting Recording The prompting recording has seven sections. Listening for the seven sections will help you keep track of how far the assessment session has progressed. The seven sections are as follows: Practice Task 1 Practice Task 2 School-Social Interaction Tasks English-Language Arts Task Mathematics, Science, and Technology Tasks Social Studies Tasks Closing

General Procedures During Assessment Administration
For each test, give the student the test booklet that will be used and the answer folder. Explain to students that they will be taking a test. Inform them that they need to be quiet and that if they have questions, they should raise their hands. If necessary, the test administrator may repeat the directions or answer questions regarding the directions for all students who have difficulty understanding or following the directions. Test directions should be repeated verbatim whenever possible. If the directions must be simplified, the simplification must adhere to the intent of the directions and should not provide any additional information. Students should be encouraged to complete all exercises and questions and not to leave anything blank.

When the assessment session has begun, check that students are marking and writing their answers in the appropriate places on their answer folders. Test administrators should not interfere with the students’ concentration as they check students’ progress. Except on the Speaking section, students are not allowed to talk during the administration of the assessment. Direct students who finish the assessment before the other students to remain silent. Teachers will provide materials for students to work on after they finish the test and close their booklets. Toward the end of the assessment period, but while students still have their test booklets, it is good assessment practice to remind students to complete the entire assessment. It is inappropriate to review a student’s test booklet after it is handed in and then give it back to the student with instructions to complete the assessment. This action would constitute a breach of test security.

When all students have completed the assessment, collect the remaining test booklets. Do not allow any student to leave the room until his or her test booklet has been collected. Collect a test booklet from each student individually. Do not allow students to “pass around” assessment materials. Allow students who have finished the assessment to work quietly at their desks. Have a supply of generic silent work to distribute to these students. Immediately after the assessment, and before dismissing students, carefully count the test booklets to ensure that you have collected all student materials.

A student might receive an incomplete or defective answer folder. Instruct the student to raise his or her hand and then follow the steps below with the student. Take a replacement answer folder from the overage supply. Print the student’s name on the new answer folder. Direct the student to continue with the new answer folder. Staple the student’s replacement answer folder to the original. After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials.

Procedures for Students with Accommodations
Accommodations should always be related to the student’s specific disability. Accommodations that change the content of the assessment are NOT allowable. For example, it is inappropriate to define words used in the writing or reading passages, any other stimulus materials, or the assessment questions. Accommodations in the administration procedures for ELDA are allowable provided that they are specified in a student’s IEP or 504 plan and provided for the ELDA. A student’s assessment results should reflect her or his true ability and should not be influenced by inappropriate accommodations. Any accommodations for an individual must be specified before the student takes the assessment and must be documented in the student’s IEP. Contact your District Coordinator for additional state guidelines on accommodations for the ELDA.

If a student with disabilities takes the ELDA, the administration of the assessment should be under standardized assessment conditions. Only those accommodations listed below or specifically identified in the student’s IEP or 504 plan may be provided. The following accommodations may be provided to students with disabilities on the ELDA (in addition to any accommodations specified in the student’s IEP or 504 plan.): Computerized Assessment: Students may use a computer to type their responses instead of writing in the answer folder. Spell check, glossaries, grammar check, dictionaries and thesauruses are not allowed on the ELDA. Word processed responses should be stapled into the student’s original answer folder.

Dictation of Responses: Students who are unable to write due to a disability are allowed to dictate their responses to a transcriber or into an audio recorder for the Reading and Listening ELDA. The student’s answers should be transferred onto the student’s original answer folder. A scribe may not be used for the Writing ELDA. Extended/Adjusted Time: The ELDA is an untimed assessment. 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 be most beneficial to the student. All testing sessions MUST be completed within the allotted testing window. Individual/Small Group Administration: Tests may be administered to a small group or an individual requiring more attention than can be provided in a large group administration.

Modified Test Booklets Braille and Large Print versions of the Reading and Writing ELDA only are available upon request. If students within your school require modified assessment materials, contact your District Test Coordinator. District Test Coordinators should contact Measurement Incorporated to order these materials.

Purpose and Nature of WESTELL K-2
Determine Level of Language Acquisition Separate Inventories for K and 1-2 Observation of Student Behaviors Typical Behavior Over Time Focus on Four Aspects of Language The West Virginia Test of English Language Learning (WESTELL) was developed through a consortium of 17 states. Other states refer to this assessment as ELDA. The English Language Development Assessment is designed to provide information about the English language development achievements of students in grades K-12. For grades 3-12, these skills are assessed through multiple-choice and open-ended test items. For students in grades K-2, these skills are assessed with informal inventories. There is one set of inventories for kindergartners and one set for students in grades There are many similarities, but there are important differences as well. Make sure you address both before the end of the session. The inventories focus on what students do in the classroom, cafeteria, playground, and other settings. They include observation in social as well as in academic settings. The most important point about making and recording these observations is that they are to be done over a period of time. None of the inventory entries should be based on a single observation. Each entry will represent a significant amount of time. To make the overall observation task easier, we have shortened the inventories and provided support materials. With a little planning, it is also possible to observe several students at the same time The four inventories are Reading, Listening, Writing, and Speaking.

Contents Reading (14 Entries) Listening (7 Entries)
Writing (9 Entries) Speaking (8 Entries) The Reading inventory (for K and for 1-2) has 14 entries. They range from prereading activities (e.g., letter recognition) to fairly complex reading activities calling for conclusions and generalizations. Both reading inventories have accompanying Teacher Support Materials. We will address those in a few moments. The Listening inventory has 7 entries, again ranging from simple, one-step instructions to complex stories and conversations requiring the student to draw conclusions or make generalizations. The Writing inventory has 9 entries ranging from pre-writing skills and drawing activities to writing sentences with correct spelling. The Speaking inventory has 8 entries ranging from simple questions in familiar settings to offering complex defenses or explanations of thoughts with complex sentences in English. All inventory entries are based on a set of K-2 content standards shared by the ELDA consortium states. They are included in Appendix B in the back of the Administration Manual.

Score Points No Evidence of Mastery (0)
Minimal Evidence; With Much Support (1) Moderate Evidence; With/Without Support (2) Clear Evidence; Independence (3) Each inventory entry is scored on a 3-point scale. While each score point for each entry is defined in the inventory and further clarified in the Administration Manual, in general, the scores have the following meanings: 0 - No evidence of mastery. Give this score when, after two or more observations, the student is unable to respond at score point 1. 1 - There is beginning evidence of awareness of the skill, but the student requires a great deal of support or prompting to show it. 2. With less support, the student is able to demonstrate the fundamental aspects of the skill. 3. With little or no prompting or support, the student is able to demonstrate substantial progress or mastery of this skill in a grade-appropriate context.

Performance Levels Pre-Functional (1) Beginner (2) Intermediate (3)
Advanced (4) Fully English Proficient (5) Not To Be Confused With Score Points Students are ultimately assigned to one of five performance levels: 1 - Pre-Functional 2 - Beginner 3 - Intermediate 4 - Advanced 5 - Fully English Proficient (FEP) These levels are spelled out, by content area, in Appendix A of the Administration Manual. It is important to note that the individual inventory entry scores and the Proficiency Levels do not mean the same thing. Remember - Each inventory entry is scored on a 3-point scale. A student who is at Level 5 would probably get a 3 on most entries, but not necessarily on all. Similarly, a student who is below Level 5 may do very well on some entries and earn scores of 3 on them. You will be asked to rate each student on this 1-5 scale, independent of the inventories. Your ratings will be used to validate inventory entries in a research study. You should base your global ratings on your ongoing classroom observations of the students, not the total numbers of points they earn on the inventories. [Additional information regarding local or state practices and rules]

Language Acquisition in Young Children
Productive Phase Formulaic Speech Telegraphic Speech Let’s change gears for a moment and think about the children you are assessing. The Administration Manual contains on pages 4-7 a description of how young children acquire a new language. I would like to offer a quick summary of that part of the manual here. Children start with whatever language they speak at home and interact with you and with other children the best way they can. After a while, they become aware that their speech is different and will try to learn what they can by listening to others. During this period, they may not say or write much or anything. This is the silent period. Learning is taking place, but you may not see much evidence. Children then advance to telegraphic speech - one- or two-word utterances to convey basic needs (e.g., bathroom, book, have pencil). The next stage is formulaic speech, the use of stock phrases that serve a somewhat wider range of purposes than telegraphic speech. With enough stock phrases, children can appear to be quite proficient. The final phase is the productive phase. At this point, language takes on proper grammatical and syntactical dimensions (appropriate to the age and grade level of the student). Silent Period Home Language

What You Will Need ELDA K-2 Student Test Booklet Kindergarten
Spring 2007 ELDA K-2 Student Test Booklet Grades 1-2 Spring 2007 ELDA K-2 Teacher Support Materials Spring 2007 ELDA K-2 Test Administration Manual Spring 2007 Now, let’s get down to practical application. To administer the inventories, you will need the Test Administration Manual (show), Teacher Support Materials for Kindergarten (show), Teacher Support Materials for Grades 1-2 (show), the Student Test Booklet (show). You will need to take some time before you administer the first inventory to become familiar with each.

Administration Tips Read Quick Start Guide Define Terms
Review Both Inventories Review Teacher Support Materials Look on page 4 of the Test Administration Manual. This is the Quick Start Guide. This is the Reader’s Digest version of the manual. In these four pages, you will get the distilled essence of the manual. It’s a great place to start, but please don’t stop there. Think of this as the organizer that gives you a place to hang all the other stuff you will read in this manual and the other materials. After you read the Quick Start Guide, we will need to discuss some terms that you will apply over and over. We will get to those momentarily. Next, look over both inventories and the Teacher Support Materials for Kindergarten and for Grades 1-2. Finally, look over the rest of the the Test Booklet for Grades 1-2.

Quick Start Guide - 1 Here’s an example of how to complete a single row or entry in the Listening inventory. The others follow the same format. First, you will see that this inventory entry refers to a specific content standard (included in Appendix B of the manual). Score points 1, 2, and 3 are defined. In the final column of this row, there are four score points (0-3). In this example, the teacher has given the student a 2, indicating that the student was generally able to follow 2-3 step directions (given in English) but could not successfully follow more complicated directions. Sometimes this student required visual support, but sometimes, he or she was able to follow directions without support. Note that the number 2 has been entered on the line at the far right of the row. That is the student’s score for this entry.

Quick Start Guide - 2 Here’s another entry (the last one in the inventory). The student has also received a score of 2 for this skill. This student could draw conclusions based on simple stories or conversations but not for longer or more complex stories or conversations. For this skill, level of teacher support is not nearly as important as the complexity of the content to which the student was listening. You will also see the number 12 at the very bottom. The teacher has completed all 7 entries of the Listening inventory and added up all the scores. For this student, that total came to 12. Check your addition before you turn in your inventories. Because it refers to short and long stories or conversations, this entry highlights one of the issues that you will need to reach some conclusions about before starting. Note that we have not defined long vs. short stories and conversations. We leave this matter up to states and districts. The key to good assessment is to settle on a definition before beginning and then to stay with that definition, applying it consistently throughout your observations.

Define Terms Short, Medium, Long Level of Teacher Support
Grade Appropriate Note Similarities Note Differences Plan Ahead This brings us to some other terms that will need the same type of consideration: Short, medium, and long passages and conversations. This will come up in Reading and Listening. Consider what is appropriate for kindergartners and for students in grades 1-2 (not necessarily the same). Write down the definitions, and then stick to them. Level of teacher support. This applies to all four inventories. Each state or district may have rules or guidelines defining levels of teacher support for English language learners. It will be best to apply those guidelines, discuss them with others who will be administering these inventories, and keep a copy of the written guidelines handy. As with passage length, the key is consistent application of the guidelines. Grade appropriate. This applies to all four inventories. Grades 1-2 will certainly be different from kindergarten, and standards in your state or district will certainly differ from others. Make sure you have a clear understanding of what your state or district considers grade appropriate before proceeding.

Review Teacher Support Materials
Sample Here is an example of one of the Support Materials for Reading. The most important point about the Teacher Support Materials is that these are provided as suggestions for things you might use to elicit appropriate responses from your students. They are not prescribed or required. If you have your own materials, particularly at grades 1 and 2 (e.g., graded reading materials), by all means, use those if you and your students are more familiar with them. The goal of the support materials is to make the inventory entries more convenient. If you have other materials that meet this goal, use them. Suggestions, Not Prescriptions Feel Free to Use Your Own Materials

Final Comments Everyday, Naturalistic Settings
Multiple Methods and Measures Verbal and non-verbal procedures Occur across diverse aspects of curriculum Involve a range of activities Assessments Involve Multiple People Age Appropriate Authentic assessments are monitored over time and can include portfolios, teacher ratings, observations, and interviews Multiple methods and measures Purely verbal measures can underestimate children’s cognitive ability Assessments should include both verbal and non-verbal procedures Give students opportunities to show what they know Use various settings (classroom, playground) and interactions with peers, familiar adults Multiple people There is always room for error and bias in assessment process; that’s why opinions of two or more people can be helpful. Combined perspective of the Classroom teacher and ESL teacher can be helpful. It is important to triangulate information or verify it by getting information from a number of people. Age appropriate You should not use an assessment for ELL students that is designed for children of ages different than the children being assessed.

Training- Test Administrator
Test Administrators Manual is available on-line and must be reviewed prior to administration K-2 3-12 Speaking - Districts that choose the OPTION of Self-scoring Speaking must provide appropriate training on Speaking Scoring Rubrics Security- Training materials and Code of Ethics/Security Agreement is available on-line and must be reviewed & signed prior to administration K-2 Inventory

Communication Documents on WVConnections website
FAQ Document for distribution Student Excuse Letter Local Communication Venues ESL newsletter Parent Involvement Committees Principal meetings

Need Help? ELDA Helpline 888-612-0180 elda@measinc.com
Amelia Courts or Debbie Ray ( or or )

WESTELL TEST ADMINISTRATOR TRAINING

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