Administering the Ohio Test of English Language Acquisition(OTELA) Grades K-22015

Columbus City Schools

Purpose and Nature of OTELA K-2

Determine Level of Language Acquisition Separate Inventories for K and 1-2 Observation of Student Behaviors Typical Behavior Over Time

2015 Test administration window: January 12 to February 27, 2015

Contents of the K-2 Inventory: Reading, Listening, Writing, Speaking

Remember:OTELA Inventories

Are carried out in everyday, naturalistic settings Involve multiple methods and measures

Verbal and non-verbal procedures Occur across diverse aspects of curriculum Involve a range of activities

May involve multiple people Need to be age appropriate Will vary in the amount of support required

What You Will NeedDirections for Administration (DFA)

For Grade K OR

Grades 1-2 AND … A ScannableStudent Score Sheet

(Remember—Use #2 Pencil!!!!)

Optional Use

Preliminary Student Score Sheet Found in DFAs (copy as needed)

Must record on scannable student score sheet at end of testing window

Administration Tips

Read Quick Start Guide Define Terms Review Inventories for each grade band

as appropriate Make a copy of the Pupil Accountability List

for Test Administrator to keep track of which sections of the OTELA Inventory have been completed.

Make sure the PAL check lists are complete!! (These checks need to be transferred to the official PAL.)

Score Points for the OTELA K-2 Inventories

No Evidence of Mastery (0) Minimal Evidence; With Much Support (1) Moderate Evidence; With/Without Support (2) Clear Evidence; Independence (3)

Useful Tips

• Use data that you already have (self-created assessments, TRC &Dibels, etc.

• Collaborate with Mainstream teachers• Assess multiple students in a group setting• Visit ODE website

http://education.ohio.gov/Topics/Testing/Ohio-Test-of-English-Language-Acquisition-OTELA

Ohio Guidelines for K-2 OTELA Reading and Listening Inventories

Passage Length

Guidelines

K 1st

Grade

2nd

Grade

Short Up to 75 words

Up to 100 words

Up to 150 words

Medium 75-100 words

100-200 words

150-200 words

Long 100-125 words

200-250 words

200-275 words

Ohio Guidelines for Defining Teacher Support for the K-2 OTELA

The standards further define limited and extended support as follows: 

Limited support – A minimal use of the supports indicated above, only on an “as-needed” basis.

Extensive support – A systematic and regular use of the supports described above.

Types of Teacher Support for the K-2 OTELA

Support promotes student comprehension of speech or written texts and may include:

Visual aids Manipulatives Cues Graphic organizers Modified speech Simplified texts Questioning and probing for clarification Explanations Modeling

CAUTION: Need for Accuracy in Scoring on K – 2 OTELA

CCS teachers MUST attend to accuracy when observing and scoring a given behavior of a student in grades K – 2 on the Inventory

The drastic drop in scores from 2nd to 3rd grade is evidence of this

The preference is to have an ESL Teacher administer the K – 2 OTELA if at all possible

Returning Test Materials

When completed, the Test Administrator should put the test booklets in numeric order.

ODE Link for OTELA http://education.ohio.gov/Topics/Testing/Ohio-Te

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