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Directions

The quiz will offer you a series of topics that may relate to or effect the validity of an ELPA system, and ask you to rate them in terms of priority for your state at this time. Some topics may be important for your state to investigate because more information about the issue is needed, or your state may be concerned about whether everything in a particular area is functioning as desired.

Along with each topic, the quiz will ask you to mark any of the specific issues listed that are priorities for your state. You may choose some, all, or none of these specific areas of interest.

If you wish to change your answers at any time, you may revisit previous questions using the navigation buttons at the bottom of the screen.

Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7

Question 1
For my state, identification of EL students and placement in the appropriate ELD program(s) is:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Home Language Survey or other identification tools Placement test or other placement methods Consistent implementation of identification protocols across different districts and schools Other (please specify):
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Question 2
My state’s ELD/P standards are:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Rigorousness of state ELD/P standards that support the achievement of state academic content and performance standards Reflection of second language acquisition principles Other (please specify):
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Question 3
For my state, support and resources for teachers to provide high quality ELD instruction to ELs is:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Availability of relevant materials for teachers to provide high quality ELD instruction to ELs Availability and quality of professional development opportunities related to ELD instruction for content area and general education teachers Other (please specify):
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Question 6
For my state, the administration and scoring of the ELPA is:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Effective training to administer the ELPA Effective training to score the ELPA Reliable administration of the ELPA Other (please specify):
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Question 7
For my state, the use of ELPA scores is:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Use to inform decisions about ELL students’ placement within or exit from ELD program(s) Use to inform program-level evaluation Use to inform classroom instruction Other (please specify):
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Question 4
For my state, the design of the ELPA is:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Alignment with ELD/P standards Accessibility to all students, including students with disabilities Minimization of non-linguistic factors affecting student performance Whether items elicit the intended response from students Test reliability (i.e., consistency of scores across versions and across students at the same proficiency level) Other (please specify):
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Question 5
For my state, ELPA performance standards are:
An immediate, pressing concernA short-term priority; high importance A longer-term priority or less importantAlready addressed or not important
Specific areas of interest:
Meaningful distinctions among performance levels (i.e., there are ‘real’ differences in student skills and knowledge between each performance level) Meaningful scaling of performance level descriptors across grade levels and performance levels (i.e., student growth can be meaningfully tracked across performance levels and across grade levels) Appropriately set cut scores Relative weight of domain scores Comparability across years Other (please specify):
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Question 2

Question 3

Question 4

Question 5

Question 6

Question 7