CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction California English Language Development Test Lily Roberts, Ph.D., Education Research and Evaluation Administrator, CELDT and Title III Accountability Office Bilingual Coordinators Meeting May 20, 2010

JACK O’CONNELL State Superintendent of Public Instruction 2 K–1 Reading and Writing Performance-Level Cut Scores In November 2007, a change in law that added an early literacy assessment (reading and writing) in K–1 to the CELDT to ensure compliance with the requirements of Elementary and Secondary Education Act. In March 2009, K–1 reading and writing assessments were field tested. In July 2009, K–1 reading and writing assessments became operational.

JACK O’CONNELL State Superintendent of Public Instruction 3 Standard Setting Recommendations In January 2010, standard setting panel identified performance-level cut scores for K–1 reading and writing using the Bookmark Method. State Superintendent of Public Instruction (SSPI) proposed minor adjustments to the panel’s recommendations to ensure cut scores are reasonable relative to previously established cut scores for the same content area in adjacent grades. In May 2010, the SBE adopted the SSPI’s proposed recommendations.

JACK O’CONNELL State Superintendent of Public Instruction 4 Performance Level Cut Scores - Reading The reading assessment has 20 test items; 24 possible points. For future administrations of the K–1 reading assessment, cut scores will be expressed in the corresponding scale scores. Grade Level Performance Level and Raw Cut Scores Beginning Early IntermediateIntermediate Early AdvancedAdvanced KindergartenLess than Grade oneLess than

JACK O’CONNELL State Superintendent of Public Instruction 5 Performance Level Cut Scores - Writing The Writing assessment has 20 items; 28 possible points. For future administrations of K–1 writing assessment, cut scores will be expressed in the corresponding scale scores. Grade Level Performance Level and Raw Cut Scores Beginning Early IntermediateIntermediate Early AdvancedAdvanced KindergartenLess than Grade oneLess than

JACK O’CONNELL State Superintendent of Public Instruction 6 Student Performance - Reading Percent of students statewide who would be placed at this performance level on the basis of the results of 2009–10 Annual Assessment window. Grade Level Percent of Students Beginning Early IntermediateIntermediate Early AdvancedAdvanced Kindergarten Grade one

JACK O’CONNELL State Superintendent of Public Instruction 7 Student Performance - Writing Percent of students statewide who would be placed at this performance level on the basis of the results of 2009–10 Annual Assessment window. Grade Level Percent of Students Beginning Early IntermediateIntermediate Early AdvancedAdvanced Kindergarten Grade one

JACK O’CONNELL State Superintendent of Public Instruction 8 Contact Information Lily Roberts, Ph.D., Education Research and Evaluation Administrator CELDT and Title III Accountability Office – CELDT Web page