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Colorado English Language Acquisition CELA Test 2010 Administration

Questions. Office of Standards and Assessments. Office of Language Culture and Equity . . . . . Procedures. Policies. How do I administer the test? What test materials do I need? What labels do I use? How long will each session take? Processes for getting clean valid data.. Who must take the test? How do I identify students? What do I do with the results? Instructional guidance

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Colorado English Language Acquisition CELA Test 2010 Administration

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    1. Colorado English Language Acquisition (CELA) Test 2010 Administration Welcome, Bienvenido, chào m?ng, & ????? ?????????? Office of Standards and Assessments Office of Language Culture and Equity CTB/McGraw Hill

    2. Questions At the CODoE we have specific roles related to the CELApro. The USA is specifically charged with the administration of CELApro and all procedures related. The ELAU deals with all policies related to service to the students. For example determining the designation of a student as NEP, LEP or FEP, program services, using the CELApro results for programmatic decisions, Home Language Questionnaires, and identifying students would be a questions for ELAU. The ELAU is available to provide to technical support regarding English Language Learners. The ESLU policies related to service to the students. The Unit of Student Assessment will answer questions regarding administration, accommodations allowed on CELApro, CELApro administration, security and test environment. During training please write your questions on note cards and hand them to any of the presenters. Include e-mail and phone # if they are policy questions since they will need to communicate with your directly. We will answer questions periodically throughout the training. At the CODoE we have specific roles related to the CELApro. The USA is specifically charged with the administration of CELApro and all procedures related. The ELAU deals with all policies related to service to the students. For example determining the designation of a student as NEP, LEP or FEP, program services, using the CELApro results for programmatic decisions, Home Language Questionnaires, and identifying students would be a questions for ELAU. The ELAU is available to provide to technical support regarding English Language Learners. The ESLU policies related to service to the students. The Unit of Student Assessment will answer questions regarding administration, accommodations allowed on CELApro, CELApro administration, security and test environment. During training please write your questions on note cards and hand them to any of the presenters. Include e-mail and phone # if they are policy questions since they will need to communicate with your directly. We will answer questions periodically throughout the training.

    3. There may be questions during or after this training that do not relate specifically to the administration of CELApro. These questions are important and we want to make sure that they are directed to the correct resource or person. We are here to serve you. Marisol, Joanna, Sri, Dena etc… Today's training is specifically about the administration of CELApro and related functions. The DAC is the first line of communication regarding assessments in your district. The Unit of Student Assessment communicates directly with the DAC. Joanna Bruno with the Unit of English Language Acquisition can answer policy questions. Marisol Enriquez with the Unit of Student Assessment can answer questions regarding CELApro administration, CSAP accommodations and CSAPA adaptations for English Language Learners. Sri Srinivasan with Exceptional Student Leadership Unit can answer questions regarding policy and instruction for students with disabilities Dena Coggins can answer questions regarding accommodations for CSAP.There may be questions during or after this training that do not relate specifically to the administration of CELApro. These questions are important and we want to make sure that they are directed to the correct resource or person. We are here to serve you. Marisol, Joanna, Sri, Dena etc… Today's training is specifically about the administration of CELApro and related functions. The DAC is the first line of communication regarding assessments in your district. The Unit of Student Assessment communicates directly with the DAC. Joanna Bruno with the Unit of English Language Acquisition can answer policy questions. Marisol Enriquez with the Unit of Student Assessment can answer questions regarding CELApro administration, CSAP accommodations and CSAPA adaptations for English Language Learners. Sri Srinivasan with Exceptional Student Leadership Unit can answer questions regarding policy and instruction for students with disabilities Dena Coggins can answer questions regarding accommodations for CSAP.

    4. As the Unit of Student Assessment (otherwise known as the USA), we are responsible for ensuring standard and ethical administrations of all the state assessments. We oversee the CSAP and CSAPA, Colorado’s assessments designed to measure student achievement relative to the Colorado Model Content standards and extended benchmarks in grades 3-10. the CELA program, which includes both CELA proficiency (CELA pro) and the CELA placement, measures English Language Acquisition. The CELAplace allows your ELA coordinator to work with the English Language Acquisition unit at CDE to meet the instructional and programmatic needs of ELL students. The Colorado ACT is a college entrance exam for all 11th graders in Colorado, and the National Assessment of Educational Progress examines state and national trends The purpose of assessment is to provide vital information regarding what students know and are able to do and to support instruction for students. Our goal and topmost priority is ensuring that you have the support and information you need to get the job done well!As the Unit of Student Assessment (otherwise known as the USA), we are responsible for ensuring standard and ethical administrations of all the state assessments. We oversee the CSAP and CSAPA, Colorado’s assessments designed to measure student achievement relative to the Colorado Model Content standards and extended benchmarks in grades 3-10. the CELA program, which includes both CELA proficiency (CELA pro) and the CELA placement, measures English Language Acquisition. The CELAplace allows your ELA coordinator to work with the English Language Acquisition unit at CDE to meet the instructional and programmatic needs of ELL students. The Colorado ACT is a college entrance exam for all 11th graders in Colorado, and the National Assessment of Educational Progress examines state and national trends The purpose of assessment is to provide vital information regarding what students know and are able to do and to support instruction for students. Our goal and topmost priority is ensuring that you have the support and information you need to get the job done well!

    5. Core Assessment Team Who is here an why? DACs cannot stand alone. Meeting the student’s needs relative to assessment. What is the core team? The core assessment team is lead by the DAC and includes the special education coordinator, the ELA coordinator and the CBLA contact. 5 roles, # of people depends on size of district Why is it important? The core assessment team first and foremost ensures that all students receive the services they need in order to access educational opportunities in classroom instruction and during assessment. As the population of Colorado changes, so too do the needs of our students. More and more dually identified students are in our schools, and it takes deliberate collaboration and cooperation between different service models to meet the needs of these students. DAC - District Assessment Coordinator Serves as the point person for all communications to and from the Colorado Department of Education’s Unit of Student Assessment for the district, schools and parents. Serves as district core team leader in training and qualifying test examiners (CSAPA and CELApro) and test proctors (CSAP) Ensures that every Test Examiner is thoroughly trained for a standardized ethical administration Oversees the management of the districts’ tests administration calendar(s), Oversees the security and management of test materials at the district level Oversees the data and reporting procedures functions for the various assessments. ELL-Director Accommodations appropriate for ELLs (New Colorado Accommodations Manual for ELLs) Assessing language proficiency Designation and Re-designations of ELLs (NEP, LEP and FEP) for assessment purposes Meeting the needs of ELLs with disabilities (Dually identified) Distinguishing between language difficulty and learning disability Special Education Director Meeting the assessment needs of students with disabilities Colorado Accommodations Manual Matching specific need with specific accommodations in plans IEP (Includes eligibility for CSAPA) 504 RtI Non-standard Accommodations Requests CBLA New Core Assessment Team Resource Body of Evidence ILPs District Trainer(s) Accommodations Yearly training District responsibility New Training Materials CD’s Who is here an why? DACs cannot stand alone. Meeting the student’s needs relative to assessment. What is the core team? The core assessment team is lead by the DAC and includes the special education coordinator, the ELA coordinator and the CBLA contact. 5 roles, # of people depends on size of district Why is it important? The core assessment team first and foremost ensures that all students receive the services they need in order to access educational opportunities in classroom instruction and during assessment. As the population of Colorado changes, so too do the needs of our students. More and more dually identified students are in our schools, and it takes deliberate collaboration and cooperation between different service models to meet the needs of these students. DAC - District Assessment Coordinator Serves as the point person for all communications to and from the Colorado Department of Education’s Unit of Student Assessment for the district, schools and parents. Serves as district core team leader in training and qualifying test examiners (CSAPA and CELApro) and test proctors (CSAP) Ensures that every Test Examiner is thoroughly trained for a standardized ethical administration Oversees the management of the districts’ tests administration calendar(s), Oversees the security and management of test materials at the district level Oversees the data and reporting procedures functions for the various assessments. ELL-Director Accommodations appropriate for ELLs (New Colorado Accommodations Manual for ELLs) Assessing language proficiency Designation and Re-designations of ELLs (NEP, LEP and FEP) for assessment purposes Meeting the needs of ELLs with disabilities (Dually identified) Distinguishing between language difficulty and learning disability Special Education Director Meeting the assessment needs of students with disabilities Colorado Accommodations Manual Matching specific need with specific accommodations in plans IEP (Includes eligibility for CSAPA) 504 RtI Non-standard Accommodations Requests CBLA New Core Assessment Team Resource Body of Evidence ILPs District Trainer(s) Accommodations Yearly training District responsibility New Training Materials CD’s

    6. Communication Protocol The proper practice for communication flow is the Test Examiner to the SAC to the DAC.The proper practice for communication flow is the Test Examiner to the SAC to the DAC.

    7. CELApro Standardized Assessment Las Links & Colorado Specific Items Aligned to Colorado’s ELD Standards Research Based and Field Tested Yearly Measure of English Language Development (Student and District) Required For Limited English Proficient students (NEP &LEP) CELApro is Colorado’s Standardized Assessment for English Language Learners who are NEP and LEP, based on the Colorado English Language Development Standards. The CELApro is a measure of English Language Development NOT content knowledge. The test does not and is not intended to, nor will it ever likely replace CSAP R&W. The results from the CELApro give a robust profile of a student’s skills and needs on a language acquisition continuum from January to January. Over time the scores will show the individual student’s progress. The CELApro is an annual, snapshot measure of a student’s content knowledge relative to the Colorado English Language Development Standards. The CELApro has been structured to comprehensively assess the language domains with a combination of constructed response and multiple choice items. Las Links well established and field tested with 70,000+students. CO specific Items do not change the administration of the assessment. CELApro is Colorado’s Standardized Assessment for English Language Learners who are NEP and LEP, based on the Colorado English Language Development Standards. The CELApro is a measure of English Language Development NOT content knowledge. The test does not and is not intended to, nor will it ever likely replace CSAP R&W. The results from the CELApro give a robust profile of a student’s skills and needs on a language acquisition continuum from January to January. Over time the scores will show the individual student’s progress. The CELApro is an annual, snapshot measure of a student’s content knowledge relative to the Colorado English Language Development Standards. The CELApro has been structured to comprehensively assess the language domains with a combination of constructed response and multiple choice items. Las Links well established and field tested with 70,000+students. CO specific Items do not change the administration of the assessment.

    8. Who Takes CELApro? Non English Proficient(NEP) students Limited English Proficient (LEP) students CSAPA eligible English Language Learners (ELLs) Facilities, Dually Enrolled, Online, and Home-schooled ELLs Facilities, dually enrolled& home-schooled, dually enrolled/online. Facilities, dually enrolled& home-schooled, dually enrolled/online.

    9. ELLs who take CSAPA ALL NEP and LEP students are required to take the CELApro For CSAPA students an educator who knows the student best should administer the CELApro CSAPA accommodations are not allowed on the CELApro

    10. Standardized Assessment All students will have the same test content, resources, directions, testing conditions, and rating procedures. One score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado. The CELApro is standardized. All test examiners follow the same the administration and rating procedures. Test examiner training is REQUIRED and must ensure that rating is calibrated. A standardized assessment results in scores that are generalizable across schools and districts. The CELApro is standardized. All test examiners follow the same the administration and rating procedures. Test examiner training is REQUIRED and must ensure that rating is calibrated. A standardized assessment results in scores that are generalizable across schools and districts.

    11. Standard Conditions Do not interact with students in a manner that will impact student responses. Do not provide feedback. Do not clarify test items. Do not spell words for the student. Do not repeat questions/items. Do not read any portion of the test other than what is included in the specific directions. Do not paraphrase, simplify, or add to the script. Do not translate any part of the test or directions. This may include: Body language Voice inflections Facial expressions Encouraging remarks Any of these behaviors are considered unethical testing practice and will invalidate the scores as a misadministration because they make accurate inferences from the test scores less than valid and reliable.This may include: Body language Voice inflections Facial expressions Encouraging remarks Any of these behaviors are considered unethical testing practice and will invalidate the scores as a misadministration because they make accurate inferences from the test scores less than valid and reliable.

    12. Accommodations Only ELLs with an Individual Education Plan(IEP) or 504 Plan NO Linguistic Accommodations For details regarding accommodations please refer to the revised Colorado Accommodations Manual at: http://www.cde.state.co.us/cdeassess/documents/csap/manuals/2010/2009-2010%20Colorado%20Accommodations%20Manual%20Final.pdf

    13. Accommodations

    14. Special Populations Braille Version of CELApro Test Examiner (TE) must be able to read Braille. Contact: Tanni Anthony Exceptional Student Leadership Unit Anthony_l@cde.state.co.us 303 866-6681 Colorado is the only state who offers Braille for English Language Proficiency Test. Teacher who administers the CELApro Braille version must be able to read Braille. 2nd grade Braille teacher scribes for student for L, S, W. Sufficient information to help support student needs will be generated.Colorado is the only state who offers Braille for English Language Proficiency Test. Teacher who administers the CELApro Braille version must be able to read Braille. 2nd grade Braille teacher scribes for student for L, S, W. Sufficient information to help support student needs will be generated.

    15. Transcribing Torn or Damaged test book Braille Large Print For detailed instructions regarding transcribing please refer to the revised Colorado Procedure Manual at: http://www.cde.state.co.us/cdeassess/documents/csap/manuals/2010/2010_ProceduresMan_FINAL.pdf Only scannable test books can be scanned and scored. Transcribing usually takes place under two circumstances: specific instructions regarding transcribing. Only scannable test books can be scanned and scored. Transcribing usually takes place under two circumstances: specific instructions regarding transcribing.

    16. Maintaining Security ALL CELApro materials are secure. Documented chain of custody must be maintained. No student responses are to be recorded anywhere other than in the student book or answer book. No cell phones, digital cameras or video cameras are permitted in the testing environment. CELApro is Colorado’s English Language Development Assessment and is proprietary. Security must be maintained for all CELApro materials. A document chain of custody must be maintained. That is, a plan for security of materials must be in place. Students responses should not be recorded anywhere other than the student book or the student answer book. There should be no communication devices including but not limited to cell phones, digital cameras or video cameras in the testing room during testing. We understand in certain school or districts cell phones may need to be carried by teachers. If this is the case, cell phones cannot be visible during the administration of CELApro.CELApro is Colorado’s English Language Development Assessment and is proprietary. Security must be maintained for all CELApro materials. A document chain of custody must be maintained. That is, a plan for security of materials must be in place. Students responses should not be recorded anywhere other than the student book or the student answer book. There should be no communication devices including but not limited to cell phones, digital cameras or video cameras in the testing room during testing. We understand in certain school or districts cell phones may need to be carried by teachers. If this is the case, cell phones cannot be visible during the administration of CELApro.

    17. SECURITY Student Response It is NOT allowable to record student responses in any manner (cassette or otherwise). Rating must be done at the time of the student testing. All materials including student responses are SECURE materials.

    18. Security Requirements for Test Examiners Require a Confidentiality or Ethical Practices form be signed by Test Examiners. Remind TEs that the copying of audio files onto computer or any other device is not allowed. High stakes requirements for TEs DACs – if you determine that your district policy is to use computers to play the Audio Discs, you will need some type of security system. Possibly a signature of Ethical Practice from each Test Examiner using a computer because of the ease of copying files onto a computer. High stakes requirements for TEs DACs – if you determine that your district policy is to use computers to play the Audio Discs, you will need some type of security system. Possibly a signature of Ethical Practice from each Test Examiner using a computer because of the ease of copying files onto a computer.

    19. CELApro Testing Window CELApro is administered to all NEPs and LEPs who are in grade K-12 in Colorado. The assessment window for all of CELApro is January 2, 2008 through February 1, 2008. Some districts with unique holiday schedules or a large # of ELLs may begin testing in the middle of December when materials arrive to ensure that all testing is completed by February 1, 2008. DACs received an e-mail with specific directions regarding this stipulation to the testing window. CELApro is administered to all NEPs and LEPs who are in grade K-12 in Colorado. The assessment window for all of CELApro is January 2, 2008 through February 1, 2008. Some districts with unique holiday schedules or a large # of ELLs may begin testing in the middle of December when materials arrive to ensure that all testing is completed by February 1, 2008. DACs received an e-mail with specific directions regarding this stipulation to the testing window.

    20. CELApro Training Materials PowerPoint Presentation 3pt Rubric 4pt Rubric Acronym List Confidentiality Form (Audio & DVD) Video Scoring Practice Sheet Movie clips on Navigator Please take a moment to peruse your training materials as we walk through what you have in your folder. The Training Materials you will use to train test examiners in your districts include a PPT, Video practice rating sheet. Next you will find a 4point and 3 point rubric. Scoring notes help to define some of the words used in the rubric. Training items are organized K-12. Then you will find the Rating Test items and a test answer key. We also included an acronym list to make sure everyone is in the know regarding Assessment acronyms. **Anecdote from Durango, CO. CD/DVD are for training purposes only, need to be maintained by DAC when not used for training. Secure materials. Districts ordered training audio CDs and Video CDs during registration for today’s session. Training materials will not be available online this year. Some of the training materials are proprietary to CTB Mcgraw Hill.Please take a moment to peruse your training materials as we walk through what you have in your folder. The Training Materials you will use to train test examiners in your districts include a PPT, Video practice rating sheet. Next you will find a 4point and 3 point rubric. Scoring notes help to define some of the words used in the rubric. Training items are organized K-12. Then you will find the Rating Test items and a test answer key. We also included an acronym list to make sure everyone is in the know regarding Assessment acronyms. **Anecdote from Durango, CO. CD/DVD are for training purposes only, need to be maintained by DAC when not used for training. Secure materials. Districts ordered training audio CDs and Video CDs during registration for today’s session. Training materials will not be available online this year. Some of the training materials are proprietary to CTB Mcgraw Hill.

    21. CELApro Domains and Subtests The CELApro assessment is organized into 4 domains Speaking, Listening, Reading and Writing. In each of these domains there are subtests which we will cover in depth. For Kindergarten the test examiner may mark the bubbles for all multiple choice items in the Student book. There are other resources that may be helpful, the Guide to Test Interpretation includes information about student results and the CELApro Technical Manual has in depth information regarding the technical aspects of the assessment. The CELApro assessment is organized into 4 domains Speaking, Listening, Reading and Writing. In each of these domains there are subtests which we will cover in depth. For Kindergarten the test examiner may mark the bubbles for all multiple choice items in the Student book. There are other resources that may be helpful, the Guide to Test Interpretation includes information about student results and the CELApro Technical Manual has in depth information regarding the technical aspects of the assessment.

    22. Timing Estimates The CELApro is an un-timed test, students can take as much time as necessary to take the test. There are estimated administration times schools may use to plan an administration schedule for CELApro. When planning a schedule students should be grouped with other students of similar linguistic competence. This way students who finish at the similar paces will be less likely to cause distractions for students who take longer to complete a given domain. This year the K, 1 and 2nd grade assessments are separate booklets and students in these respective grades must be tested separately. The CELApro is an un-timed test, students can take as much time as necessary to take the test. There are estimated administration times schools may use to plan an administration schedule for CELApro. When planning a schedule students should be grouped with other students of similar linguistic competence. This way students who finish at the similar paces will be less likely to cause distractions for students who take longer to complete a given domain. This year the K, 1 and 2nd grade assessments are separate booklets and students in these respective grades must be tested separately.

    23. The test examiner must ensure that all test materials are ready before beginning administration. A do not disturb sign is helpful in avoiding disruptions. An audio CD player is necessary and required for the Listening Test of CELApro. Grades K, 1, 2, and grade span 3-5 use a student book in which the student records responses. There are two cue books with picture (K-2 and 3-5) Grade spans 6-8 and 9-12 have a student book in which the student accesses the test items, passages and cues. In addition these higher grade spans include a Student Answer Book which allows ample room for students to respond to some of the items. The test examiner’s materials include an Examiner’s Guide which must be thoroughly reviewed prior to administering the CELApro. All test examiner’s guides Sections 1-7 have information relevant to the “before testing” functions including: checking materials, identifying test administration staff, maintaining test security, planning your testing schedule, establishing standard testing procedures, following general guidelines and understanding the rating procedures. Section 8 has specific directions for “during testing” with directions for administering the S, L, R & W domains of the CELApro. The listening audio CD must be used to administer the Listening domain of the CELApro. All CELApro are secure materials and must adhere to security policies outlined both in this training and the examiner’s guides. The test examiner must ensure that all test materials are ready before beginning administration. A do not disturb sign is helpful in avoiding disruptions. An audio CD player is necessary and required for the Listening Test of CELApro. Grades K, 1, 2, and grade span 3-5 use a student book in which the student records responses. There are two cue books with picture (K-2 and 3-5) Grade spans 6-8 and 9-12 have a student book in which the student accesses the test items, passages and cues. In addition these higher grade spans include a Student Answer Book which allows ample room for students to respond to some of the items. The test examiner’s materials include an Examiner’s Guide which must be thoroughly reviewed prior to administering the CELApro. All test examiner’s guides Sections 1-7 have information relevant to the “before testing” functions including: checking materials, identifying test administration staff, maintaining test security, planning your testing schedule, establishing standard testing procedures, following general guidelines and understanding the rating procedures. Section 8 has specific directions for “during testing” with directions for administering the S, L, R & W domains of the CELApro. The listening audio CD must be used to administer the Listening domain of the CELApro. All CELApro are secure materials and must adhere to security policies outlined both in this training and the examiner’s guides.

    24. Listening Overview We will be covering Listening, Reading and Writing domains of the CELApro before tackling Speaking. The Audio CD is REQUIRED for administration of the Listening Test The Listening, Reading and Writing domains are more straightforward in that no “rating” student responses. The Listening domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. The procedure is that the examiner reads the directions from the examiner’s guide. The items are played from the required audio CD and are not read. Practice items, listening passages or test questions should NOT be repeated. Student listen and the TE or the student marks bubbles in the student book/ or the student answer book. We have discussed the materials used. A # 2 pencil must be used to record student responses. A do not disturb sign should be posted on classroom door(s). In addition an audio CD player is needed to play the listening CD. We will be covering Listening, Reading and Writing domains of the CELApro before tackling Speaking. The Audio CD is REQUIRED for administration of the Listening Test The Listening, Reading and Writing domains are more straightforward in that no “rating” student responses. The Listening domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. The procedure is that the examiner reads the directions from the examiner’s guide. The items are played from the required audio CD and are not read. Practice items, listening passages or test questions should NOT be repeated. Student listen and the TE or the student marks bubbles in the student book/ or the student answer book. We have discussed the materials used. A # 2 pencil must be used to record student responses. A do not disturb sign should be posted on classroom door(s). In addition an audio CD player is needed to play the listening CD.

    25. Conventions in Directions Listening The following conventions are used in the Examiner’s Guide for the Listening domain. The first say indicates that the test examiner reads exactly what is written in the examiner’s guide. The Second SAY* is not read by the TE. This text is for reference only, it is read in a standardized manner on the required listening CD. Again the star indicates the examiner does not read this text, the TE should just follow the script to be aware of when the CD will need to be paused. A book symbol in the examiner’s guide indicates that the student book or answer book should be held up to should the students which page to turn to, the practice questions or demonstrate where to mark answers. The following conventions are used in the Examiner’s Guide for the Listening domain. The first say indicates that the test examiner reads exactly what is written in the examiner’s guide. The Second SAY* is not read by the TE. This text is for reference only, it is read in a standardized manner on the required listening CD. Again the star indicates the examiner does not read this text, the TE should just follow the script to be aware of when the CD will need to be paused. A book symbol in the examiner’s guide indicates that the student book or answer book should be held up to should the students which page to turn to, the practice questions or demonstrate where to mark answers.

    26. Item Types - Listening - There are three subtest in the Listening Assessment each with different item types. Subtests are designed to increase in complexity mirroring language development.There are three subtest in the Listening Assessment each with different item types. Subtests are designed to increase in complexity mirroring language development.

    27. Listen for Information In Listen for Information, student hear instructions typical of those provided by a classroom teacher. Instruction are played from the audio CD (notice the *) and can be 1-3 sentences. T The student choose from three answer choices, one of which restates the information they heard. Instructions and answers may contain idioms and different syntactical structures. In Listen for Information, student hear instructions typical of those provided by a classroom teacher. Instruction are played from the audio CD (notice the *) and can be 1-3 sentences. T The student choose from three answer choices, one of which restates the information they heard. Instructions and answers may contain idioms and different syntactical structures.

    28. Listen in Classroom Listen in the Classroom assesses comprehension of academic language, students hear two short exchanges typical of classroom discussions. All components are played from the Listening CD. The student then responds to three questions each with 3 answer choices. Listen in the Classroom assesses comprehension of academic language, students hear two short exchanges typical of classroom discussions. All components are played from the Listening CD. The student then responds to three questions each with 3 answer choices.

    29. Listen and Comprehend The listening passage assesses comprehension of narratives. Questions ask about main idea, details, inferences and idioms. Again passages, questions and test answer choices are played from the CD. Students answer 4 questions each question has 3 answer choices. The listening passage assesses comprehension of narratives. Questions ask about main idea, details, inferences and idioms. Again passages, questions and test answer choices are played from the CD. Students answer 4 questions each question has 3 answer choices.

    30. Marking Answers Listening Students complete column in grades 6-12 example on right.Students complete column in grades 6-12 example on right.

    31. Listening Video Clip Listening 6-12

    32. Reading Overview The Reading domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. The examiner reads the directions and samples from the examiner’s guide. Student listen and the TE or the student marks bubbles in the student book/ or the student answer book. We have discussed the materials used. A # 2 pencil must be used to record student responses. All reading items are mc in format. Some items evaluate phonemic awareness as the basis for recognizing words and developing vocabulary. In other items, students use literary and informational grade-appropriate texts to demonstrate sentence-level reading ability, as well as inferential skills. The Reading domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. The examiner reads the directions and samples from the examiner’s guide. Student listen and the TE or the student marks bubbles in the student book/ or the student answer book. We have discussed the materials used. A # 2 pencil must be used to record student responses. All reading items are mc in format. Some items evaluate phonemic awareness as the basis for recognizing words and developing vocabulary. In other items, students use literary and informational grade-appropriate texts to demonstrate sentence-level reading ability, as well as inferential skills.

    33. Item Types -Reading- The reading test is comprised of three subtests: analyze words, read words, and read for understanding. The subtests are again designed to increase in complexity mirroring language development.The reading test is comprised of three subtests: analyze words, read words, and read for understanding. The subtests are again designed to increase in complexity mirroring language development.

    34. Analyze Words In analyze words students respond to discrete items in a variety of formats addressing four word analysis tasks: identifying rhyming words, applying letter sound relationships to read English words, applying letter-sound relationships to read English phonemes and applying knowledge of morphemes and syntax to word meaning. Each questions has three answer choices. In analyze words students respond to discrete items in a variety of formats addressing four word analysis tasks: identifying rhyming words, applying letter sound relationships to read English words, applying letter-sound relationships to read English phonemes and applying knowledge of morphemes and syntax to word meaning. Each questions has three answer choices.

    35. Read Words For grades k-2 students demonstrate vocabulary by classifying words, selecting written words to match those spoken by the examiner, and matching picture of objects to there written description. In all other grade levels, students demonstrate vocab. By choosing synonyms or antonyms of a given word and/or choosing words that correctly complete sentences. In addition students in 6-12 are tested on idiomatic expressions. Each question has 3 answer choices. For grades k-2 students demonstrate vocabulary by classifying words, selecting written words to match those spoken by the examiner, and matching picture of objects to there written description. In all other grade levels, students demonstrate vocab. By choosing synonyms or antonyms of a given word and/or choosing words that correctly complete sentences. In addition students in 6-12 are tested on idiomatic expressions. Each question has 3 answer choices.

    36. Read for Understanding High level reading skills are evaluated in which students respond to passages representing various genres (e.g. fiction, non-fiction and poetry). Questions address three tasks: reading comprehension, identifying important literary features of text, and applying learning strategies to interpretation. Students in K read along as the examiner reads a passage aloud and then identify one of 3 picture choices that corresponds with the reading passage. Students in grade 1 and 2 read two additional passages independently. 3-5 read passages without assistance and choose corresponding pics or text. In upper grades students read passages without assistance and select from written answer choices. Higher-level reading skills are evaluated as students respond to questions about a passage. Questions address three tasks: demonstrating reading comprehension, identifying literary features and applying learning strategies to interpretation. High level reading skills are evaluated in which students respond to passages representing various genres (e.g. fiction, non-fiction and poetry). Questions address three tasks: reading comprehension, identifying important literary features of text, and applying learning strategies to interpretation. Students in K read along as the examiner reads a passage aloud and then identify one of 3 picture choices that corresponds with the reading passage. Students in grade 1 and 2 read two additional passages independently. 3-5 read passages without assistance and choose corresponding pics or text. In upper grades students read passages without assistance and select from written answer choices. Higher-level reading skills are evaluated as students respond to questions about a passage. Questions address three tasks: demonstrating reading comprehension, identifying literary features and applying learning strategies to interpretation.

    37. Marking Answers -Reading-

    38. Reading Video Clip Reading K-5 Reading 6-12 This year we are providing a DVD disk with video clips that we hope will enhance your district training in a standardized manner. This 1st video clip gives an administration overview of the reading test. This year we are providing a DVD disk with video clips that we hope will enhance your district training in a standardized manner. This 1st video clip gives an administration overview of the reading test.

    39. Writing Overview The Writing domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. TE reads directions and samples from the Examiner’s Guide. Students listen and respond. The test includes both multiple choice and constructed response items. First items engage students to identify appropriate grammar, mechanics, and syntax, and then progress to prompt students to respond in the form of phrases, sentence and paragraphs. Responses are evaluated for language, fluency and usage. Constructed response items within the writing test are do not measure factual knowledge rather they focus on English grammar and the appropriate use of discourse. The Writing domain of the CELApro may be administered in a group or individually by a proficient English speaker. A test examiner may need additional proctors to help monitor if groups exceed 20 students. TE reads directions and samples from the Examiner’s Guide. Students listen and respond. The test includes both multiple choice and constructed response items. First items engage students to identify appropriate grammar, mechanics, and syntax, and then progress to prompt students to respond in the form of phrases, sentence and paragraphs. Responses are evaluated for language, fluency and usage. Constructed response items within the writing test are do not measure factual knowledge rather they focus on English grammar and the appropriate use of discourse.

    40. Item Types - Writing - Writing consists of four subtests, use conventions, write about, write why, write in detail. Increasing complexity by subtest.Writing consists of four subtests, use conventions, write about, write why, write in detail. Increasing complexity by subtest.

    41. Use Conventions Discrete items in this sub-domain assess how students use grammar, capitalization, punctuation, and sentence structure. Each item has 3 choices. Discrete items in this sub-domain assess how students use grammar, capitalization, punctuation, and sentence structure. Each item has 3 choices.

    42. Bubbling Answers -Use Conventions -

    43. -Write About - Students in K-1 write one sentence. Students in grade 2-12 write two sentences to describe a picture. Students in K-1 write one sentence. Students in grade 2-12 write two sentences to describe a picture.

    44. - Write Why - In write why, students make a choice between two alternatives and write to explain the choice they make. In K-1 students write one reason; 2-12 students write two responses. Responses are rated by CTB on a 0-3 rubric. In write why, students make a choice between two alternatives and write to explain the choice they make. In K-1 students write one reason; 2-12 students write two responses. Responses are rated by CTB on a 0-3 rubric.

    45. - Write in Detail - Prompts in write in detail elicit longer responses. Students in grade 2 write to describe what is happening in a sequence of four pictures. Students in upper grades organize their ideas and write sentences responding to a written prompt. Responses are rated by CTB on a 0-4 rubric. Student in K-1 do not take Write in Detail. Prompts in write in detail elicit longer responses. Students in grade 2 write to describe what is happening in a sequence of four pictures. Students in upper grades organize their ideas and write sentences responding to a written prompt. Responses are rated by CTB on a 0-4 rubric. Student in K-1 do not take Write in Detail.

    46. Writing Video Clip K-5 Writing 6-12 Writing

    47. Speaking Overview The speaking test is individually administered by a proficient English speaker. For Grades K-5, the TE reads from the Students Book and points to illustration in the Cue Picture Book. For Grades 6-12, the Examiner reads from the Answer Book and points to illustrations in the Student Book. All Speaking items are performance-based in format and measure vocabulary, social and academic language, and more sophisticated, grammatically correct verbal expressions—focusing on the production of single-word responses as well as multiple sentences on a topic. Student responses should not be recorded anywhere except the student book or student answer book. It is essential that rating take place as the student is responding to the item. Again a “do not disturb sign” will ensure that the testing environment remains quite and focused. All Materials are “secure” materials. The speaking test is individually administered by a proficient English speaker. For Grades K-5, the TE reads from the Students Book and points to illustration in the Cue Picture Book. For Grades 6-12, the Examiner reads from the Answer Book and points to illustrations in the Student Book. All Speaking items are performance-based in format and measure vocabulary, social and academic language, and more sophisticated, grammatically correct verbal expressions—focusing on the production of single-word responses as well as multiple sentences on a topic. Student responses should not be recorded anywhere except the student book or student answer book. It is essential that rating take place as the student is responding to the item. Again a “do not disturb sign” will ensure that the testing environment remains quite and focused. All Materials are “secure” materials.

    48. SECURITY Student Response It is NOT allowable to record student responses in any manner (cassette or otherwise). Rating must be done at the time of the student testing. All materials including student responses are SECURE materials.

    49. Item Types - Speaking - There are four subtests in Speaking; Speak in Words, Speak in Sentences Make Conversation and Tell a Story. Speak in Words is rated correct, incorrect or no response. The Speak in Sentences and Make Conversation Subtests are rated using the 3-point rating scale and the Tell a Story subtest is rated using the 4 point rating scale. Progression is designed to measure a continuum and allow students to respond at their own level. There are four subtests in Speaking; Speak in Words, Speak in Sentences Make Conversation and Tell a Story. Speak in Words is rated correct, incorrect or no response. The Speak in Sentences and Make Conversation Subtests are rated using the 3-point rating scale and the Tell a Story subtest is rated using the 4 point rating scale. Progression is designed to measure a continuum and allow students to respond at their own level.

    50. Requirements of Test Examiner(TE) for CELApro Speaking test Speaking section is individually administered by TEs that model clear pronunciation of English phonemes which impact student responses. Follow the script exactly. Do not repeat any test items. Must be trained annually and demonstrate ability to accurately rate student responses. Rate and mark student responses as the student is speaking. The test examiner must be a Proficient English speaker who is able to clearly model English phonemes. A CELApro Test Examiner must be trained in order to develop an automaticity in the application of the rating scales. That is a TE must have enough practice during district training to feel confident in and accurately rate student responses. Today you will have an opportunity to become CELApro rating experts so that you can go back and train TE at your respective districts. All rating must be done as students respond to individual items. The test examiner must be a Proficient English speaker who is able to clearly model English phonemes. A CELApro Test Examiner must be trained in order to develop an automaticity in the application of the rating scales. That is a TE must have enough practice during district training to feel confident in and accurately rate student responses. Today you will have an opportunity to become CELApro rating experts so that you can go back and train TE at your respective districts. All rating must be done as students respond to individual items.

    51. Conventions in Directions -Speaking- The following conventions are used in the Examiner’s Guide for the Speaking domain. The first say indicates that the test examiner reads exactly what is written in the examiner’s guide. The finger pointing indicates to the TE to point to picture sin the Cue Picture Book (K-2 and 3-5_ or Student Book (6-12). The check mark indicates instructions to the TE regarding rating student responses. The following conventions are used in the Examiner’s Guide for the Speaking domain. The first say indicates that the test examiner reads exactly what is written in the examiner’s guide. The finger pointing indicates to the TE to point to picture sin the Cue Picture Book (K-2 and 3-5_ or Student Book (6-12). The check mark indicates instructions to the TE regarding rating student responses.

    52. Speak in Words Test Design - Content Words are simple to complex. Academic vocabulary is assessed. Students label objects and answer questions related to those objects using nouns, verbs, adjectives or adverbs. Any action verbs need to be in the form of an action…reading, looking, walking etc. In Speak in Words the TE point to objects in cue pictures and ask questions such as “What is this”? And “What is it used for”? Students respond with single words and short phrases to identify objects and answer related questions. Student responses are rated C, I, or NR. Words are simple to complex found in the classroom and beyond. Academic vocabulary is assessed. When rating TE’s are determining a student’s ability to label objects with nouns, verbs, adjectives or adverbs. Any action verbs need to be in form of an action such as reading, looking etc. In Speak in Words the TE point to objects in cue pictures and ask questions such as “What is this”? And “What is it used for”? Students respond with single words and short phrases to identify objects and answer related questions. Student responses are rated C, I, or NR. Words are simple to complex found in the classroom and beyond. Academic vocabulary is assessed. When rating TE’s are determining a student’s ability to label objects with nouns, verbs, adjectives or adverbs. Any action verbs need to be in form of an action such as reading, looking etc.

    53. Speak in Words –

    54. Bubbling Responses - Speak in Words -

    55. Speak in Words Video Clip & Practice K-5 6-12 Now we will have an opportunity to view video clips at both and elementary and secondary level that demonstrate what the administration of Speak in Words looks like…Now we will have an opportunity to view video clips at both and elementary and secondary level that demonstrate what the administration of Speak in Words looks like…

    56. Speak in Sentences Test Design - Content Prompt has been designed to elicit a response in sentence form. Examiners need to determine if the student is able to create a complete sentence. In Speak in Sentences students respond in complete sentences to describe activities or actions. The TE responds to each cue and directs the student to respond to prompts such as, “Tell me what is happening in the picture”, “Tell me exactly where the book is located” or “Please give me clear directions on how to go from place A to place B”. Student responses are rated on a 0-3 rubric. In Speak in Sentences students respond in complete sentences to describe activities or actions. The TE responds to each cue and directs the student to respond to prompts such as, “Tell me what is happening in the picture”, “Tell me exactly where the book is located” or “Please give me clear directions on how to go from place A to place B”. Student responses are rated on a 0-3 rubric.

    57. 0-3 RUBRIC Please take a moment to Review the 0-3 Rating Rubric located in your folder on a half sheet. You will need to keep this sheet out during your practice rating opportunities. Also TE’s should always keep the respective rubric in front of them when rating, regardless of how familiar they may become with the rubric. subject/predicate: she dances, she writes, she runs, she reads etc. What would be accepted from a native speaker? When assessing English speaking ability? Review rubric… Questions? Scoring Notes Sheet helps to define some of the possibilities you may come across during the rating.Please take a moment to Review the 0-3 Rating Rubric located in your folder on a half sheet. You will need to keep this sheet out during your practice rating opportunities. Also TE’s should always keep the respective rubric in front of them when rating, regardless of how familiar they may become with the rubric. subject/predicate: she dances, she writes, she runs, she reads etc. What would be accepted from a native speaker? When assessing English speaking ability? Review rubric… Questions? Scoring Notes Sheet helps to define some of the possibilities you may come across during the rating.

    58. - Speak in Sentences - Describe example and go through the sample ratings. Describe example and go through the sample ratings.

    59. Speak in Sentences Video Clip & Practice K-5 6-12 During the video clip examples of Speak in Sentences you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-3 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take minutes at your tables to discuss your experience rating Speak in Sentences during the video clip. During the video clip examples of Speak in Sentences you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-3 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take minutes at your tables to discuss your experience rating Speak in Sentences during the video clip.

    60. Make Conversation Test Design - Content Examiners must consider: Does response need to be in question form? Students also respond in complete sentences in make conversation. However, instead of describing pictures, students respond to the TE’s prompts such as “Tell someone to do something”. “Ask someone for something”, “Describe how to do something” or “Explain why we do something”. Student responses are rated on a 0-3 rubric. Student must make some changes to the statement provided allowing TE to evaluate how the student is grasping the structure of language. For example can they restate a prompt in the form of a question? Students also respond in complete sentences in make conversation. However, instead of describing pictures, students respond to the TE’s prompts such as “Tell someone to do something”. “Ask someone for something”, “Describe how to do something” or “Explain why we do something”. Student responses are rated on a 0-3 rubric.

    61. Make Conversation –

    62. Make Conversation Video Clip & Practice K-5 6-12 During the video clip examples of Make Conversation you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-3 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take 3 minutes at your tables to discuss your experience rating Make Conversation during the video clip. During the video clip examples of Make Conversation you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-3 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take 3 minutes at your tables to discuss your experience rating Make Conversation during the video clip.

    63. Tell a Story Test Design - Content Examiners are listening for student’s response: Can the student produce a story with some organization of ideas? In tell a story students produce multiple sentences explaining what is happening in a series of four pictures. The pictures illustrate a story with a beginning, a middle and an end. Pointing to the series of four pictures, the TE begins the story by reading a story starter to contextualize the pictures without given away vocabulary or key content. Student responses are rated on a 0-4 rubric. In tell a story students produce multiple sentences explaining what is happening in a series of four pictures. The pictures illustrate a story with a beginning, a middle and an end. Pointing to the series of four pictures, the TE begins the story by reading a story starter to contextualize the pictures without given away vocabulary or key content. Student responses are rated on a 0-4 rubric.

    64. Grades K-12: Tell A Story Rubric

    65. Tell a Story – Example

    66. Tell a Story Video Clip & Practice K-5 6-12 During the video clip examples of Tell a Story you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-4 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take 3 minutes at your tables to discuss your experience rating Tell a Story during the video clip. During the video clip examples of Tell a Story you will have an opportunity to practice rating student responses while watching the video clips. Please take out the “Video Practice Rating Sheet” and your 0-4 Rubric,… be prepared to rate student samples. The first sample you will need to practice rating is Sample A. Clip. Please take 3 minutes at your tables to discuss your experience rating Tell a Story during the video clip.

    67. The proper practice for communication flow is the Test Examiner to the SAC to the DAC.The proper practice for communication flow is the Test Examiner to the SAC to the DAC.

    68. Communication/Materials CELApro Assessment Materials and Shipping CTB/McGraw-Hill Help Desk 800-994-8557 celahelpdesk@ctb.com Assessment Administration Questions Office of Standards and Assessment (303) 866-6929 rieple_m@cde.state.co.us Policy Questions Office of Language Culture and Equity (303) 866-6963 escobar_l@cde.state.co.us Again, if your questions pertain to materials and shipping, call the CTB Colorado Help Desk, if your questions are relative to Administration, call Emma in the Unit of Student Assessment and she will direct your call. If you have questions related to Policy, call Joanna Bruno in the English Language Acquisition Unit.Again, if your questions pertain to materials and shipping, call the CTB Colorado Help Desk, if your questions are relative to Administration, call Emma in the Unit of Student Assessment and she will direct your call. If you have questions related to Policy, call Joanna Bruno in the English Language Acquisition Unit.

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