New ELPAC Coordinator Summer Notetaking Guide - ELPAC (CA ...€¦ · Web viewNew ELPAC Coordinator Summer Notetaking Guide - ELPAC (CA Dept of Education) Subject: This notetaking

New ELPAC Coordinator

Summer Training Notetaking Guide

California Department of Education | July 2020

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Activity

Homework

New ELPAC Coordinator Summer Training Notetaking Guide Page 1


Welcome

AgendaToday we will review:

Assessment 101 information Available resources to support you, your site coordinators, and teachers Your role as the English Language Proficiency Assessments for California

(ELPAC) coordinator The systems you will use to support testing Tasks you need to complete for the Initial ELPAC, and A brief review of planning for the Summative ELPAC

Learning Goals What resources are available to support coordinators, site administrators, and

teachers The systems needed to administer the ELPAC The coordinator’s role and next steps to start planning for a successful

ELPAC administration

Success Criteria Find available resources on the ELPAC website or the CDE website Speak knowledgeably about the systems needed to support ELPAC

administration Plan out next steps for the ELPAC administration

Wonderings Activity


Assessment 101

ELPAC BasicsThe ELPAC is aligned with the 2012 California English Language Development Standards and consists of two separate assessments.

Assessment Fact Sheets

Initial ELPACThe initial assessment is a screener—a short assessment designed to determine whether a student is an English learner—and is administered to students within 30 days of first enrollment in a California school if the student has:

not taken the ELPAC or CELDT before not been classified as an EL before in California a Home Language Survey lists a language other than English.

Within 30 days the student must be identified, the parent must be notified, the student must be assessed and scored, and their results communicated/reported to parents.

Summative ELPACThe Summative is administered only to students who are identified as English learners (ELs) to gauge their level of proficiency.

Students designated as EL are required to take the Summative ELPAC annually, until they are reclassified.


Why Do We Test?State and Federal laws require LEAs to test students:

1) who are newly enrolled in a State of California public school and whose primary language is not English.

o These students are tested with the Initial ELPAC2) who are ELs.

o All ELs take the Summative ELPAC each year until reclassified.

The Initial ELPAC identifies students who are either English learners and need support learning English or those students who are initially fluent in English, or IFEP.

The Summative ELPAC gives us data to measure a student’s annual progress towards meeting English proficiency, as well as information about whether a student has met criterion one for reclassification.

Computer Based2020–21 is the year the Initial ELPAC is transitioning to a computer-based assessment.

Initial ELPAC Timeline Flyer

Due to COVID-19, and the closing of schools and the suspension of testing, the 2019–2020 Summative ELPAC was not administered to a large number of EL students.

Because of this the CDE is opening an optional Summative ELPAC in the fall of 2020 so students who need an ELPAC score to meet reclassification criteria can get one.

Because of this, when the Initial ELPAC window opens July 1, 2020, the Initial ELPAC will still be a paper-pencil test for six weeks.

On August 20th, both components of the ELPAC will officially be computer-based.

The Kindergarten, grade one, and grade two writing remains a paper-pencil test. This decision was based on research and was made to ensure valid results

for children in the lower grades on the writing domain.


ELPAC DomainsThe ELPAC tests students in these four domains:

Listening Speaking Reading Writing

For the Listening domain, students might be asked to listen to a story and then answer some questions.

For the Speaking domain, students might be asked to talk about a picture of a scene they are shown.

For the Reading domain, students might be asked to read a short story and then answer a multiple choice question.

For the Writing domain, students might be asked to describe or write about a picture they are shown or copy letters and/or sentences.

Domain Information Sheets

Domain Information Sheets

Dig Into the Domains

Domain Information Sheet Review and Share-Out

Identify one task type Write down ways these resources support teaching and learning

Virtual Table Talk / Group Share Out


When Do We Test?The Initial ELPAC can happen at any time that you receive newcomers.

The Summative ELPAC is given in the spring between February 1 and May 31.

Homework: reach out to your LEA leadership as well as CAASPP Coordinator to coordinate testing for your LEA.

Assessment Timeline

Assessment Timeline

Some LEAs/sites may test early in the Summative ELPAC window to avoid conflicts with scheduled CAASPP testing, and others may wait and schedule ELPAC testing during CAASPP testing to minimize loss of instructional time.

Summative ELPAC Scores

WeightingGrade Level

Oral Language Weight towards Overall Score

Written Language Weight towards Overall Score

K 70% 30%


Grade Level

Oral Language Weight towards Overall Score


1–12 50% 50%

Making Connections

Summative ELPAC Scale Score Range Flyer

Reflection What is one key takeaway from this information?

What information do you need to share with your Site Administrators/teachers?

How can you share this information with educators who need to know it?


Initial ELPAC Scores

Initial ELPAC Scale Score Range Flyer

Weighting

Grade Level Oral Language Weight towards Overall Score


K 90% 10%

1 70% 30%2–12 50% 50%

Initial to Summative Comparison

DO NOT compare Initial and Summative ELPAC scores.Comparing those scores would be like comparing apples to oranges.

ReclassificationAll English learners are required to take the Summative ELPAC annually, until they are reclassified as fluent English proficient (RFEP). Reclassification happens when students meet specific criteria that are established by each LEA with guidance from the State.

https://www.cde.ca.gov/sp/el/rd/ (CDE Reclassification Web Page)


https://www.cde.ca.gov/sp/el/rd/

The State Board of Education has approved Level 4 Overall on the Summative ELPAC to meet the first criteria for reclassification.

The CDE is developing consistent exit criteria for #2 and #3 and will provide updates along the way. The goal is to have full implementation of these new reclassification criteria in the 2022–2023 year.

Alternate ELPACBefore the state developed the Alt ELPAC, LEAs could make a local decision about what assessment to give for students who required an alternate assessment and also needed to take an ELD assessment.

The Alt ELPAC: is for students with the most significant cognitive disabilities and whose

individualized education program (IEP) team has designated the use of an alternate assessment.

is administered only to students who have been identified as ELs (Summative) or potential ELs (Initial).

will replace all locally determined alternate assessments and provide a consistent, standardized measurement of English Language Proficiency across the state for students with the most significant cognitive disabilities.

For more information on the Alternate ELPAC:

http://elpac.org/test-administration/alternate/ (Alternate ELPAC Web Page)

https://www.cde.ca.gov/ta/tg/ep/alternateelpac.asp (CDE Alternate ELPAC Web Page)

Resources

Who’s WhoCalifornia Department of Education (CDE) is our state education agency.

Education Testing Service (ETS) is the testing vendor for all CAASPP and ELPAC assessments.


New Coordinator Trainings

New Coordinator Training Flyer

This training is part of a specific training series designed for coordinators who are new to their role this year. Materials as well as registration links to these trainings are available here:

https://www.elpac.org/training/2020-21-Training-Opportunities/ (ELPAC Training Opportunities Web Page)

http://www.caaspp.org/training/caaspp/2020-21-training-opportunities.html (CAASPP Training Opportunities Web Page)

What to Expect at North-SouthDuring this meeting, CDE staff give us updates on all of the different assessment programs, focusing on what’s new and important information we need to know.

Tips and TricksTip #1: REGISTER! Everyone who registers will get the PPTs sent to them in advance of the meeting, plus notes from each session sent to them after.

Tip #2: Grab onto the things you are familiar with. Those things can act as your life raft as information comes at you fast. For the things that you know sound important, but you don’t quite understand, take notes and re-visit them once you learn some more about that program.

The CDE will support you with notes after the meeting, so if you miss something you will get the notes.

Tip #3: Make friends and network!Reach out, make friends. Those friends can become valuable down the road when you have questions or want to share resources, etc.

Tip #4: Ask questions. Throughout the day you will have opportunities to ask questions about the things that the CDE has shared. Don’t be afraid to ask your questions and get clarifying answers.


http://www.caaspp.org/training/caaspp/2020-21-training-opportunities.html

http://www.caaspp.org/training/caaspp/2020-21-training-opportunities.html

https://www.elpac.org/training/2020-21-Training-Opportunities/

Regional Assessment Network (RAN)

RAN Flyer

In our role as ELPAC coordinators we are lucky that we have a wide range of supports available. The Regional Assessment Network, or RAN, is one of the best resources for all LEA Coordinators.

Run by the County Superintendents Association, staff from one or two counties in your region participate in every other month statewide RAN meetings.

Homework: reach out to your local COE to see if there is an active Assessment Network in your region or surrounding county, as this is a great opportunity to find and network with colleagues in similar roles.

https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp (CDE RAN Map)

The ELPAC WebsiteThe ELPAC website is the place to go for any and all information about the ELPAC system.

https://www.elpac.org/ (ELPAC Website)

Who You Gonna Call?The California Technical Assistance Center (CalTAC) is only available to LEA ELPAC Coordinators. CALTAC’s primary role is to answer your questions about all things ELPAC or CAASPP.

Only LEA Coordinators may contact CalTAC.Monday–Friday | 7:00 a.m.–5:00 p.m. PST

800-955-2954 | [email protected]

LEA Coordinators field questions from the school sites, and then call CALTAC as needed.


mailto:[email protected]

CDE Website

Homework: bookmark the CDE testing page listed below.

https://www.cde.ca.gov/ta/tg/ (CDE Testing Web Page)

This page has links to pages that hold all of the Quick Reference Guides, Fact Sheets, and Parent Guides to Understanding.

Using the Search box in the upper right-hand side of the screen is also very helpful to find what you are looking for quickly.

Some resources are housed on the CDE web page and others on the ELPAC website, so if you can’t find what you’re looking for on one site, be sure to also check out the other site.

Explore

Explore the CDE website and ELPAC website

The goal is to find: the system downtimes calendar on the ELPAC website an ELPAC letter template—either notice of test administration template or a

SSR template—on the CDE website.

Written Resources

Assessment Fact Sheets

Assessment Fact Sheet

https://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp


https://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp

Quick Reference Guides

Quick Reference Guide

https://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp


https://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp

Parent Guides to Understanding

Parent Guide to Understanding

https://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

Explore Some More

Explore the Resources

Complete the 3-2-1 prompts: 3 key takeaways 2 ways you can use these resources 1 way to share these resources widely in your LEA

Virtual Table Talk

Acronyms

Acronyms Handout

Assessment Spotlight To subscribe, send a blank email to [email protected]

https://www.cde.ca.gov/ta/tg/sa/assessmentspotlight.asp (CDE Assessment Spotlight Web Page)


https://www.cde.ca.gov/ta/tg/sa/assessmentspotlight.asp

mailto:[email protected]

https://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

Question and Answer


Roles and Responsibilities

Coordinator Role

ELPAC User Roles Flyer

The major LEA ELPAC Coordinator responsibilities are: Knowing and following state law and regulations. Maintaining security of materials while in your possession and informing your

site coordinators of their responsibility pertaining to secure materials. Training and supporting site coordinators from the planning and preparing

stages of testing all the way through to reporting of results. Communicating with key stakeholders, including letting them know initial

information as well as updating them throughout the testing administration. Reporting results and understanding the use of results accurately.

Coordinator Checklist

ELPAC Coordinator Checklist

The ELPAC Coordinator checklist is posted on the ELPAC website and is organized by month.

Checklist Categories

Homework: save an editable copy of the checklist and customize it to meet your needs of your LEA. For example:

delete activities listed on the checklist that you aren’t responsible for in your LEA

add any additional responsibilities you have in your LEA move tasks around based on when they happen in your LEA


Activity

Coordinator Checklist Review

Highlight one task you have already accomplished. Underline two activities that are on your radar. Circle three items which are new/unfamiliar to you at this time.

Virtual Table Talk

Site Level Coordinators

As LEA coordinator you will need to identify the site ELPAC coordinator for each school. We don’t mean that you pick a person at each site to fill this role, but you do want to know who this person is

at each one of your sites.

Each school or site will have at least one ELPAC site coordinator. Site ELPAC coordinator responsibilities can be defined as:

At the school level, works with LEA ELPAC coordinators on procedures for ELPAC testing administration.

Additional information on the responsibilities of the site ELPAC coordinator can be found here:

https://www.elpac.org/s/pdf/ELPAC.online_tam.2019-20.pdf (ELPAC Test Administration Manual PDF)

Site coordinators have the highest permission level at a site and will automatically have access to the

reporting system where all results are kept.

Homework: learn whether your district has a policy or guideline that they follow when identifying site coordinators.


https://www.elpac.org/s/pdf/ELPAC.online_tam.2019-20.pdf

Some questions to consider include: If the site coordinator is not the principal, will the principal also be set up as a

site coordinator? Should all vice principals also be identified as site coordinators?

Site Coordinator ChecklistCDE is in the process of creating checklists for site coordinators that give some tasks site level coordinators should be doing before, during, and after testing.

TOMS Access for Site CoordinatorsSetting all of your site coordinators up with access to TOMS is the last step in the user registration process.

Be sure you communicate with the site coordinators when you have set them up so they know to look for an e-mail from TOMS with their logon information.

Please Note: The password link sent to user in the email expires in 30 minutes. Once they are set up in TOMS, their actual password

expires in 90 days

Test ExaminersTest Examiners are the actual staff at each site that administer the ELPAC assessments to students.

An ELPAC test examiner is an employee or contractor of an LEA or of a nonpublic, nonsectarian school, who has been trained to

administer the Summative ELPAC. They also ensure test session security.

For the computer based ELPAC, the test examiner will log on to the Data Entry Interface to enter scores for the Speaking domain.

Test Examiners will also use the Teacher Hand Scoring System, or THSS which gives them the ability to hand score student writing responses.


TOMS Access for Test ExaminersAll Test Examiners will need to have a TOMS account created for them. This can be done by the site coordinator or the LEA coordinator, depending on how things are set up in your LEA.

Users with this role must be tied to a specific school. Examiners who will be testing at multiple sites will need to be given access to multiple sites.

Homework: learn if there is a process for adding Test Examiners to TOMS for your LEA.

SecuritySecurity is important to the integrity of the ELPAC system. There are two different types of security forms related to ELPAC testing.

Security AgreementThe security agreement is what you, as the LEA ELPAC Coordinator, must complete. This is also required for all your site coordinators.

This security agreement is embedded in the TOMS logon process. When user accounts are set up for the first time they will have to agree to the security section of the terms of use, and that will be their security agreement.

Security AffidavitSecurity affidavits are for staff that don’t have a TOMS account, but will have access to test materials or secure information.

These affidavits can be found on the ELPAC website.

https://www.elpac.org/test-administration/forms/ (ELPAC Test Administration Forms Web Page)


https://www.elpac.org/test-administration/forms/

Question and Answer


Systems

Systems Overview

Systems Graphic

The graphic is organized into three main components. The systems shown by a circle contain student enrollment information and

demographics. The system shown by a square sends special education information to the

other systems. The systems shown by rounded circles are maintained by ETS and contains

the assessment administration systems.

Local Student DataYour local student information system, or SIS, stores and tracks student information for all students enrolled in your district.

This system contains information about student demographics, parent contact information, emergency information, grades, courses, discipline information, attendance, etc.

Each LEA designates specific staff members to make changes or manipulate data in your local SIS system.

Most LEAs have CALPADS administrators who pull specific files from their SIS to load the data into CALPADS.

CALPADSCALPADS (California Longitudinal Pupil Achievement Data System) is a statewide system that collects information about students including:

demographic information, program participation, suspensions, expulsions, enrollment status, course enrollment


Homework: meet your LEA’s CALPADS Coordinator

CALPADS is the official source of information for students and staff attending or working in California public schools. It also serves as the official data source for funding and other important data releases.

CALPADS is where the English Language Acquisition Status field lives. This is the field that is set as TBD for students who have identified a language other than English on their Home Language Survey.

LEAs must administer the Initial ELPAC to them to determine if they are English learners or not.

For students classified as English learners in CALPADS, they will be eligible to take the Summative ELPAC.

Special Education DataThese data systems store information about students who have IEPS, as well as the types of supports or accommodations for students, including in which assessments students should participate.

How SpEd data gets into your SIS, and therefore into CALPADS, can vary from LEA to LEA.

Homework: Learn how your Special Education Data gets into your SIS/CALPADS

The Special Education Data System points to both the SIS and to TOMS because either:

your Special Ed system might talk to your SIS, and/or certain information should go through CALPADS, and other information just

goes straight to TOMS.

What goes where: accommodations should be loaded into CALPADS to be sent to TOMS. designated supports will need to be updated directly to TOMS. student test settings also need to go directly to TOMS.

Garbage In, Garbage OutIf you aren’t keeping your local data clean and accurate, the data you submit to CALPADS isn’t accurate and programmatic. Funding decisions can be at risk when the data don’t reflect the true situation at your LEA.


Inaccurate data in your SIS can also lead to inaccurate data being reported on the California Schools Dashboard, California’s accountability system.

Dashboard data is available publicly and errors are very serious.

Every LEA has their own way of ensuring accurate data.

Homework: learn the processes at your LEA and what procedures are in place for periodic data audits, etc. If a problem is found with the local student data, know who to contact at your LEA.

TOMSTOMS is the Test Operations Management System that receives student data from CALPADS automatically.

TOMS is run by ETS and is the system that opens the door to many other systems and supports ELPAC, as well as CAASPP testing.

Within TOMS you can manage the test window for your LEA, check demographic characteristics for students, check test assignments, parent exemptions, and more.

TOMS provides information to three other systems.

Test Delivery System (TDS)Based on the information entered into TOMS, the Test Delivery System delivers the test to the student. When a student logs in to the system, the TDS knows which test the student should receive based on information that you previously entered or uploaded into TOMS.

You can probably see now why English Language Acquisition State Status is important. You can also see why special education

information is important because it is the TDS that will administer the regular or alternate assessment to a student.


Test Information Distribution Engine (TIDE)You will access TIDE through TOMS. Clicking certain links within TOMS takes you to reports etc., so you might not know you’re using TIDE, you might think you are still in TOMS, and that was the goal.

The main purpose of TIDE is to help you monitor completion status of testing at multiple levels. TIDE is also the system where you need to go if you want to process an appeal for a testing situation.

In TIDE you can: Create completion reports Monitor test administration progress and Submit and or process appeals.

California Educator Reporting SystemThe third system TOMS talks to is the California Educator reporting system, or CERS. CERS houses results from the Summative ELPAC as well as all Smarter Balanced Interim Assessments.

Last year the CDE started combined all of their different data reporting systems into one—CERS.

CERS will host all interim assessment and summative assessment data.

It is important to note that the Initial ELPAC will not be in CERS since it is neither an interim or summative assessment.

This change provides for a single location for all student assessment data whether it’s from the summative assessments or interim assessments. The data going into CERS will be moved in in stages, and the ELPAC was the first summative assessment in the CERS system. Next year the results from the CAASPP assessments will also be available in CERS.

Assessment Name Historical Data Available Daily Feed Available

ELPAC Available Now May 2020

Summative ELA and Mathematics Available Now Spring 2021

CAA Summative ELA and

Available Now Spring 2021


Assessment Name Historical Data Available Daily Feed Available

Mathematics

CSA Summer 2020 Spring 2021

CAST Summer 2020 Spring 2021

CAA for Science N/A Spring 2021

What’s To ComeFor the 2020–21 school year, LEAs will still load test settings into TOMS.

CDE and ETS will conduct integration testing of the CALPADS to TOMS link for test settings in spring 2021.

The CDE Is asking you to make sure all student test settings are entered into you Special Education Information System—regardless of what system you use—for kids with IEPs.

They also need that information entered into your SIS for kids without IEPs.

LEAs that have this data loaded in those two places by the end of 2020–21 will be ready for the transition.

Reflection What sits square?

What’s still rolling around?

Moodle Training SiteMoodle is a series of online modules that show test examiners specific item types and train them on how to score those item types.

This scoring calibration is an important part of the training process.


LEA Coordinators are required to attend the state level ELPAC Test Administration Training. During this training you will receive the Moodle “Keys” which provide access to the Moodle Training site and calibration quizzes.

As the LEA Coordinator it will be your job to ensure all of your test examiners have access to the Moodle, as well as complete the

scoring calibration through the Moodle site.

The Initial ELPAC

The Initial Process

Purpose RevisitedThe Initial ELPAC is be administered to students within 30 days of enrollment in a California public school if they have:

not taken the ELPAC or CELDT before not been classified as an EL before in California a Home Language Survey that lists a language other than English.

Test DesignThe Initial ELPAC is between 35–37 questions depending on the grade level, and will test all four domains:

Listening Reading Writing Speaking

Grades K–2 will be 1-on-1 administration, and the writing will be done on paper. Please note that grade 2 writing that is still paper-based may be administered in small groups of 10.

Grades 3–12 will be 1-on-1 administration for the speaking, and the remaining domains could be administered in a group setting or 1-on-1 depending on how many new students enroll in your LEA


TimingThis year is the first year that the ELPAC Initial will be delivered via the computer—which means that timing is important.

Example timeline: A student enrolls at your district During registration, students complete the Home Language Survey to

determine if they have a language other than English. CALPADS is checked to see if a student was already enrolled in a CA public

school. o If not, a SSID number is requested which requires a student English

Language Acquisition Status (SELA) record, student enrolment (SENR) and student information demographics (SINR)

o If the student was already enrolled in a CA public school and has an SSID number, check to see what their English Language Acquisition Status (ELAS) is in CALPADS.

After you have the SSID number and know that the students need to be tested, you will need to schedule a time to test them.

It will take about 2–3 days once the student is enrolled in CALPADS with an ELAS status of TBD before they will be in TOMS and be able to test.

Once testing is completed, the scores need to be entered into the system and the parents notified of the results.

This all needs to be completed within 30 days of enrollment.

Special SituationsExample #1: A student enrolls—they are a Special Education student who qualifies for the alternative assessment.

These students need to be assessed with an alternative to ELPAC. Districts will record this information in TOMS. For 2020–21 the alternate assessment for the Initial ELPAC will continue to

be locally determined. For all English learners who have been identified by their IEP teams as

needing an alternate ELPA assessment, those students will take the statewide Alt ELPAC field test in 2020–21 as their Summative ELPAC.

Example #2: A student who already has an SSID number in CALPADS and is listed as TBD.


For those students, you will need to do additional search to see if they have already taken the Initial ELPAC.

Once you have enrolled the students in CALPADS, it will take about 48 hours for them to appear in TOMS.

Once the student is in TOMS, the student profile will display ELAS of TBD and tab for Test Assignment will reflect eligibility under the Initial ELPAC heading.

o If they have not taken ELPAC Initial, you can now schedule them for the assessment.

o If they have taken the Initial and the scores are in TOMS, you can access their results and student score reports.

Accessibility

Homework: register for the New Coordinator Webinar in September where we will dive deep into accessibility.

There are two documents that are key:

Available Resources for the Computer-Based ELPAC

Available Resources for the Paper-Pencil ELPAC

You will have to decide which accommodations or supports that students need prior to starting the test. And by “you” I don’t mean you specifically.

For CAASPP and Summative ELPAC testing your LEA should have a process in place where an adult or group of adults who know the students learning characteristics select the necessary supports.

The Initial ELPAC is slightly different in that you don’t know the students as well, they are new to your school. But it is still imperative that an adult who knows about the student be a part of the team selecting resources.

Homework: learn what processes your LEA has in place for determining accessibility resources for students.


Activity to Use at Your Sites

Student Case Study Handout

This is a great activity to bring back to your site or to use when doing any local trainings on accessibility.

In this activity you give participants the Accessibility Resource Graphics for whatever assessments you want and the case study handout.

You will ask them to identify resources that could support each student based on their learning characteristics.

The goal is to get them thinking about the individual student while also making them aware of what resources are available so they know what can benefit different types of students.

Some students are ELs, meaning they will need supports for the ELPAC in addition to CAASPP.

Some are grade 5 or 8, meaning they need CAST as well. The students are all across the board so you get a variety of students to

assign a variety of resources to.

Reflection What information about the test design, purpose, and timing do you

need to share with staff, and what level of staff need this information?

What do you want to know about your LEAs process for assigning accessibility supports?

How can you use the accessibility activity in PD at your LEA?

Preparing for TestingThere are three major tasks that districts will need to complete in order to prepare for Initial ELPAC testing:

Ordering of the K–2 writing materials. o Districts submitted an initial order for these materials April/May.


o As needed, districts can order additional test materials throughout the administration year during the Supplemental ordering window.

o The LEA ELPAC coordinator can place their order either through TOMS or by calling CalTAC.

o Delivery of materials is expected within 10 business days from the date the order is placed.

Scheduling Testing:o Districts will need a plan on how to handle testing in July and August

for all students needed to test. This includes who will do the testing, reporting of the scores,

notification of parents, etc. o Districts will also need a plan for testing throughout the year (for all

new students who enter the district and need to be tested). This might look different than how you do the starting at the start

of the year. Planning for Data

o Districts will also need a plan to ensure the data, once the data is scored, is updated in all of the needed systems, including your SIS and CALPADS to reflect the students correct English Proficiency.

Test Administrator TrainingAnyone who will be administering the Initial ELPAC will need to be trained and calibrated.

Test examiners not only need to know how to score the speaking and listening domains, they will also need to know administer the test properly. This includes the how to access the test, how to ensure the accommodations/supports are correct, and how to enter the scores into the system.

The district will need to ensure ALL test examiners are trained.

Usually, any staff that attended the state sponsored trainer-of-trainer training would train the rest of your test examiners locally. However, due to COVID-19, the in-person LEA training-of-trainers sessions were cancelled.

Instead, they have gone virtual.The LEA coordinator, or their designee, needs to take the virtual Administration and Scoring Training (AST) certification course in order for the LEA to get training credit with the CDE.


From there, the LEA coordinator or their designee can use the Moodle Training Site and AST materials to conduct their own training.

Users will need to have their appropriate enrollment keys to access the appropriate course. There are different courses for different purposes. Available courses include:

A Trainer's resources course that trainers can use to train test examiners An Examiner's resources course where Test Examiners can get trained. This

includes calibration quizzes they must complete prior to administering and scoring the test.

It will be important to make sure your local training includes: the calibration for Speaking and Writing how to test on the platform any district specific processes for ensuring the testing is completed/scored

and reported within the 30 day window

What Is Needed to TestWhat is needed to test each new student once they have been identified as needing to take the Initial ELPAC?

SSID Number Which accommodations or designated supports the student will need Computer for the examiner and the student Headphones for the student Directions for Administration (DFAs) for the test examiners Student scoring recording sheet for the examiner And for K–2 students, a writing domain paper-pencil Answer Book

Testing ProcessIn order to test a student, the test examiner will sign into the test delivery interface and set up a testing session for the first domain.

Please Note: Each domain will be its own test and students will need to log back in between each domain.

For grades 3 through 12 the student will: Launch the secure browser (on computer) or the airsecure app (on a

Chromebook).


Sign into the testing session using their SSID number, first name and test session number.

For students in grades K through 2, which is 1-on-1:

The Test Examiner logs the student in and enters all responses. Except maybe for grade 2 reading and listening, if the student is capable of

doing that themselves.

It is important the students hit submit after each domain is completed.

Once a student has completed that domain, you can move onto the next domain.

For the speaking domain, as the student is speaking the test examiner is scoring their responses in the moment. The test examiner has two choices:

Record the score on a score sheet and then enter them into the system, or Record them directly into the Data Entry Interface (DEI) system.

Scoring

Data Entry InterfaceThe scores for the Speaking need to be entered into the DEI even if you use the Score Sheet to record them in the moment.

Speaking recording sheet from the DFA

In order to enter scores, Test Examiners will have to:1) Log into the DEI using the same credentials as TOMS. 2) Enter the student’s first name and SSID number

!!! DOUBLE CHECK TO MAKE SURE YOU ARE ENTERING SCORES FOR THE CORRECT STUDENT !!!

3) Select the appropriate grade level test 4) Enter the student’s answers 5) Submit the answers

For the writing K–2, test examiners will score the writing in the answer book and then enter the scores in the DEI.


Teacher Hand Scoring SystemFor the writing 3–12 which is done online, test examiners will score in the Teacher Hand Scoring System.

In order to enter scores, Test Examiners will have to log into the THSS using the same credentials as TOMS.

In the normal course of scoring events, student responses are automatically assigned (in the THSS, not TOMS) to the Test Examiner who administered the test session to the students.

Once a Test Examiner logs into the THSS, they will see a listing of the students along with options to score the student responses—or reassign the student and corresponding responses to another Test Examiner.

Typically, coordinators can also reassign student responses to another TE as well.

Recap: in the THSS Test Examiners will be able to view and score responses for: students in test sessions they created, as well as students that had been reassigned to them

Rubrics and exemplars (anchor samples) are available in the THSS, but Test Examiners can also use the DFAs as a source while scoring in the THSS.

To generate a final score report in the reporting system, all items in the THSS need to be marked as completed.

It can take up to 20 minutes for the response to appear in the reporting system.

Another neat feature of the THSS is that Test Examiners can mark responses as “tentatively scored” and reassign them for peer review. A peer, such as a site coordinator, can look at the Writing response before the score is agreed upon and marked completed.

These tentatively scored responses must be marked completed after they are reviewed, so they can be moved to the reporting system.


After Testing is CompleteOnce the writing and speaking scores are entered into the system, it will take the system a few hours before the student score is available. Scores will only be available if the Reading and Listening domains have been completed.

From July 1 through August 19, once the student score is available, the district will need to do the following:

Change the students English Proficiency level in their SIS system so it updates CALPADS.

Notify the parents of the results (remember this needs to be completed within the 30 days)

It is important the CALPADS is updated. The update to the English Language Proficiency is done through the SELA file.

Starting on August 20, 2020, TOMS will feed the ELAS status back into CALPADS automatically. So after this date all LEAs will need to

do is notify the parents!

Parent ReportDistricts will need to communicate Initial ELPAC results to parents. The student score report will be available in TOMS.

The parent/guardian letter template will no longer be housed in TOMS, however, the data file that can be used with the parent/guardian letter template will still be available in TOMS.

Instead the parent letters will be housed on the ELSD web page.

https://www.cde.ca.gov/sp/el/t3/lepparent.asp (CDE Parent Notification Web Page)

Monitoring TestingRemember that Initial ELPAC assessments will occur throughout the year and it will be important that districts monitor testing to make sure students are not missed.

There are two ways to monitor test completion: A simple view will be on the dashboard when you sign into TOMS.


https://www.cde.ca.gov/sp/el/t3/lepparent.asp

More detailed information is available from the completion status and roster management link on TOMS.

Under the Test Completion Rates section, you can see the percentage of students tested by domain. This gives you quick view to see where you are in testing. It will show if you have students not tested.

Under the Plan and Manage Testing section, you can drill down to see specific students who have not yet tested.

Initials during the Summative WindowFor students that enter your district after summative ELPAC has started, things get complicated.

It will be important during this time frame, that you have a plan in place and someone monitoring the data.

If a student enters your district after February that needs to be tested with the initial ELPAC, it will be important to get them tested ASAP within the 30 day window.

Once the Initial assessment is given and scored, if the student is an EL, then you will need to make sure that they are administered the summative by the May 31st deadline.

Reflection What are your next steps to prepare for Initial ELPAC testing?

What are some key points you should share with staff?

How will you monitor testing for your LEA?


The Summative ELPAC

Optional Summative ELPAC for Reclassification

COVID-19 Guidance For Reclassification Flyer

Due to unforeseen circumstances caused by the novel coronavirus disease 2019 (COVID-19), the 2019–2020 Summative ELPAC was suspended.

An optional Summative ELPAC, for reclassification purposes only, will be made available in fall 2020.

When that optional Summative ELPAC becomes available, LEAs can use the results to determine locally which of their students may benefit from taking the test.

Our recommendation is to administer this to students who were not able to complete the Summative ELPAC during 2019–2020 and who need the ELPAC score for reclassification purposes. However, the final decision on who to test is a local decision.

Homework: start thinking about how you will use this opportunity in your LEA. Have a plan in place and staff ready to go who know their roles when this time comes.

Timeline for Summative ELPAC TestingThe LEA checklist is a great resource to help you make sure are ready for the start of testing.

There is work that LEA coordinators must do in the fall to get ready for testing:

Reflect on testing from 2019–2020 Plan for who will test which students A District trainer needs to attend the Summative ELPAC Administration and

Scoring Training, which we call AST, in the fall.o This is a trainer of trainer model, so that person will come back to your

LEA and hold local AST trainings.


Plan your district training sessions for test examiners and site coordinators

Reflection

How did summative ELPAC testing go in your district this year?

Even if it was suspended before you finished, or started, you can reflect on the preparation for summative testing.

3 positives 2 challenges 1 thing you know you need to change for next year

If you were not the LEA coordinator for the summative this year, you can still gather data and feedback from stakeholders on some key

areas that will help you plan for the upcoming year.

Some key areas might include the following: Training for Test Examiners Training for your Site Coordinator Testing Schedules and practices around speaking domain administration,

K–2 administration and the group domains for Grades 3–12 Timing....did you have enough time to complete testing for all students, Providing accommodations during testing Monitoring testing completion Handling the K–2 writing materials

StakeholdersYou might not have all of the answers to how things went in 2019–2020, so it will be important to reach out to the stakeholder who were involved in testing. This includes students who were tested, teachers the site, test examiners, sites coordinators, administrators, etc.

Getting their insights and ideas will be extremely valuable to you in planning for next year.


PlanningThink about the areas that were either challenges in your district during the 2019–2020 summative administration or areas where you really don’t know what was done.

Who are the stakeholders that you can connect with in your district to get feedback?

What are they key information that you want to solicit?

What do your stakeholders need to know based on all of the changes that happened?

Coordinator ChecklistThe most important tool you have is the coordinator checklist.

Homework Reminder: download the word version of the checklist and start to customize it for your district, your schedule, and your way of testing.

Download it and save it onto your computer. Title it 2020–2021 and start filling in actual dates and information.

ScoresThe original plan was to load data into CERS in May. And then COVID happened.

As educators, we know how to roll with the changes. The new plan is to load results into CERS for the Summative ELPAC late November or December, in one batch, to ensure that we can include the optional ELPAC scores.

ReflectionWhat sits square?

What is still rolling around?

Question and Answer


Documents

New ELPAC Coordinator Summer Notetaking Guide - ELPAC (CA ...€¦ · Web viewNew ELPAC Coordinator Summer Notetaking Guide - ELPAC (CA Dept of Education) Subject: This notetaking