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2 2 TEST Security Must be kept secure Test Test Items Do not expose test questions or content to students before testing Assume responsibility for maintaining strict security of CELDT documents Security Affidavit – anyone handling the CELDT

3 Training Objectives for Accountability Standardize administration of the Listening/Speaking & K/1 Literacy portion of the CELDT Reliably Score Speaking & K/1 Literacy constructed-response items Familiarize Examiners with new prompts/items

4 4  Annual Measurable Achievement Outcomes 1, 2, & 3  Used through NCLB to monitor EL progress  Title III guidelines monitor EL progress AMAO 1: Looks at students gaining a proficiency level per year  This includes K-12 AMAO 2: Looks at students meeting proficiency and maintaining proficiency  This includes K-12 AMAO 3: Looks at EL students scoring proficient CST English and Math Therefore CELDT achievement is crucial for AMAO 1 & 2. CELDT must be given with fidelity & efficacy, so Students can get the optimum score. Note: CELDT is an important high-stakes assessment.

5 5 CELDT Highlights for Answer Book Demographic Pages Local Scoring Section Examiner’s Manual Enhancements Cover all academic material in testing room Reminder to respond in English Scoring Clarification made to 4-Picture Narrative, Writing Sentences and Short Compositions rubrics Transitional Kindergarten All ELs need to be tested Form 1

6 6 CELDT Domains ListeningSpeakingReadingWriting Following Oral Directions Teacher Talk Extended Listening Comprehension Rhyming (Grades K-2) Oral Vocabulary Speech Functions Choose & Give Reasons 4-Picture Narrative Word Analysis Fluency & Vocabulary Comprehension Grade K-1 Copying Letters & Words Writing Words Punctuation & Capitalization Grades 2-12 Grammar and Structure Writing Sentences Short Compositions

7 77 Schools need to work together as a team to ensure the optimum testing conditions:  Consistency  Training  Environment  Location  Positive Demeanor  Examiner’s attitude

8 8  Initial Identification: Language other than English on the Home Language Survey who have not been previously assessed for English proficiency (within 30 calendar days)  Determine if they are English learners  If so, their level of English proficiency  Annual Assessment: All previously identified English learners who have not been re-designated  Assess progress in acquiring English proficiency Initial assessment: occurs year round Annual Assessment: July 1 – October 31

9 9 Grades K-1 Purple Grade 2 Blue Grades 3-5 Red Grades 6-8 Brown Grades 9-12 Green Assess: Listening (15-20 min) Speaking (15-20 min) Reading (15-30 min) Writing (20 min) Assess: Listening – Group (20 min) Speaking - Individual (15 min) Reading - Group (50 min) Writing - Group (2 sessions, 30 minutes each) Examiner’s Manuals contain Scoring Guides One Answer Book per student One Test Book per student One Answer Book per student No.2 pencils with erasers for examiner and students. “Do Not Disturb” Sign Note: There are no time limits; CDE suggests allowing as much time as is reasonable. For K-1: 5x8 card or folded 8 ½ x 11 in. paper.

10 CELDT District Coordinator Manage overall testing process Ensure all correct testing procedures have been followed Ensure all test results are reported accurately CELDT Site Coordinator Ensure that test examiners receive appropriate training & sign security affidavit Ensure an optimum testing environment Ensure all eligible students take and complete the entire CELDT

11 Test Examiner Administer & score Speaking/Listening and K-1 Literacy test after successfully completing CELDT training Attain required level of reliability Be proficient speaker of English Have command of pronunciation, intonation, & fluency Have ability to correctly pronounce the full range of American English phonemes Proctor Assists test examiner during test administration in groups of 20 students or more

12 Prepare for the Test –Allow sufficient time to complete necessary student information –Plan makeup sessions –Select a quiet area for administering each test –Cover all academic materials: bulletin boards, whiteboards, or charts –Eliminate distractions –Designate proctors to assist when testing groups of 20 or more students Note: Never administer test where others are being tested or where students might overhear test items 12

13 Administer using only directions contained in manual Avoid testing before/after vacation, holidays, important school functions Don’t give hints, clues - Consult Administration Procedures Table 4 in Manual for allowed prompts

14 Fill In Identifying Information Until labels arrive, the following information must be put on the test… –Item 1: Student Name (Write; don’t bubble) –Item 3: Date of Birth (Write; don’t bubble) –Item 10: Initial or Annual Assessment (bubble) –Item 11: Date Testing Completed (Write & bubble) Extra bubbles will invalidate the pre-ID label information.

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16 Before Testing Post Do Not Disturb signs Follow the directions in the manual for the administration of each test component. Make sure student has only his/her own test book/answer book Give individual attention as necessary and appropriate Encourage students to do their best but to not spend too much time on any one item Remind students to answer every item on each page

17 Demonstrate the appropriate way to mark and change responses Check to make sure students are marking responses in the correct location Make sure there are no extraneous pencil marks on test – will invalidate book Do not break up testing within a test component. 17 During Testing

18 Coaching and Guessing Do not show or correct answers except for sample items Give neutral responses if student asks about test item: “You choose the one you think is right and go on.” Do not coach students: refer to Administration Procedures Table 4 for when and how to prompt Encourage students to do their best 18

19 Other Concerns Discourage talking. Avoid any unusual interruptions, distractions, or loud noises that might affect the testing. After Testing Check answer book to be sure circles are marked appropriately. Collect all test materials. Instruct students to not discuss the test items. Turn in Test materials to CELDT Coordinator

20 Test Administration Test Administration Procedures, Table 4 Important Points to Remember

21 Listening K-1: Individual –Teacher Talk –Extended Listening Comprehension –Following Oral Directions –Rhyming 2 nd: Group/Individual –Same sections as K-1 –Individual or small group depending on maturity level of student 3-12: Group –Following Oral Directions –Teacher Talk –Extended Listening Comprehension

22 Listening Practice reading test items aloud before administering test Use natural pacing Use normal rhythm & phrasing of American English Refer to Table 4 for repeating guidelines

23 What’s New Student directions revised Table 4 excerpt imbedded Practice item bubbles added to Answer Book Scoring Singular vs. Plural

24 Speech Functions Scoring Directions –Clarification of student response: Response could be in the form of a question or statement as long as what is said fulfills the speech function. –Students are told they can ask or raise their hand if they want a question repeated. –Practice item bubbles added to Answer Book

25 Speech Functions The prompt determines what function is expected for a CDE score. The response can be in the form of a question or a statement. Student could begin response with “I would tell/say…”

26 Speech Functions Asking for Information: K-12 Making a Request: K-12 Asking for Clarification: 3-8 Making a Suggestion: 9-12 Giving an Explanation/Asking for Permission: K-2; 9-12 Asking for an Opinion: 6-8 Requesting Information: 6-8

27 Choose & Give Reasons Test Materials Directions Revised Prompting Directions Embedded Table 4 Scoring Guidelines: changed to Making a Choice

28 4 Picture Narrative Revised Directions: Pause to allow students to look at the four pictures before final directions Student told to talk about all four pictures.

29 What’s New – Test Materials –Bubbles for Practice Items added –“Local Scoring Use”

30 What’s New – Test Administration –Repeat question if student requests –Two Practice boxes - one for students & one for examiner if he/she needs to model –Special directions for writing: revised to remind students to keep writing inside box.

31 Test Administration Guidelines Same as for other test sections –Timing –Test variations –Preparing for test –Follow Standardized Procedures –Student Identifying Info

32 Average Test Taking Time K-1 Grade K-1Form 1 Listening25 minutes Speaking15 minutes Reading20 minutes Writing20 minutes Total Estimated Time80 minutes

33 Administering the Test Have 5x8 inch card or folded 8 ½ x 11 inch paper to cover questions not being administered Follow directions and administer questions in order presented in domains Administer with student sitting across from test examiner.

34 Administering the Test Important: for questions dealing with letter sounds, make sure to say the sound of the letter, not the letter’s name. Test Warm-up (See Examiner’s Manual)