1. January 12, 2015 ELDA Training for Classroom Teachers

2. Explain the legal rationale behind the ELDA. Learn about the four domains of the ELDA test. Administer a portion of the ELDA test to students. Use the tools provided to certify on Moodle. WE CAN—

3. ELDA Testing Timeline Testing Timeline!-February 2-February 27 (Districts are responsible for setting their own testing windows within the state window of February-May.) Due dates- All buildings will receive an ELL testing roster approximately 1 week prior to the testing window. All completed materials are due to the ESL office no later than March 4. Materials- Your principal will be notified when materials arrive. Generally the ESL teacher will pick up the materials per their request form. Results- Last year scores were received from the Iowa Testing Program in mid-June.

4. Importance of Iowa-ELDA Results from Iowa-ELDA used to help determine whether districts meet 2 of the three AMAOs In 2014 our district did not meet AMAO 1 and 2. We did meet AMAO 3. The ELDA is reported to the community, parents and the state. Required by NCLB to yearly assess growth in academic language All district personnel need to understand the critical importance of I-ELDA and assess accordingly. The importance of I-ELDA for ELLs is equivalent to the Iowa Assessments. All ELL students must be assessed, even when they arrive during the testing window.

5. What Are Annual Measurable Achievement Objectives (AMAOs)?  AMAO 1: At least 1 years growth in English language acquisition Annual increases in the number or percentage of students making progress in learning English  AMAO 2: Reaching English language proficiency Annual increases in the number or percentage of students attaining English language proficiency by the end of each school year  AMAO 3: ELL-Adequate Yearly Progress (AYP) on state tests AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics

6. Countdown to ELDA testing……

7. ELDA 2015 This year we will assess over 2700 ELL students district- wide. Once a student is assessed on one part of the ELDA, the student will need to take all additional parts. Students who are in Special Education and are unable to attempt the test due to their Spec. Ed status will be counted for participation.

8. Administering the Iowa-ELDA Iowa English Language Development Assessment Grades K - 2

9. Who Provides Information About the Child for the Iowa-ELDA K-2? ELL teacher ELL teacher Homeroom/classroom teacher Homeroom/classroom teacher Special Education teachers Special Education teachers Title I teachers Title I teachers Others depending on the situation…… Scores on the K-2 rubrics should be based on collected classroom data.

10. K-2 Standards The following standards will be assessed in grades K-2. Reading Writing Listening Speaking Each student will have a student inventory booklet. Teachers will transfer the score in each booklet to the BAS

11. Administering the Iowa-ELDA Iowa English Language Development Assessment Grades 3 - 12

12. Security Concerns & Procedures As a test administrator, maintaining assessment security is one of your most important responsibilities. At all times, district and state procedures for protecting secure assessment materials must be followed. At all times, district and state procedures for protecting secure assessment materials must be followed. It is illegal and unethical to reproduce or disclose any of this material or cause it to be reproduced or disclosed in any format. It is illegal and unethical to reproduce or disclose any of this material or cause it to be reproduced or disclosed in any format. Ensure the security of not only the physical test booklets, but also the individual assessment questions and materials. Ensure the security of not only the physical test booklets, but also the individual assessment questions and materials. Maps, charts, and other classroom posted materials should be covered during ELDA testing. Maps, charts, and other classroom posted materials should be covered during ELDA testing. The ELDA materials are ordered by district personnel who understand the ordering procedures and who are familiar with ELDA testing. The ELDA materials are ordered by district personnel who understand the ordering procedures and who are familiar with ELDA testing.

13. Bubble Answer Sheets (BAS) Each student will have one BAS. Please fill out the names of your students, their date of birth, and ID. You do NOT need to bubble anything in. The BAS will not have barcodes on them Labels will be applied to each BAS by the school testing team

14. BAS Modification: The following box has been added to the front side of the BAS for reporting this type of “STUDENT NOT TESTED”: The following box has been added to the front side of the BAS for reporting this type of “STUDENT NOT TESTED”:

15. Accommodations for students with IEPs and 504

16. Beginning the 3-5 ELDA

17. Scripted Directions To ensure standardized administration conditions, scripted directions that you will read to the students are in Appendix A of the Test Administration Manual. An oral script is provided for each assessment (Reading, Writing, Listening, and Speaking). The scripted directions contain information that students need to know about the assessment. Do not deviate from the oral scripts. Scripts include specific directions for administering each assessment. The scripted directions that are in bold print must be read aloud, verbatim, to students. Test administrators should review these scripts prior to the assessment session.

18. General Procedures During Assessment Administration For new students whose English is just beginning and cannot interact with any part of the test: Each student must be given the opportunity to participate in each subtest (Reading, Writing, Speaking, & Listening) If a student can not go further than being given the test and bubble answer sheet: FILL IN THE “A” BUBBLE FOR THE FIRST ITEM OF EACH SUBTEST WHERE THIS IS APPLICABLE (Reading, Writing, Speaking, and/or Listening) to indicate his/her “PARTICIPATION” in the assessment.

19. Reading Assessment Number of Items: Grades 3-5 = 35 Grades 6-8 = 35 Grades 9-12 = 35 Part 1: Short passages Part 2: Instructions Part 3: Longer passages READING

20. Writing Assessment Number of Items: Grades 3-5 = 4 (Part 1) + 15 Grades 6-8 = 4 (Part 1) + 15 Grades 9-12 = 5 (Part 1) + 15 Part 1: Written responses Part 2: Read and respond to examples of student writing WRITING

21. Students respond to writing prompts and write on a separate sheet of writing paper. Paper is provided for each student. Please write their name, ID number and school on their writing paper. A writing team made up of district personnel rates the samples of student writing based on a rubric. Students answer questions on the conventions of writing and using language when writing. They fill in the bubbles on their BAS. Writing Prompts Part I Writing Part 2

22. Keep in mind…. The writing prompts may not be read to the students. Students will not be penalized for poor handwriting, but we must be able to read it. Stress content over length. MUST write about the prompt. Can make grammatical errors as long as it does not interfere with the meaning. You cannot hand a student back their paper and tell them to do more or write better.

23. Listening Assessment Number of Items: Grades 3-5= 35 Grades 6-8 = 35* Grades 9-12= 35* Part 1: Short phrases Part 2: Short dialogues Part 3: Long dialogues Part 4: Short presentations *Grades 6-8 & 9-12 include Part 5: Long Presentations LISTENING

24. Keep in mind… The test may be broken into sections. All 4 parts do not need to be given in one setting. If the CD is playing and there is an interruption such as a fire drill or tornado drill, you could restart the CD. Do NOT restart the CD under any other circumstance. The section/s tested should be run in their entirety.

25. Speaking Assessment Number of Items: Grades 3-5= 12 Connect Tell Expand Reason SPEAKNG

26. Speaking Assessment Scored live Administered 1:1 Has 12 questions 3 Connect 3 Tell 3 Explain 3 Reason Approximately 20 minutes

27. Keep in mind…. Different questions (connect, tell, expand, and reason) will have different criteria in the rubric. As each question becomes more linguistically challenging, students answers will be scored on how they respond to that particular question.

28. Same Rubric for all Three Levels: 3-5, 6-8, & 9-12 Upper Grades Question No. Student Answers 1.2.3.4. 5.6.7.8. 9.10.11.12. Prompt Nos.: Connect 1, 5, 9 Tell 2, 6, 10 Expand 3, 7, 11 Reason 4, 8, 12 Speaking Scoring Rubric 0 Response fails to confirm conversational connection; essential information (e.g., name or number of person, place, thing) is either not provided or is unclear/ambiguous 0 Response fails to provide essential information cued for and/or to describe/extend with specific detail and/or example; response may include only essential information cued for with no development 0 Response fails to provide essential information cued for and/or ideas/information that serve to explain, elaborate, and/or convey order (temporal or spatial); response may include only essential information cued for with no development 0 Response fails to express a clear position (position cannot be inferred) or response expresses a position but lacks information that may serve as support for that position; response may include only an unsupported position statement 1 Response partly establishes/confirms conversational connection; at least some essential information provided (e.g., name or number of person, place, thing); other information is missing or unclear Errors in mechanics or conventions may impede understanding 1 Response provides essential information cued for and attempts to describe/extend with general information; OR response provides some specific detail or example without making explicit essential information cued for Errors in mechanics or conventions may impede understanding 1 Response provides both essential information cued for and attempts to explain, elaborate, and convey order (temporal or spatial); information included as development may be partial or overly general Errors in mechanics or conventions may impede understanding 1 Response expresses a position (explicit or implied) and partially supports that position with information (personal experience or observation, fact, hearsay, etc.) that may be incomplete, only partially plausible, or overly general Errors in mechanics or conventions may impede understanding 2 Response establishes/confirms conversational connection; essential information provided (e.g., name or number of person, place, thing) clearly and without ambiguity Errors in mechanics or conventions do not impede understanding 2 Response provides essential information cued for and describes/extends with specific detail and/or example Errors in mechanics or conventions do not impede understanding 2 Response provides both essential information cued for and specific ideas/information that serve to explain, elaborate, and convey order (temporal or spatial) Errors in mechanics or conventions do not impede understanding 2 Response expresses a clear position (explicit or implied) and includes information to clearly support that position (personal experience or observation, fact, hearsay, etc.) Errors in mechanics or conventions do not impede understanding

29. Wrap Up Questions still unanswered- Email us! We will now certify on Moodle! http://moodlesw.aeapdonline.org