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ELDA Administration 2005

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Title: ELDA Administration 2005


1
  • ELL Update
  • Administration of the
  • English Language Development Assessment
  • 2011 - 2012

2
AGENDA
  • ELL Update
  • An overview of ELDA and ELD Standards
  • Administration of ELDA K-2
  • Administration of ELDA 3-12
  • Test Accommodations
  • Interpreting and Using ELDA Scores
  • Additional Resources
  • Contact Information

3
Bulletin 111 4001.   Proficient in English
  • To be considered English proficient and exit
    limited English proficient (LEP) status, a LEP
    student in grades K-2 must score as follows
  • a.   two years at composite level V on the
    English language development assessment
    (ELDA)
  • or, in the same year
  • b.   one year at composite level V on ELDA and
    at grade-level/benchmark/low-risk on a
    standardized reading assessment, such as DRA or
    DIBELS.

4
Bulletin 111 4001.   Proficient in English
(contd)
  • To be considered English proficient and exit
    limited English proficient (LEP) status, a LEP
    student in grades 3-12 must score as follows.
  • a.     composite level 5 on ELDA
  • or, in the same year
  • b. at composite level IV on ELDA and at
    proficient on the English language arts portion
    of the i LEAP, LEAP, GEE, English II End of
    Course, LAA 1, or LAA 2.

5
Bulletin 111 4001.   Proficient in English
(contd)
  • Students with disabilities who are unable to meet
    the above exit criteria after 4 years or more in
    LEP status because of their disability, as
    decided only by consensus of the members of the
    school building level committee (SBLC), may be
    exited from LEP status (but will still be
    required to take statewide assessments).

6
Bulletin 111 4003.   Making Progress in
Learning English
  • Making progress in learning English will be
    demonstrated by a student who moves from the most
    recent Prior Year ELDA Composite Level to, in the
    current year, at least the next higher Progress
    Criterion as described below
  •  

Prior Year ELDA Level Progress Criterion
Beginning (Level I) Lower Intermediate (Level II)
Lower Intermediate (Level II) Upper Intermediate (Level III)
Upper Intermediate (Level III) Advanced (Level IV)
Advanced (Level IV) Full English Prof. (Level V) or English proficient (Sec.4001-Definition)
Full English Prof. (Level V) English Proficient (Sec.4001-Definition)
7
LEP Waiver of High Stakes Testing Policy
  • LEP students shall participate in statewide
    assessment. The SBLC shall be granted the
    authority to waive the state's grade promotion
    policy for a LEP student. A LEP student who was
    granted a waiver at the fourth grade level is
    ineligible for a waiver at the eighth grade
    level.
  • Bulletin 1566 Pupil Progression Policies and
    Procedures

8
Why ELDA?
  • To meet requirements of NCLB
  • To provide measure of English language
    proficiency of English language learners in
    grades K-12
  • To provide information for teachers and parents
    regarding English language learners proficiency
    in listening to, speaking, reading, writing, and
    comprehension of English
  • To show progress in attaining English language
    proficiency

9
Louisiana English Language Development Standards
(ELDS)
  • Basis for ELDA
  • Four English language domains
  • Reading
  • Writing
  • Listening
  • Speaking

10
ELDS Connection to Curriculum and Assessment
  • ELDS are aligned with the States English
    Language Arts Standards (Bulletin 112).
  • ELDS are linked to the States Math, Science, and
    Social Studies Standards.
  • ELDS are aligned to the ELDA.
  • ELDS are aligned to ELDA Performance Levels.

11
Louisiana English Language Development Standards
(ELDS)
  • Listening Standard
  • Students demonstrate competence in listening as a
    tool for learning comprehension.
  • Speaking Standard
  • Students demonstrate competence in speaking for
    effective communication in social and academic
    context.

12
ELDS (contd)
  • Reading Standard
  • Students read, comprehend, analyze, and respond
    to a range of materials using various strategies
    for different purposes.
  • Writing Standard
  • Students write proficiently in English for
    various purposes and audiences.

13
Proficiency Levels
  • Each language domain has five English language
    proficiency levels.
  • Level I Beginning
  • Level II Lower Intermediate
  • Level III Upper Intermediate
  • Level IV Advanced
  • Level V Full English Proficiency

14
Proficiency Level Descriptors
  • A Proficiency Level Descriptor gives an overview
    of what a child should be able to do
    linguistically at a proficiency level in each
    language domain.
  • Speaking Level II
  • Students at this level use appropriate strategies
    to initiate and respond to simple conversation
    with hesitation, relying on known vocabulary,
    familiar structures and utterances, and may have
    to repeat themselves to be understood.

15
ELD Benchmarks
  • Each level of English language proficiency has a
    benchmark in each of the language domains.
  • Speaking Level II Benchmark
  • Students use appropriate strategies to initiate
    and respond to simple statements and questions to
    continue to access the curriculum in core subject
    areas.

16
ELD Performance Indicators
  • Each benchmark has Performance Level Indicators
    that describe measurable, specific linguistic
    behaviors common to each level of language
    proficiency.
  • S.2.1 Speaking, Level II, Performance Level
    Indicator 1
  • Name people, places, objects, events, and basic
    concepts such as days of the week, food,
    occupations, and time.

17
ELDA Overview
  • Includes Listening, Speaking, Reading, and
    Writing assessments
  • Divided by grade clusters
  • Kindergarten, 1-2
  • 3-5
  • 6-8
  • 9-12
  • Measures progress in learning English
  • Academic language
  • School environment language

18
ELDA Schedule
  • Testing February 6 through March 16, 2012
  • Districts may set their own schedules within
    these dates.
  • Local flexibility in sequencing of tests
  • Materials arrive January 23, 2012
  • Last day to order materials January 30, 2012
  • Assign TA numbers January 23 through March 16,
    2012

19
ELDA Proficiency Levels Domain, Comprehension,
Composite
5 Full English Proficiency
4 Advanced
3 Higher Intermediate
2 Lower Intermediate
1 Beginning
  • Entry into level 5
  • Entry into level 4
  • Entry into level 3
  • Entry into level 2
  • Level 1

20
Purpose of ELDA K-2 Inventories
  • To determine level of language acquisition
  • To separately assess kindergarten and grades 1-2
  • To allow observation of typical student behaviors
    over time
  • To maintain regular classroom settings and
    activities during inventory

21
Inventories Language Domains and Item
Distribution
  • Listening (7 Items)
  • Reading (14 Items)
  • Speaking (8 Items)
  • Writing (9 Items)

22
Testing Materials for Kindergarten and Grades 1
and 2
  • For each test administrator
  • ELDA Assessment Guide
  • Test Administration Manual
  • Oath of Security must be signed by each test
    administrator and proctor and sent to the School
    Test Coordinator.
  • A Kindergarten or a Grades 1 and 2 Inventory for
    each student assessed
  • 2 pencils with good erasers!

23
Planning for ELDA K-2
  • Review Assessment Guide
  • Posted at http//www.louisianaschools.net/lde/uplo
    ads/10212.pdf
  • Includes inventory rows with scoring guidelines
  • Includes support materials for K and grades 1-2
  • Can be copied
  • Use to determine additional classroom materials
    that will be needed to assess inventories

24
Planning for ELDA K-2 (contd)
  • Determine schedule by examining the following
    factors
  • Testing Window February 6 through March 16, 2012
  • Use of a Variety of Familiar Settings
  • Multiple Methods and Measures
  • Across diverse aspects of curriculum
  • Involving a range of activities and instructional
    materials
  • Possible groupings of students during activities
  • Many of the items of the K-2 inventories may be
    assessed and scored during regular classroom
    activities.

25
Support Materials
  • Samples, not required
  • You will need to also use your own classroom
    materials (grade appropriate instructional
    materials).

26
Kindergarten, Grades 1 and 2 Scoring Rubric
Score Description
0 Student has not yet begun to acquire this skill or behavior.
1 Minimal demonstration of the behavior set is evident, either in a very limited range of behaviors or a wider range of behaviors at a very low level.
2 Considerable progress but not mastery. Student may have mastered some of the behaviors but made considerably less progress on others.
3 Mastery or near mastery of all or nearly all of the behaviors listed.
27
K-2 Scoring Activity
  • ELDA Assessment Guide Excerpt
  • Kindergarten materials
  • Grades 1 and 2 materials

28
Administering Grades 3 - 12
29
Testing Materials for Grades 3 - 12
  • For each test administrator
  • Test Administration Manual
  • Oath of Security must be signed by each test
    administrator and proctor and then given to
    School Test Coordinator.
  • Listening Prompt CD (1 for grade clusters 3-5,
    6-8 2 for grade cluster 9-12)
  • Speaking Prompt CD (1 for each grade cluster)
  • Speaking Scoring Guide
  • For each student
  • One test booklet containing the Reading and
    Writing Tests
  • Student oaths must be signed and left in test
    booklets.
  • One test booklet containing the Listening and
    Speaking Tests
  • One student answer document

30
Testing Groups Grades 3-12
  • Reading, Writing, Listening
  • Maximum of 20 students per testing group
  • Additional trained proctors must assist if gt20
    students.
  • Speaking
  • Scored individually
  • Must be scored by teacher knowledgeable of
    assessment

31
Grades 3-12 Assessment Room Preparation
  • Check the assessment room for possible assessment
    question clues prior to each assessment
    session.
  • Charts, maps, and other materials that could
    assist students with assessment items should be
    covered or removed prior to 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.

32
Grades 3-12 General Administration Procedures
  • When an assessment session has begun, check that
    students are marking and writing their answers in
    the appropriate places on their answer documents.
  • After students finish the Reading and Writing
    tests and close their test booklets and answer
    documents, they may read materials not related to
    the tests that were distributed by you before
    testing.
  • Verify the students have completed the tests
    before they have left the testing environment.
    Allowing students to later return to previously
    attempted items is considered a breach of test
    security.
  • 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.

33
Grades 3-12 Approximate Testing Times
Cluster Listening Speaking Reading Writing
3-5 1 hour and 20 minutes 25 minutes 1 hour 1 hour
6-8 1 hour and 20 minutes 25 minutes 1 hour 1 hour
9-12 1 hour and 40 minutes 25 minutes 1 hour and 15 minutes 1 hour
34
Breaks for Grades 3-12
  • 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 a break is not recommended.

35
The Reading Assessment
Part 1 Short Passages This section tests
the students ability to understand information
in short reading passages. Students read a
passage with a word or words that are missing and
then choose the best word or words to fill in the
blank. There are one or more missing words in
each passage. Part 2 Instructions This
section tests the students ability to understand
directions. There is a different set of
instructions for each question. For some
directions, the answer choices are samples of
students work. The student will need to identify
which student followed the directions
correctly. Part 3 Longer Passages This section
tests the students ability to understand
information in longer reading passages. The
student will answer several questions about each
passage.
36
The Writing Assessment
Part 1 Open Ended Students write in English
in response to prompts. The prompts may include
pictures that the students describe. Part 2
Revise and Edit Short student-written
passages are used to give students a
nonthreatening opportunity to demonstrate English
proficiency by improving what appear to be
sentences or passages written by their peers.
Students respond to 12 multiple-choice items and
choose the best answer to correct grammar and
language usage errors in passages or to add a
topic or concluding sentence. Part 3 Graphic
Organizers Students answer multiple-choice
questions about graphic organizers.
37
Short Constructed-Response Rubric
Score Descriptor
3 These responses state or imply the main idea of the prompt. They include completely relevant, specific details. The language is appropriate to the topic and is directed at the appropriate audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension.
2 These responses state or imply the main idea of the prompt. They include vague and/or partially relevant details. The language is somewhat appropriate to the topic and the audience. There may be mechanical and/or grammatical errors that partially interfere with comprehension.
1 These responses state or imply the main idea of the prompt. They include few if any details. There may be mechanical and/or grammatical errors that interfere with comprehension.
0 These responses fail to demonstrate a minimal understanding of the task. They may be off topic, written in a language other than English, totally incomprehensible due to mechanical and/or grammatical errors, copies of the prompt, or completely blank.
38
Extended Constructed-Response Rubric
Score Descriptor
4 These responses state or imply the main idea of the prompt. They are thorough, complete, and specific. The language is appropriate to the topic and is directed at the appropriate audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension.
3 These responses state or imply the main idea of the prompt. They include some relevant details. The language is somewhat appropriate to the topic and the audience. There may be mechanical and/or grammatical errors, but they do not interfere with comprehension.
2 These responses state or imply the main idea of the prompt. They include relevant details, but the details are vague. There is an attempt at language that is appropriate to the topic and audience. Errors in mechanics and/or grammar may partially interfere with comprehension.
1 These responses state or imply the main idea of the prompt. They include few if any details. There may be mechanical and/or grammatical errors that interfere with comprehension.
0 These responses fail to demonstrate a minimal understanding of the task. They may be off topic, written in a language other than English, totally incomprehensible due to mechanical and/or grammatical errors, copies of the prompt, or completely blank.
39
The Listening Assessment
Part 1 Short Phrases. 1 question for each
phrase Part 2 Short Dialogues. 1 question for
each dialogue Part 3 Long Dialogues. 2
questions for each dialogue Part 4 Short
Presentations. 1 question for each short
presentation Part 5 Long presentations (for
clusters 6-8 and 9-12 only) 4 questions for
each presentation On each listening CD, the
narrator will read the entire content of the test
booklet. Stimulus material is read two times.
Questions are read one time. Students have 10
seconds to respond to each question in their
answer documents after the narrator has read the
last option. You will be asked to read the
scripted directions from the test administration
manual prior to the first part.
40
Preparation For Administering Listening
  • Prior to administering the Listening assessment
    it is critical to
  • Read through the scripted administration
    directions that you are expected to read to
    students.
  • Make sure that the Listening CD is appropriate
    for the grade level being assessed.
  • Test both the CD player and the CD to ensure that
    the prompting recording will be audible to all
    students. If the CD player requires batteries,
    make sure that they will last the entire
    assessment session.
  • Place the CD player at a centrally located place
    in the room. Turn it on and listen to it from
    each students seat. Are the prompts and timing
    signals easily audible? If not, adjust the
    volume accordingly.
  • Listen to the first 2 minutes of the prompting
    recording then rewind or restart.

41
Preparation for Administering Listening (contd)
  • 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.
  • All students and the test administrator must be
    able to hear what is on the CD.
  • Students should not be seated at the same table
    or have the opportunity to see one anothers
    answer folders.

42
The Speaking Assessment
The Speaking Assessment for each grade cluster is
recorded on a CD and has the following six
sections.
  1. Practice Task 1
  2. School-Social Interaction Tasks
  3. English Language Arts Tasks
  4. Mathematics, Science, and Technology Tasks
  5. Social Studies Tasks
  6. Closing

43
Preparation For Administering Speaking
  • Individual Test Administration
  • Because you will be scoring students oral
    responses in real time, the Speaking assessment
    will need to be administered individually.
  • Equipment
  • CD player to play the prompting recording.
  • Make sure that you test the sound quality of the
    prompting recording before the administration to
    identify an appropriate volume setting.
  • Materials
  • Student test booklet (contains supportive
    graphics for students)
  • Student answer document (for test administrator
    to record score)

44
Preparation For Administering Speaking (contd)
  • Prior to administering the Speaking assessment
    you should
  • Read through the directions in the Test
    Administration Manual.
  • Read through the Speaking Scoring Guide.
  • Listen to the first 2 minutes of the prompting
    recording then rewind or restart. During the
    first two minutes, you will hear the
    administration practice task.
  • During testing, you will need to switch the
    prompting recording on and off if students have
    any questions and at the end of the 16 tasks.

45
Scoring the Speaking Assessment
  • Four Item Types
  • Connect
  • Tell
  • Expand
  • Reason
  • Speaking Scoring Guide
  • Testing Tips
  • Grouped by grade cluster
  • Item specific scoring rubrics
  • Includes sample responses at each score (0, 1, 2)
    for each item

46
Answer Document Preparation
  • Assessment materials not in use must be stored in
    the predetermined, locked secure area designated
    by the School Test Coordinator.
  • Before testing,
  • Verify you have received a preidentified answer
    document (grades 3-12) or inventory
    (kindergarten, grades 1 and 2) for each student.
  • If there is not a preidentified answer document
    or inventory for a student you need to assess,
    notify the school test coordinator that you need
    a nonpreidentified answer document or inventory.
  • Complete required demographic information on each
    students answer document.
  • Code TA number.
  • Return all materials to a designated secure
    location until the assessment begins.

47
  • Unique Fields for ELDA Answer Documents and
    Inventories
  • K First or Native Language
  • R Born in U.S.?
  • S Date of Entry into U.S.
  • T Time student enrolled in a school in the U.S.
  • U Type of specialized language program (may
    code more than one program)
  • V Time student enrolled in specialized program
    coded in V
  • W Nonparticipation Codes

48
Security Concerns and Procedures
  • 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
    documents but also the individual assessment
    questions and materials.
  • Your responsibility for maintaining the security
    of the assessment questions and materials
    continues even after the test materials have been
    returned to your School Test Coordinator.
  • Under no circumstances should students have
    access to assessment materials before or after
    the assessment session.

49
Security of ELDA Materials
  • All ELDA materials are individually numbered with
    color-coded barcode labels.
  • These materials must be accounted for throughout
    the assessment.
  • BOTH USED AND UNUSED secure materials must be
    returned to Data Recognition Corporation (DRC)
    after testing
  • Test booklets (grades 3-12)
  • Answer documents (grades 3-12)
  • Kindergarten, grades 1 and 2 inventories
  • Listening and Speaking CDs
  • Speaking Scoring Guide (grades 3-12)

50
Handling Interruptions
  • In the event of an interruption, follow the
    general guidelines below.
  • If the interruption affects all students, stop
    the assessment at the time of the interruption.
  • After the interruption, restart the
    administration from the point where you stopped.
  • Make sure all materials are kept secure.
  • Notify the School Test Coordinator and document
    what occurred.

51
Procedures Following Assessment Administration
  • When most students have finished testing, collect
    their test materials. For students who need
    additional time, follow procedures established by
    the School Test Coordinator.
  • 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.
  • Immediately after the assessment, and before
    dismissing students, carefully count the test
    booklets and answer documents to ensure that you
    have collected all student materials.

52
Test Accommodations
53
Procedures for Students with Accommodations
Accommodations in administering ELDA are
allowable provided that they are specified in a
students IEP or Section 504 plan and used on a
regular basis in classroom instruction and
assessment. A students assessment results
should reflect her or his true ability and should
not be influenced by inappropriate accommodations.
54
Accommodations
The following accommodations may be provided
  • 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.
  • Transferred Answers If a student recorded
    answers in the test booklet, typed responses, or
    used other assistive devices, the test
    administrator must transfer the students
    responses onto a scorable answer document exactly
    as the student wrote them.
  • Answers Recorded Students who are unable to
    write due to a disability are allowed to dictate
    their responses to a transcriber or into an audio
    recorder. The Writing constructed responses
    should be recorded on the scorable answer
    document exactly as dictated without punctuation
    and capitalization. The student must add the
    punctuation and capitalization.

55
Accommodations (contd)
  • Extended/Adjusted Time The ELDA Reading and
    Writing assessments are untimed. 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 benefit the student. All testing sessions
    MUST be completed within the allotted testing
    window. The Listening and Speaking assessments
    may be altered to allow for shorter testing
    sessions, but the tapes may NOT be repeated.
  • Assistive Technology Students may use a computer
    to type their responses instead of writing in the
    answer document. Spell check, glossaries,
    grammar check, dictionaries, and thesauruses are
    not allowed on the ELDA. Responses created on a
    word processor must be transferred to the
    scorable answer document.

56
Accommodations (contd)
  • Tests Read Aloud The Writing Test may be read
    aloud for students with this accommodation. No
    parts of the Reading Test may be read aloud.
  • Communication Assistance The Writing, Speaking,
    and Listening Tests may be signed for students
    with this accommodation. No parts of the Reading
    Test may be signed. Nonverbal students who sign
    to communicate may sign their responses for the
    Speaking test.
  • Large Print and Braille If students within your
    school require large-print or braille materials,
    contact your District Test Coordinator. District
    Test Coordinators should contact DRC to order
    materials. There are separate braille
    instructions.
  • Other Other accommodations documented on the IEP
    or IAP may be provided if they do not subvert the
    purpose of the test or provide an unfair
    advantage. Contact your District Test Coordinator
    for information.
  • Alert LEP Accommodations are not allowed on
    ELDA!

57
May I administer ELDA to nonpublic school
students who receive Title III services?
  • Districts are responsible for administering an
    annual English proficiency assessment that is
    agreed upon by the nonpublic school.
  • ELDA or other assessments may be used.
  • If ELDA is used, districts should use their
    district overage materials.
  • Do not affix bar-code labels.

58
How are the test results used?
  • Consistent measurement of English language
    development across our state and the other
    participating states
  • Individual student reports of performance in each
    domain and a composite score to help determine
    strengths and needs of our students.
  • District/state level reports to help us see how
    we are doing with our ELL students.
  • Federal reporting (AMAOs)
  • Progress in English acquisition
  • Attainment of full English proficiency

59
  • Overview
  • Scaled-score ranges
  • Proficiency level descriptors
  • ELDA standards
  • Sample reports and interpretations

60
ELDA Proficiency Levels Domain, Comprehension,
Composite
5 Full English Proficiency
4 Advanced
3 Higher Intermediate
2 Lower Intermediate
1 Beginning
  • Entry into level 5
  • Entry into level 4
  • Entry into level 3
  • Entry into level 2
  • Level 1

61
Reports
  • Student-Level Reports
  • Available through LEAP web reporting system
  • Student Report
  • Student Testing History
  • ELDA and content assessments
  • Student labels
  • For students cumulative folder
  • LEAPweb reporting system
  • Available through LEAP web reporting system
  • School rosters
  • CSV file

62
CSV file
  • District/School Name and Code
  • Student Demographics
  • Domain Scores
  • Raw Score
  • Scaled Score
  • Proficiency Level
  • Composite Level
  • First or Native Language
  • Birth Country Code
  • Date of Entry into US
  • Time Student Enrolled in US School
  • LEP Funding Code
  • Type of Language Services
  • Migrant

63
Summary Reports
  • State and District Level
  • English Language Learner Program Report
  • Type of specialized language program
  • Time enrolled in U. S. school
  • Subgroup Report
  • Regular education, Section 504, Special Education
  • Gender
  • Ethnicity
  • Free/Reduced lunch
  • Migrant

64
Other ELDA resources
  • ELDA Assessment Guide
  • Overview of assessment format
  • Sample items
  • Support materials for K-2 Inventories
  • Complete listing of ELDA proficiency level
    descriptors for each domain/grade cluster
  • Parent Guide
  • English, Vietnamese, Spanish
  • Sent to districts in fall
  • Posted at www.louisianaschools.net

65
(No Transcript)
66
Reminders
  • Before you begin
  • Verify that you have received the correct number
    of assessment materials from your School Test
    Coordinator. Overage materials are sent to each
    district and school.
  • Gather and organize all necessary materials
  • Test Administration Manual
  • a supply of sharpened 2 pencils (pens may not
    be used)
  • inventories (kindergarten, grades 1 and 2)
  • student test booklets and answer documents
    (grades 3-12)
  • Speaking Scoring Guide (grades 3-12)
  • Listening and Speaking CDs (grades 3-12),
  • Compact Disc player
  • silent work for students who finish Reading or
    Writing early

67
Reminders (contd)
  • Before you begin
  • 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, a proctor must be present in
    addition to the test administrator.
  • Verify you have accurate demographic information
    for all students.
  • Verify accommodations for all students with IEPs
    or Section 504 plans.
  • Verify your Test Administration Number (TA
    Number) to code on the inventory or answer
    document.

68
Contact Information
  • Leslie Lightbourne
  • ELDA Testing and Test Accommodations
  • leslie.lightbourne_at_la.gov
  • 225-342-3404
  • Shelia Campbell
  • Title III, Screening, Services
  • shelia.campbell_at_la.gov
  • 225-219-4436
  • Terry Simoneaux
  • Section Supervisor, Family Services Section
  • terry.simoneaux_at_la.gov
  • 225-342-3521
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