CELLA

1. 2013 Comprehensive English Language Learning Assessment CELLA Test Chairperson Training Session February 7, February 8, and February 20, 2013 Assessment, Research, and Data Analysis Felicia Mallory, Executive Director Denetra Collins, Staff Specialist

2. Program Overview • Comprehensive English Language Learning Assessment (CELLA) is designed to meet the requirements of Title III of the NCLB. • A four-skill language proficiency assessment in • Speaking • Listening • Reading • Writing • Administered to all English Language Learners (ELLs) in grades K-12. TAM, p.6

3. Standards for Measuring English Language Learners (ELLs) Meeting Annual Measureable Achievement Objectives (AMAOs) AMAO 1 is based on progress in English language acquisition as measured in each of the three CELLA areas. Making progress is defined as either increasing a proficiency level or staying within the “Proficient” level in a specific area. AMAO 2 is based on achieving English proficiency as measured by CELLA. Achieving proficiency is defined as scoring within the proficient level in all three domains: Listening/Speaking, Writing, and Reading. AMAO 2 is established separately for four grade clusters: K-2, 3-5, 6-8, and 9-12. AMAO 3 is based on demonstrating proficiency in reading and mathematics on the FCAT. Demonstrating proficiency is defined as scoring at achievement level three or higher.

4. Administration Features • Kindergarten • Individual administration required in all four modalities • Grades 1-12 • Individually administered in Speaking(One-on-One) • Group administered in Listening, Reading, and Writing TAM, pp. 7-8

5. Training for Coordinators and Administrators of CELLA • Speaking Administration Training (One-On-One) • General training conducted by the Division of Bilingual Education and World Languages and Charter Schools • Training for Special Education English Language Learners conducted by the Division of Special Education • Group Administration Training • Conducted by Student Assessment and Educational Testing (SAET)

6. Schedule of Activities Packet, p. 2

7. Students To Be Tested • All ELLs in grades K through 12 in membership on March 4, 2013 • All former ELLs who exited from the English for Speakers of Other Languages (ESOL) program on or after September 4, 2012 • Pre ID labels provided for all eligible students in membership for Survey 7 TAM, p. 8

8. CELLA Levels of Testing Overview • Booklet levels for the 2013 CELLA are as follows: Grades K – 2 Level A Grades 3 – 5 Level B Grades 6 – 8 Level C Grades 9 – 12 Level D • Test Sections – Listening, Speaking/One-on-One, Reading, and Writing • Test Format: • Listening: All Multiple-Choice (MC) • Speaking: All Constructed-Response (CR) • Reading : All MC • Writing: MC and CR • All students will test “on grade level” in all modalities. TAM, pp. 10-11

9. Test Materials: Level A Grades K - 2 • The following materials are needed to administer the Level A test: • Student Test Book • One-on-One Prompt Book • Levels A2 & B2 Listening CD • Directions for Administration (DFA) TAM, p. 10

10. Test Materials: Level A Grades K – 2 (Reading) • The Reading section contains: • Core items (#1–15) • for all students in grades K–2 • read aloud by the Test Administrator • approximate testing time: 15 minutes • Extension items (#16–25) • for grade 2 ONLY • completed by the student independently • approximate testing time: 20 minutes

11. Test Materials: Level A Grades K – 2 (Writing) • The Writing section contains: • Core items (#1–7) • for all students grades K–2 • read aloud by the Test Administrator • approximate testing time: 15 minutes • Extension items (#8–16) • for grade 2 ONLY • completed by the students independently • approximate testing time: 15 minutes

12. Test Materials: Level A Grades K – 2 (One-on-One/Speaking) • The One-on-One section is administered • individually using the One-on-One Prompt • Book. • The student’s responses are scored by the Test • Administrator, who records the scores in the • student’s Level A test book. • The Test Administrator must have completed the • CELLA training (either the Questar/FDOE- • developed or district-developed training). • Approximate testing time: 15 minutes per • student.

13. Test Materials: Level A Grades K – 2 (One-on-One/Speaking) Test Administrators score the student’s responses and record the scores in the One-on-One Scoring Section of the test book. Page 39 of the Level A Test Book:

14. Marking Answer Responses-Level A (Listening) Correct Incorrect

15. ADMINISTERING LEVEL AThe Stopping Rule • The Stopping Rule is ONLY applicable to individually administered sections. • If a student cannot answer several questions in a row, you should administer at least the first question of each type. • If the student is able to respond to the question even minimally, continue to administer the questions of that type. • If the student cannot or does not respond to the first question of the type, skip to the next type. Then fill in the NR bubbles of the corresponding questions in the One-on-One scoring area of the student’s test book. DFA, pp. 11, 22, 29, & 36

16. TEST MATERIALS: LEVELS B, C, and D Grades 3 - 12 Level B (Grades 3 – 5): Levels B2 Test Book Levels A2 & B2 Listening CD Level C (Grades 6 – 8): Level C2 Test Book Levels C2 & D2 Listening CD Level D(Grades 9 – 12): Level D2 Test Book Levels C2 & D2 Listening CD Levels B, C, and D: Levels B, C, or D Answer Sheet Directions for Administration TAM, pp. 10-11

17. ADMINISTERING LEVELS B, C, and D Reading • The Reading section is divided into two parts: • Part One: The student answers discrete vocabulary questions. • Assesses knowledge of English vocabulary through use of synonyms, antonyms, idioms, roots, and affixes • Part Two: The student reads passages and answers 4–6 questions. • Assesses reading comprehension • Approximate testing time: 45 minutes • All reading items are multiple-choice

18. ADMINISTERING LEVELS B, C, and D Writing • The Writing section is divided into four parts: • Parts One & Two: The student answers multiple-choice questions. • Grammar, Structure, Written Expression: tests knowledge of • grammar • Paragraph Choices: tests elements of extended writing such as • use of transitions, and topic and concluding sentences • Recognizing Errors: tests editing skills

19. ADMINISTERING LEVELS B, C, AND D Writing (CONTINUED) • Parts Three & Four: The student writes sentences and paragraphs. • Writing Sentences: The student writes a sentence based on a picture. • Writing Paragraphs: The student writes a paragraph based on a prompt. Paragraph might be descriptive, persuasive, comparative, etc., depending on grade level. • Approximate testing time: 70 minutes

20. ADMINISTERING LEVELS B, C, AND D SPEAKING • The Speaking section is administered individually to all students. • The student’s responses are scored by the Test Administrator, who records the scores on the Answer Sheets for Levels B, C, or D. • The Test Administrator must have completed the CELLA training (either the Questar/FDOE-developed or district-developed training). • Approximate testing time: 10–15 minutes per student

21. Recording Speaking Responses for Levels B, C, and D

22. CELLA Document Configuration by Grade Level (Review) Materials shown in bold are answer documents. TAM, pp. 10-11

23. CELLA Materials for Students’ UseLarge Print/Braille Materials • The Large Print version of CELLA has the same content as the standard version of the test. • The Braille version of CELLA differs from the standard version of the test (Level A and some questions from other levels have been omitted). Note: The Test Administrator will also need a regular-print version of the test booklet that matches the Braille level being administered. TAM, p. 11

24. Preparing for Testing: Receiving Materials • Verify that all materials indicated on the packing list were received. • Notify the District Coordinator immediately if any of the materials on the packing list are missing. • Should you need to order additional materials, please call TDC at 305-995-3743. • Store materials in a secure access-restricted location. • Retain ALL boxes in which materials were received for return (except the ones which contained large print and Braille documents). TAM, pp-31-32

25. School Packing List TAM, pp. 31-32

26. Shipment Summary List TAM, pp. 31-32

27. Box Content List TAM, pp. 31-32

28. Security Numbers security number check number TAM, p. 23

29. TAM, p. 20

30. Retrieving the Pre-populated Administration Record/Security Checklist https://fl-servicepoint.questarai.com/Login.aspx Select “Click Here” TAM, p. 24

31. Retrieving the Pre-populated Administration Record/Security Checklist Choose your school from the dropdown Choose “Miami- Dade” from the dropdown Click on Security Checklist under School Files TAM, p. 24

32. 2013 CELLA ADMINISTRATION RECORD/SECURITY CHECKLIST Pre-populated version TAM, p. 24

33. Preparing for Testing: Scheduling Test Sessions • Schedule grade K testing and the Speaking section in grades 1-12 for individual administration • Individually administered sections may be • administered at anytime during the testing window. • It is recommended that CELLA group sections be administered March 11 – April 5, 2013.

34. Administration Times for Grades K-2 Sections shown in bold require more time because they contain additional, “extension” items only for grade 2 students. TAM, p. 7

35. Administration Times for Grades 3-12 TAM, p. 8

36. Preparing for Testing: Training Test Administrators • Review the Test Administration Manual • Review the relevant sections from the Directions for Administration (DFA) • Have test administrators familiarize themselves with the Listening CDs and equipment for playing them • Remind test administrators of the State’s and District’s security policies and procedures (including those concerning electronic devices) • After the training, collect signed 2013 CELLA Administration and Security Agreement forms located in Appendix C TAM, pp. 32-36

37. Preparing for Testing: Accommodations for all ELLs Review the list of accommodations in the DFA . The following accommodations ARE permissible for all ELLs: • Flexible timing: CELLA is not a timed test, • sufficient time should be given to complete the • test. • Assistance in heritage language: Directions may • be translated into heritage language on an • individual basis, if requested. TAM (Appendix A), pp. 53-59

38. Preparing for Testing: Accommodations for all ELLs The following accommodations ARE NOT permissible for any student: • No English-to-heritage language translation dictionary or heritage language-to-English translation dictionary. • No help in the ELLs’ heritage language on specific test questions NOR translate any part of the test other than the directions. • Test Administrators may NOT translate directions to entire classes, ONLY if all ELLs in the classroom speak the same heritage language. TAM (Appendix A), pp. 54-55

39. Preparing for Testing: Accommodations for SPED Students Students with a current IEP or 504 plans are eligible for accommodations based on their individual needs. • An accommodation for a student must be explicitly permitted on the IEP or 504 plan. • Presentation of Test Materials • Responding to Questions • Test Scheduling • Test Setting • Assistive Devices • Refer to the Visually Impaired and Hearing Impaired section in • the DFA for allowable accommodations and/or exemptions. TAM, pp. 55-59

40. Preparation of Testing Materials • Pre-ID labels are provided. • Only the Test Chairperson or the person designated by • the site administrator may open the packages and affix • labels. • Pre-ID labels should be affixed only to answer • documents; only one answer document per student: • Level A Student Test Book, or • Level B, C, & D Answer Sheets TAM, p. 19

41. Preparation of Testing Materials Level A Student Test Book Levels B, C, D Answer Sheets TAM, p. 19

42. Preparation of Testing Materials (continued) • ALL of the following information MUST be correct for the student label to be used: • Student’s Last Name • Student ID Number • District Number • School Number (code) • Grade Level • ELL Status TAM, p. 20

43. Pre-ID Label Used: Information to be Completed • Box 1 Student Name • Box 2 Test Administrator Name • Box 3 School Name • Box 4 School Number • Box 5 District Name (MDCPS) and Number (13) • Box 9 Test Date • Box 21 Do Not Score (DNS)/ UNDO (if applicable) • Box 22 Accommodations (if applicable) • Box 23 Receives Special Services (if applicable) • Box 24 Program Participation TAM, p. 20 and/or pp. 14-18 (chart), Packet , pp. 6-7

44. No Pre-ID Label Used: Information to be Completed • If a student has no pre-identified label, the following additional information MUST be gridded on all studentanswer documents: • Students or school staff • Boxes 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, and 16 • School staff only • Boxes 2, 12, 17, 18, 19, 20, 21, 22, 23, and 24 Student demographics provided on the student list provided by SAET are indicated in bold. TAM, p.13; Packet pp. 6-7

45. Student List for Gridding Packet, p. 9

46. Gridding Demographic Information (No Pre ID Label) Fill in the bubble for the following fields as indicated below using the student list provided by SAET : Box 16 - Home Language Box 17 – Primary Exceptionality Box 18 - Length of Time Enrolled in ESOL Program Box 19 - Title III YES/NO Box 20 – Date of Home Language Survey TAM, pp. 13-18 , Packet, p. 7

47. Preparation of Testing Materials Non-Pre ID Label Used: Other Fields Fill in the bubble for the following fields as indicated below: Box 23 - Receives Special Services • F/R Lunch if “Y” is indicated on the student list • Migrant if “Y” Box 24 - Program Participation • ESOL if “Y” (do not mark if student is former ELL) • Dual Language Program – determined by school Packet, p. 7

48. Test Security Policies and Procedures • Florida Test Security Statute 1008.24 and Florida State • Board of Education – Test Security Rule 6A – 10.042 • M-DCPS: Standards, Guidelines, and Procedures for Test • Administration and Test Security http://oada.dadeschools.net/TestChairInfo/29testsecuritymanual.pdf • The security of all test materials must be maintained before, • during, and after the test administration. • Under no circumstances are students permitted to handle • secure materials before or after the test administration. • Test administrators MUST NOT administer CELLA to their family • members. TAM, pp. 66-70

49. Distribution and Tracking of Materials • Distribute and collect all One-on-One test materials daily. • Distribute all testing materials for group administration just • prior to test sessions, collect immediately afterwards, and • store in a secure location. • Distribute copies of the 2013 CELLA Administration • Record/Security Checklist • https://fl-servicepoint.questarai.com TAM, p. 24 and pp. 35-36

50. Distribution and Tracking of Materials Individually Administered Sessions Administrators need: TAM, pp. 9 - 10