Ohio Test of English Language Acquisition (OTELA) Administration 2008, Grades 3-12

1. Ohio Test of English Language Acquisition (OTELA) Administration 2008, Grades 3-12 General Information for District Test Coordinators School Test Coordinators Test Administrators Terms of Use: This Document is only authorized for use in Ohio School Districts, in conjunction with the Ohio Test of English Language Acquisition (OTELA). Duplication or dissemination for other purposes is not permitted

2. This presentation contains general information about the Ohio Test of English Language Acquisition (OTELA)and specific information about administering the Reading, Writing, Listening and Speaking OTELA for grades 3-12. Before administering this assessment, please review this information to familiarize yourself with the assessment administration procedures.

3. District Test Coordinator Information • Packages Shipped to District Test Coordinator • District packing list • Test Coordinator Manual • Return shipping label(s) • Individual boxes for each of the schools • Box of District Overage materials

4. OTELA • How District Test Coordinator Handles Materials • Confirm that you have a Test Coordinator Manual, return shipping label(s), and boxes for each of the schools listed on your packing list • Send each school its respective box (you do not have to check each school’s box; the school test coordinator will do that) • After testing, schools will return all materials to the district in their original school boxes • Be sure boxes are taped securely • Use supplied return shipping label(s) to send to AIR District Coordinator Help Line Information Questions and Extra Materials Help Line: 888-944-5001 (AIR's toll-free OTELA helpline) Email: ohhelpdesk@air.org

5. OTELA Packaging • School Test Coordinator (STC) Information • Check the materials against the school packing list • Inform District Test Coordinator of any discrepancies

6. OTELA Packaging School Test Administrator (STC) Information Then the STC or test administrator, take out the materials and fill in the Demographic section of each Student Answer Folder. If applicable, apply pre-printed student identification labels to the Student Answer Documents. Secure Listening Prompt CD Secure Student Test Book Directions for Administration (DFA) Student Answer Document Secure Speaking Prompt CD Secure Speaking Scoring Guide

7. OTELA Packaging • School Test Coordinator Information • After Testing • Account for all materials using the school packing list • Place header sheet on top of Student Answer Documents and secure with a paper band • Put all student materials (used and unused) back into the original box that came from the district • Put all teacher administrator materials back in the same box • All materials must be returned -- double check that you have accounted for and packed everything • Return the box to the district office

8. Security Concerns and Procedures • Maintaining assessment security is one of your most important responsibilities as a DTC, STC, or Test Administrator (TA). • At all times, district and state procedures for protecting secure assessment materials should be followed. • You are responsible for ensuring the security of not only the physical test booklets and answer folders but also the individual assessment questions and materials. • Your responsibility for maintaining the security of the assessment questions and materials continues even after the test materials have been returned to your School Test Coordinator (STC). • Under no circumstances should students have access to assessment materials before or after the assessment session.

9. Security Concerns and Procedures OTELA Materials • Test documents and answer documents are individually numbered with barcodes. • These materials must be accounted for throughout the assessment. • BOTH USED AND UNUSED materials must be returned to American Institutes for Research (AIR) after testing OTELA Grades K DFA and scannable score sheets are orangeand 1-2 DFA and scannable score sheets are aqua OTELA Grades 3-5 are GREEN OTELA Grades 6-8 are BLUE OTELA Grades 9-12 are PURPLE * School Test Coordinators must ensure that the information on Student Answer Documents is accurate

10. Security Concerns and Procedures Student-Teacher Ratio During each assessment administration, a test administrator must be in the room at all times. Reading, Writing, and Listening 30 : 1 Speaking (scored live by test administrator) 1 : 1

11. Assessment Schedule and Time Allotments • The 2008 administration of the OTELA in Grades 3-12 will take place from February 25-April 4, 2008 • Districts may set their own detailed schedules in conformance with the state testing calendar. • Make-ups for absentees are permitted as long as they are in the testing window. • OTELA is not a timed assessment. But any given test must be given in one school day (e.g., the reading test must be completed in one day) • Local flexibility in sequencing of tests is permitted.

12. Assessment Schedule and Time Allotments • Breaks • Test administrator’s discretion, but each assessment is designed to run from 25-40 minutes, so no break is recommended.

13. Assessment Schedule and Time Allotments Approximate OTELA Test Times

14. Assessment Room Preparation • Arrive at the assessment room early to make sure that it is ready for the assessment session. • Assessment materials not in use should be stored securely and away from students. • Before the students arrive, do the following (the STC must ensure that the following is carried out in a secure manner): • Complete all required demographic information on each student’s answer document. • Return all materials to a designated secure location until the assessment begins.

15. Assessment Room Preparation • The following testing materials will be used in addition to the OTELA DFA manual: • Listening Prompt CD (will need audio CD player during testing) • Speaking Prompt CD (will need audio CD player during testing) • Speaking Scoring Guide • Header Sheet • You will be shipped the following materials for each student: • Test booklets containing the tests • Student Answer Documents • “Pre-ID” labels (if applicable)

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

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

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

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

20. Preparation for Administering the Reading Assessment Students will encounter three types of items during the Reading assessment. The administrator will read instructions pertaining to the entire Reading assessment before testing begins. The three types of items are as follows: Short Passages. These items test the student’s ability to understand information in short reading passages. There are one or more questions about each passage. Instructions. These items test the student’s ability to understand directions. There is a different set of instructions for each question. The student will need to identify which person followed the directions correctly. Longer Passages. These items test the student’s ability to understand information in longer reading passages. The student will answer several questions about each passage.

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

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

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

24. Preparation For Administering the Writing Assessment Students will encounter three types of items during the Writing assessment. The administrator will read instructions pertaining to the entire Writing assessment before testing begins. The three types of items are as follows: Open Ended. Students write responses to prompts. Revise and Edit. Students choose the best answer to correct grammar and usage errors in passages. Graphic Organizers.Students answer questions about graphic organizers.

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

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

27. Preparation for Administering the Listening Assessment • Practice for the Administration • Prior to administering the Listening assessment you should: • Read through the scripted administration directions (Appendix C) that you are expected to read to students. • Listen to the first 2 minutes of the prompting recording. • Format of the Prompting Recordings • You will receive one Listening prompt CD disc with your assessment materials. • The narrator will read the entire content of the test booklet. • The stimulus material is read two times. The questions are read one time. • Students have 10 seconds to respond to each question after the narrator has read the last option. • Pause and un-pause the CD as instructed in the DFA.

28. Preparation For Administering the Listening Assessment • Equipment Testing • It is critical that you test both the audio compact disc player and the Listening Prompt CD before administering the Listening assessment. Follow the list below to ensure that the Listening Prompt CD will be audible to all students. • Make sure that the compact disc is appropriate for the grade level being assessed. • Place the audio compact disc player at a centrally located place in the room. Turn it on and listen to it from each student’s seat. Are the prompts and timing signals easily audible? If not, adjust the volume accordingly. • If the audio compact disc player requires batteries, make sure that they will last the entire assessment session.

29. Preparation for Administering the Listening Assessment • Assessment Materials • You will need one of the following for each student taking the Listening assessment: • Student test booklet (and replacements in case of defective booklets) • Student answer document • Two #2 pencils with erasers

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

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

32. Preparation for Administering the Speaking Assessment Assessment Groups Because you will be scoring each students’ oral responses in real time, the Speaking assessment will need to be administered individually. • Equipment • You will need an audio compact disc player to play the Speaking Prompt CD. • The player must provide adequate clarity and volume so that the students in the administration can hear the speaking tasks clearly. • Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.

33. Preparation for Administering the Speaking Assessment • Practice for the Administration • Prior to administering the Speaking assessment you should: • Read through the scripted administration directions (Appendix D) that you are expected to read to students. • Listen to the first 2 minutes of the Speaking Prompt CD. • During the first two minutes, you will hear the administration practice tasks 1 and 2. • You will discover that you will need to pause and restart the Speaking Prompt CD three times: • Once to begin and end practice task 1 • Once to begin and end practice task 2 • One final time to begin and end the of 12 operational tasks

34. Preparation for Administering the Speaking Assessment Format of the Speaking Prompt CD The prompting recording has six sections. Listening for the six sections will help you keep track of how far the assessment session has progressed. The six sections are as follows: • Practice Task 1 • Practice Task 2 • School-Environmental Interaction Tasks • Social Studies OR Mathematics, Science, and Technology Tasks • English Language Arts, Social Studies, OR School-Environmental Interaction Tasks • Closing

35. Preparation for Administering the Speaking Assessment • Administration Setting • The administration room should have appropriate seating for each student. The room must be free from outside noise from the hallway and adjoining classrooms. • Interruptions in the Administration • It is important that the test administration be smooth and free of interruptions. In the event of an interruption (such as a fire alarm or CD player malfunction), follow the general guidelines below. • These guidelines may be superseded by guidelines provided by your school or district testing coordinator. • Pause the prompting recording at the time of the interruption. Secure the test materials. • After the interruption, restart the administration from the point where you paused the prompting recording.

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

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

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

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

40. Procedures for Students with Accommodations If a student with disabilities takes the OTELA, the administration of the assessment should be under standardized assessment conditions. Only those accommodations listed below or specifically identified in the student’s IEP or 504 plan may be provided. The following accommodations may be provided to students with disabilities on the OTELA (in addition to any accommodations specified in the student’s IEP or 504 plan.) List follows: *Scribe *Extended Time *Small Group or Individual Administration *Large Print or Braille for visually impaired

41. Procedures for Students with Accommodations • Dictation of Responses (Scribe):Students who are unable to write due to a disability are allowed to dictate their responses to a transcriber or into an audio recorder for the Reading, Writing, and Listening OTELA. The student’s answers should be transferred onto the student’s original answer document. Scribing must follow Ohio’s guidelines. • Extended/Adjusted Time:The OTELA is an untimed assessment. For students whose attention span or behavior interferes with regular testing sessions, test administration may be altered to allow for a number of shorter testing sessions. Testing may also be stopped and continued at a later time if behavior interferes with the testing session (but must be completed later that same day). The time of day the test is administered may also be adjusted to be most beneficial to the student. All testing sessions MUST be completed within the allotted testing window. • Individual/Small Group Administration:Tests may be administered to a small group or an individual requiring more attention than can be provided in a large group administration.

42. Procedures for Students with Accommodations • Modified Test Booklets • Large print and Braille versions of the OTELA are available upon request. • If students within your school require modified assessment materials, contact your District Test Coordinator. • District Test Coordinators should contact AIR to order these materials (888-944-5001).

43. Defective Assessment Materials A student might receive an incomplete or defective answer document. Instruct the student to raise his or her hand and then follow the steps below with the student. • Take a replacement answer document from the overage supply. • Print the student’s name on the new answer document. • Direct the student to continue with the new answer document. • Transcribe the student’s other responses into the replacement answer document. • Write “Do Not Score—Defective” on the cover of the defective document. • After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials.

44. Things for Test Administrators to Remember • Before You Begin: • Verify that you have received the correct number of assessment materials from your STC. An overage of 10% will be sent to each district. • Gather and organize all necessary materials: student test materials, supply of sharpened # 2 pencils (pens may not be used), the DFA, Speaking Scoring Guide, Listening and Speaking Prompt CDs, and silent work for students. • Arrange for a quiet, comfortable, well-lighted, distraction-free setting in which to assess students. • Decide whether to give students breaks between the assessment sessions. • Be aware that if assessment groups exceed the numbers specified for each section of the assessment, a proctor must be present in addition to the test administrator (remember; 30 to 1 ratio of students to test administrator is max).

45. Things for Test Administrators to Remember • While Administering the Assessment: • Use the scripts located in the Appendices of the DFA. • Attend to students when they raise their hands. You may answer questions to clarify general directions, but may not answer questions about or read aloud any assessment material. • Maintain a quiet and comfortable environment in the classroom. • Stay in the classroom during the entire assessment. • After Administering the Assessment: • Thank students for their efforts on the assessment. • Collect all student booklets and return the materials to the STC.