ELPA21: Second Testing Window Additional guidance on accessing the online tests in the Test Delivery
System (TDS) and the Data Entry Interface (DEI) WAW May 9, 2017
STUDENT ELIGIBILITY
Participants for this assessment are K-12 students who meet the following two definitions:
Significant Cognitive Disabilities:
 have a disability and are eligible and receiving special education and related services according to an
Individualized Education Program (IEP);
 require intensive or extensive levels of direct support that is not of a temporary or transient nature;
 require specially designed instruction to acquire, maintain or generalize skills in multiple settings in order to
successfully transfer skills to natural settings including the home, school, workplace, and community;
 score at least two (2) standard deviations below the mean on standardized, norm-referenced assessments for
adaptive behavior and intellectual functioning.
English Language Learners:
 are presently enrolled in an elementary school or secondary school;
 have been identified as an English learner through a process of screening or placement into English language
development services.
The Individualized Education Program (IEP) Team Decision-Making Guidelines Regarding Student Participation in
Statewide Assessments provides additional guidance.
Window 1 Testers Who Can Test in Window 2:
If a student with a significant cognitive disability tested during the ELPA21 Window 1, he or she can test again in
Window 2 with the new guidance. In order for this to happen, the DC will need to submit an appeal in TIDE to have
the student’s test Reset for all tested domains. This will allow the student access during Window 2.
Students without significant cognitive disabilities, who were only partially tested during ELPA21 Window 1, may be
tested in Window 2. In order for this to happen, the DC will need to submit an appeal in TIDE to have the student’s
test Reset for the original tested (1, 2, or 3) domains. The student will need to take all four domains during Window
2. The partial attempt from Window 1 cannot be merged with Window 2 results. This is not a retake opportunity for
students who previously completed all four domains in Window 1, with exception to students with significant
cognitive disabilities.
STUDENT PARTICIPATION
OPSI has identified five ways for students to participate in the ELPA 21. These include:
1. Online with minimal assistance from TA.
2. Online with TA providing substantial assistance
3. Paper-pencil with minimal assistance from TA
4. Paper-pencil with TA providing substantial assistance
5. Engagement Rubric
Whatever the means, the goal is for optimal student-item engagement and independent response. Please note that
the terms “assistance”, “minimal assistance” and “substantial assistance” do not include hand-over-hand assistance.
Likewise, a TA should not provide students with other types of assistance such as commenting on the quality or
proficiency of a response.
To increase the likelihood of student responses, TAs should use both alternate presentation methods (e.g., readaloud, pictures, etc.) and student response modes (e.g., choice boards and/or electronic devices, picture exchange
communication systems (PECS), scribes/transcribers, and other assistive technology) to assist with the
administration. OSPI encourages districts and schools to contact the agency to discuss accessibility options that will
optimize student interactions with the assessment. Direct any inquiries or possible ideas to either [email protected]
or 360-725-6338. The goal is to find a suitable means to best assess the students’ English language skills.
Decision-Making:
Decisions about accommodation and how best to administer the ELPA21 to a student should be made by educators,
or teams of educators, with the parent/guardian and student where appropriate. For example, the special education
and an educator familiar with the English language development needs should discuss the supports that would
maximize the student’s ability to participate in the ELPA21. For students with significant cognitive disabilities, these
supports will most often include the specialized instructional strategies, techniques, devices, and/or equipment used
by the student during daily instruction.
The Guidelines on Tools, Supports, & Accommodations (GTSA) detail accessibility features available for use with
ELPA21 testing, as well as protocols for use of specific features (e.g., scribing).
ACCESS GUIDELINES
OSPI’s goal is to maximize the use of the existing online TDS or the DEI. The DEI is required for use for students
responding to the paper-pencil form.
Staff assisting with scribing or transcribing activities are required to be trained and familiar with the scribing and
transcribing guidelines of the state’s GTSA.
PROCESSING STUDENT RESPONSES AND PAPER-PENCIL TEST BOOKLETS (REQUIRED)
The online test in TDS is different from the paper-pencil standard test booklet and contains different items. Students
testing online must view and respond to the items on the online test for all items except for the required
Kindergarten and Grade 1 writing supplement, so that these responses to the online test are sent to scoring.
What is Required to be Entered Into TDS for Scoring?
The student will generate responses within the online Test Delivery System (TDS) platform (with or without some
level of TA assistance) for all items except the required Kindergarten and Grade 1 writing component (issued as a
separate test booklet) that will be returned to Measurement, Inc. (MI) for scoring. If necessary, the TA will enter the
student’s responses into the online TDS platform for students responding to questions using the online test format.
The TA User Guide and TDS-TA/Student TDS Interface Webinar are resources for entering responses into the TDS.
What is Required to be Entered Into DEI for Scoring?
When a student tests using the standard paper-pencil format, it is required that their responses be entered by the TA
into the DEI for all items on the test except for writing constructed response items and the required Kindergarten and
Grade 1 writing supplement.
TAs are required to enter student responses from standard test booklets into the Large Print DEI portion. An example
of the DEI title is ‘ELPA21 Grade K Listening Large Print Paper Student Response Entry.’ Students testing using Braille
test booklets are required to have all of their responses entered into the Braille DEI. An example of the Braille DEI is
‘ELPA21 Grade 1 Listening Braille Paper Student Response Entry.’
How to Enter Student Responses for the Speaking Domain:
For the Speaking portion of the paper test, the TA must sign into the DEI for the Speaking section and the student will
then record his/her responses using the microphone (very similar to how the Speaking portion works in the online
version of the test). The directions on how to do this will be in the DFA for the Alternate assessment that was
included in your shipment. The process for transcriptions, conducted by familiar listeners on the Speaking portion of
the ELPA21 Speaking domain for students with significant cognitive challenges, will be as follows:
1. Districts contact OSPI with the student’s SSIDs via the non-standard accommodation/designated support
request
2. OSPI will provide the district with a template for transcription and AIR with the SSID for the student approved
to have their speaking assessment pulled for scoring with a transcription.
3. The student will assess while a familiar listener scribes the student’s responses. The student will speak into
the speaking portion of the assessment and a familiar listener will scribe what a student says onto a separate
document to accompany the speaking assessment to the scoring floor (so the student’s score is not impacted
by their articulation issues).
4. Districts will contact the WA Help Desk once a student has completed the speaking portion of the assessment
(within 24 hours) to provide them with the Results ID and SSID of the student.
5. AIR will verify the SSID is on the list of allowed cases, pull/hold the assessment until the transcription is
received.
6. Districts will mail the transcription to MI immediately.
7. MI will combine the transcription and the speaking assessment for scoring.
The DEI Webinar and the DEI Overview User Guide are resources for entering responses into the DEI.
What is Required to be Returned to MI for Scoring?
Student responses to writing constructed response items in standard paper-pencil booklets and the required
Kindergarten and Grade 1 Writing Supplement (booklet) are returned to MI as scorable materials.
PAPER TEST MATERIALS
The paper-pencil version of the ELPA21 assessment was provided to all districts identifying students in WAMS with
significant cognitive disabilities participating in the ELPA21. Only standard test booklets were shipped to districts for
Window 2. There are no large print or Braille test booklets for this testing population. DCs contact the MI Help Desk
directly at 866-762-1056 to place additional orders. Allow 5-6 working days for delivery of materials from the time of
order placement.
Return of Paper Test Materials for Scoring:
The paper-pencil booklets with student responses for constructed response items, and the required Kindergarten and
Grade 1 Writing Supplement (booklet) are required to be returned to MI as scorable materials. MI will complete
scoring of the constructed response items and responses to the Writing Supplement. Information on how to securely
return these materials are available in the instructions that were received for these paper-pencil test materials to
districts.
Return of Paper Test Materials for Security Inventory:
All paper testing materials, whether they have been used or not, are secure and must be returned to MI. Booklet
shipments will come with instructions on packaging and returning materials to the vendor. The Test Material
Processing Module provides additional information.
KEY DATES
Description
Key Dates
Test Booklet (paper-pencil) arrived in district
April 10
ELPA21 Window 2
April 12–May 26
Additional paper test materials orders closes
April 15
Scores reported in ORS (Window 1) *
May 15
Scores reported in WAMS EOD (Window 1) *
May 19
Hard copy reports (ISRs) delivered to districts (Window 1) *
May 30-31
Scores reported in ORS (Window 2) *
August 17
Scores reported in WAMS EOD (Window 2) *
August 23 (Tentative)
Hard copy reports (ISRs) delivered to districts (Window 2) *
September 1-5
* Scores will be reported separately for students who test in Window 1 and Window 2