Welcome to the Scoring Training of Trainers Workshop 2009–10 Administration

1. California English Language Development Test Welcome to theScoring Training of Trainers Workshop2009–10 Administration

2. Workshop Objectives The purposes of this workshop are to train participants to:  • Demonstrate an understanding of the scoring process for the one-on-one portions of the CELDT • Demonstrate an understanding of how to organize and utilize assessment materials appropriately

3. CELDT Binder • What’s New • Section 1 - Introduction to CELDT • Section 2 - Test Administration • Section 3 - K-1 Reading and Writing • Section 4 - Speech Functions • Section 5 - Choose and Give Reasons • Section 6 - 4-Picture Narrative • Section 7 - Practice Video Samples • CDE Questions and Answers • Section 8 - Writing – Sentences • Section 9 - Writing – Short Compositions • Local Scoring and Placement • Section 10 - Trainer Resources

4. What’s New • K-1 Reading and Writing • New Federal Race and Ethnicity Data Collection • Local Scoring Tool (formerly e-TIP)

5. Who to Contact? CELDT Assessors • Amber Jacobo, 457-3813, amber.jacobo@fresnounified.org • Bon Vang, 457-3895, bon.vang@fresnounified.org Administering the CELDT Assessment (Look at Roles and Responsibilities page to determine appropriate person) • Cin Rogers, 457-3828, cin.rogers@fresnounified.org • Amber Jacobo

6. California English Language Development Test Section 2 – Test Administration

7. CELDT Domains

8. CELDT Test Purposes • Initial Identification (II) • Students with a primary language other than English on the Home Language Survey who have not been previously assessed for English proficiency • Determine if they are English learners • Year round • Annual Assessment (AA) • All previously identified English learners who have not been redesignated • Assess progress in acquiring English proficiency • July 1 through October 31

9. Materials for 2009-10CELDT Administration – Binder, pg 2-5

10. Materials for 2009-10CELDT Administration • Multiple Forms (previously called “versions”): • Grades K-1: Forms 1-5 • Grades 2-12: Forms 1-11

11. Filling in the CELDT Bio Page • What’s New • Box 13 – Most Recent Previous CELDT Administration • Box 14 – Most Recent Previous Scale Scores • Box 15 – Ethnicity • Examiners must be trained to fill in information that is not captured during Pre-ID.

12. Demographics Examiners Must Bubble When Applicable • Braille (Box B on front)

13. Demographics Examiners Must Always Bubble • Form (Box F on front)

14. Demographics Examiners Must Always Bubble • Date Testing Completed (Box 11 on back)

15. Demographics Examiners Must Bubble When Applicable • Test Variations (Box 22 on back) • Accommodations • Modifications • Alternate Assessment

16. Administer the Test • Test administration procedures are provided for each of the domains. • Practice questions (if present, use for modeling) • Administration (individual or group) • How to mark the answer (student or examiner) • Repeating a question (when allowed) • When to stop the test (stopping markers) • Prompting (when allowed)

17. Quick Reference for Scoring DVD: Administration

18. California English Language Development Test Section 3 – K-1 Reading and Writing

19. Background • Education Code Section 60810(b) • Initial item development • Field test of K-1 reading and • writing test questions

20. Results Reporting • Standard setting • Performance level descriptors • Cut scores • Use of results • Initial Identification and reclassification • Raw scores only in 2009-10 • Scale scores in 2010-11

21. Sample K-1 Student Report

22. California Educator Participation • Item development • Content reviews • Bias and sensitivity reviews • Field-test administration • Written field-test survey feedback • Oral feedback from field-test focus • group DVD: Administration K-1 Reading and Writing

23. 2009-10 K-1 Materials • Two Student Books • Listening and Speaking • Reading and Writing • Two Examiner’s Manuals • K-2 Listening and Speaking • K-1 Reading and Writing

24. How are K-1 Reading and Writing Sections Presented • 20 Reading Items • 20 Writing Items • One to two items per page • Item Types: • - Multiple-choice (selected response) • - Correct / Incorrect / No response • - Constructed response

25. How are K-1 Reading and Writing Items Administered? • One-on-one administration • Warm-up information included in the • Reading and Writing Examiner’s Manual • Estimated administration time: 15-30 minutes for each domain • Complete the administration of one • domain before moving to the next • Administer reading before writing • Take breaks when appropriate

26. How are the K-1 Reading And Writing Items Presented? Sample Items Presented in Binder 3-7, 3-15 to end of section

27. Which ELD ReadingStandards Are Tested? • Recognize English phonemes corresponding to those students hear and produce in primary language • Recognize English phonemes not corresponding to sounds students already hear and produce • Recognize and name letters of the alphabet • Recognize sound/symbol relationships • Read simple vocabulary, phrases, and sentences • Use decoding skills to read more complex words • While reading aloud, point out features such as title, table of contents, and chapter headings • You can find the standards at: • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

28. Which ELD WritingStandards Are Tested? • Copy the English alphabet legibly • Copy words posted and commonly used in the classroom • Write a few words or phrases about an event or character from a story read aloud • Use capitalization to begin sentences or for proper nouns • Use a period or a question mark at the end of a sentence • You can find the standards at: • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf DVD: Administration Listening and Reading

29. California English Language Development Test Section 4 – Speech Functions

30. Speech Functions Administration Procedures

31. Speech FunctionsPrompts K-2 Sample Items in Binder on 4-11

32. Speech Functions Prompts by Grade Level – Binder pg 4-9 DVD: Administration Speaking through Speech Functions

33. Scoring RubricScore Point 0 • Student does not perform the language function required. • No response [NR]. • Response is entirely in another language [AL].

34. Scoring RubricScore Point 1 • Student performs the language function required. • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.

35. Scoring RubricScore Point 2 • Student performs the language function required. • Speech is accurate enough not to interfere with communication (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication.)

36. Speech Functions Scoring Anchors Anchor Items listed in Binder, pg 4-7

37. Scoring Practice Procedure

38. Speech Functions – Scoring Practice • Group Practice • Rodolfo, Grade 3 • Cecilia, Grade 2 • Isabel, Grade 7 • Table Practice • Marco, Grade 6 • Susan, Grade 9 • Sania, Grade K • Karen, Grade 7 • Muhammad, Grade 9 • Neha, Grade 10 • Javier, Grade 2 • Rajdeep, Grade 9

39. Speech Functions – Scoring Practice • Final Five • Allan, Grade K • Rodolfo, Grade 3 • Licea, Grade • Prashneet, Grade 5 • Alejandro, Grade 7

40. California English Language Development Test Section 5 – Choose and Give Reasons

41. Choose and Give Reasons Administration Procedures

42. Choose and Give Reasons Prompts for 3-12 Sample Items, Binder 5-9 DVD: Administration Speaking C&GR, 6-41:16

43. Scoring RubricScore Point 0 • Student does not make choice or does not support choice with a relevant reason. • No response [NR]. • Response is entirely in another language [AL].

44. Scoring RubricScore Point 1 • Student makes choice and supports choice with at least one relevant reason. • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.

45. Scoring RubricScore Point 2 • Student makes choice and supports it with at least two relevant reasons. • Speech is generally accurate (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication).

46. Choose and Give Reasons Anchor Items Anchor Items, Binder 5-7 DVD: Administration Speaking C&GR, 6-41:16

47. Scoring Practice Procedure

48. Choose and Give Reasons – Scoring Practice (K-5) • Group Practice • Cecilia, Grade 2 • Denise, Grade 6 • Louis, Grade K • Moncerrat, Grade 2 • Table Practice • Lilyanna, Grade K • Susan, Grade 9 • Galilea, Grade 4 • Gerson, Grade K • Abigail, Grade 1 • Alexa, Grade K • Brian, Grade 7 • Nestor, Grade 8

49. Choose and Give Reasons – Scoring Practice (K-5) • Final Five • Vivian, Grade 3 • Neha, Grade 10 • Carmen, Grade 7 • Fabian, Grade K • Natalie, Grade 11

50. California English Language Development Test Section 6 – 4-Picture Narrative