English Language Learner ELL Intake Testing and Accommodations

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English Language Learner (ELL) Intake Testing and
Accommodations

• Carol Bartley
• Diagnostician/Resource Teacher
• carol.bartley_at_pgcps.org
• 301-445-8450

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Who Registers at ISCO?

• Students who were born outside the U.S.
• Students who speak a language other than English
• Students from homes where a language other than
  English is spoken
• Students who have attended school outside the U.S.

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LAS Links Placement Test

• Five grade bands K-1, 2-3, 4-5, 6-8, 9-12
• Administered individually
• Assesses Speaking, Listening, Reading, and
  Writing, with scores in each area
• Scripted test, scored by test administrator
• Overall score determines ESOL placement according
  to state proficiency level tables

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LAS Placement Test Proficiency Level Tables
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Maryland Accommodations Policy Overview

• All students must participate to the fullest
  extent possible in all statewide assessment
  programs.
• Accommodations are intended to reduce or
  eliminate the effects of a students disability.
• Accommodations do not reduce learning
  expectations.

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Accommodations Principles

• Accommodations enable students to participate
  more fully in instruction and assessments and to
  better demonstrate their knowledge and skills.

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Accommodations Principles

• Accommodations must be based upon individual
  student needs and not upon a category of
  disability, level of instruction, amount of time
  spent in general classroom, or program setting.

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Accommodations Principles

• Accommodations for students who are ELLs must be
  justified and documented in the ELL Plan.
• Accommodations must be implemented as soon as
  possible after completion of the ELL Plan and
  must be aligned with and be a part of daily
  instruction.

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Accommodations Principles

• Accommodations used in instruction must also be
  used in local, district-wide, and state
  assessments.
• Students who are both ELL and SWD have the IEP as
  the controlling document for accommodations.

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Special Exemption Conditions for ELL Students on
MSA Reading

• ELLs who are in their first year of enrollment in
  a U.S. school may substitute their test results
  on the ELPT (English Language Proficiency Test)
  for the Reading MSA rather than sitting for the
  MSA Reading test itself.

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English Language Proficiency Test

• ELPT LAS Links published by CTB-McGraw/Hill
• Levels Low Beginning-1A, High Beginning-1B, Low
  Intermediate-2A, High Intermediate-2B,
  Advanced-3, Independent
• Used to make decisions about participation in
  ESOL programs, testing accommodations, and to
  meet AMAOs required by NCLB

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Human Reader for Verbatim Reading of Entire Test

• Use an even inflection so the student does not
  receive clues
• Read the text word-for-word
• Do not clarify, elaborate, or provide assistance
  to students
• Be familiar with the terminology and symbols
  specific to the content
• Graphic materials may be described
• Best practices call for readers to be provided to
  students on an individual basis
• Students may ask readers to slow down or repeat
  text

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Human Reader for Verbatim Reading of Entire Test

• Restrictions
• One or more instances of interruption in
  schooling of 6 months or more (documented and
  reported to MSDE), and/or
• Little or no literacy in the native language
  (documented and reported to MSDE), and/or
• ELPT proficiency level of 1A or 1B on the Reading
  AND Writing sections

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Human Reader of Selected Sections

• (See previous accommodation)
• PGCPS allows students whose ELPT proficiency
  level is 2A or lower to receive this
  accommodation.

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Scribe

• Writes down what a student dictates,
  word-for-word
• Requires extensive practice
• May not edit or alter student work in any way
• Must allow students to review and edit what the
  scribe has written
• Must know the vocabulary involved

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Scribe

• Restrictions
• One or more instances of interruption in
  schooling of 6 months or more (documented and
  reported to MSDE)
• Little or no literacy in the native language
  (documented and reported to MSDE)
• ELPT proficiency level of 1A or 1B on the Reading
  AND Writing sections

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Electronic Note-Takers and Word Processors

• Students may use an electronic device to create
  written responses in English or for note-taking.

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Respond on Test Booklet

• Students may write directly in a test booklet
  rather than on an answer sheet.

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Monitor Test Responses

• An adult monitors the placement of the students
  responses to ensure that the student is actually
  responding to the intended question.

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Spelling and Grammar Devices

• Students may
• Use a dictionary on assignments that require an
  extended response or essay.
• Use a pocket spell-checker.
• Use spell check on a word processor.

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Bilingual Dictionary

• Students may use a published or electronic
  bilingual dictionary.
• Allowable dictionaries do NOT contain definitions
  of English words in the students native
  language. (i.e. house casa)

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Extended Time

• Time and one half is the standard extension.
• Double time may also be allowed.
• Decisions must be made on a case by case basis.
• Untimed is not appropriate or feasible.
• Extended time must be selected when other
  accommodations (such as human reader) are chosen.

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Multiple or Frequent Breaks

• Breaks may be given at predetermined intervals.
• Sometimes a student is allowed to take breaks
  when individually needed.
• Test booklets may be divided into shorter
  sections so that students can take a break
  between sections of a test.
• Breaks must be supervised.

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Change Schedule or Order of Activities Extend
Over Multiple Days

• Students may complete activities and take tests
  over multiple days, to reduce fatigue.
• Students are NOT allowed to return to a section
  which was completed on the previous day.
• This accommodation requires extra attention to
  test security.

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Change Schedule or Order of Activities Within
One Day

• Choose the best time of day for the students.
• Be aware this accommodation may require extra
  attention to test security.

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Reduce Distractions to the Student

• Students may do individual work or take tests in
  a different location, usually in a place with few
  or no other students.
• A students location may be changed within the
  room.
• ELLs may have assessments administered by their
  regular ESOL teacher in order to maximize
  language comprehensibility.

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Reduce Distractions to Other Students

• A setting accommodation should be considered for
  students receiving human reader, scribe, or other
  accommodations that may distract other students
  in the classroom or testing situation.

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Change Location to Increase Physical Access to
Use Special Equipment Within School Building

• Students may need equipment that requires
  specific locations for learning and assessment.
• For example, a student who uses a computer for
  word processing might need to complete
  assignments and take tests in a computer lab.

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Completing the ELL-9A

• ELL Team members are listed.
• The chair of the ELL Team and the principal sign
  the form.
• Parents sign OR at least two documented attempts
  are made to notify parents.
• The form is mailed to parents if they havent
  signed it.

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Accommodations for Reclassified ELLs (R-ELL or
R-LEP Students)

• R-LEP students may receive certain accommodations
  for two school years after exiting.
• The ELL Team follows regular procedures to
  complete yearly documentation using ELL-9C.

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Accommodations Documentation Update

• ELL 9-B is used to make changes in accommodations
  during a school year.
• The form must be completed by the ELL Team.