California English Language Development Test Coordinator Training

1. California English Language Development TestCoordinator Training 2014-2015 Presented by Melody Hartman District CELDT Coordinator Assessment, Research & Evaluation August 2014 Serna Center

2. Training Goals • Apprise you of what is new and different with CELDT this year • Standardize the administration of the CELDT • Reliably score the writing and speaking items • Prepare you to train your staff in administration • Answer any questions/concerns and provide support

3. What’s New for 2014-2015? • NO FIELD TEST ASSIGNMENTS • Less items to bubble in if non pre-id • TEST SECURITY – Directions to students to “stow away” materials not needed for testing have been changed to “put away” those materials • TRAINING: Moodle Training Site is more robust • GROUP ADMINISTRATION –video and talking points (2-12) taped at C. K. McClatchy

4. Moodle On-Line Training Resources Moodle.celdt.org

5. Purpose of CELDT • Help teachers and school administrators identify pupils who are limited English proficient • Determine the level of English language performance • Assess progress of limited English proficient students in acquiring the skills of: listening, speaking, reading and writing in English

6. Who Should Take the CELDT? • Initial Assessment (IA) (MOC ) All students whose primary language is not English, based on a home language survey, and who have not previously taken the CELDT, must be given an IA within 30 days from the date of first enrollment. Answer documents for these students must be sent in for scoring on a monthly basis. • Annual Assessment (AA) Students who have previously taken the CELDT and were identified as English learners (ELs) must be tested annually during the AA Window (July 1 to October 31) until they are reclassified as fluent English proficient (RFEP) based on the guidelines for reclassification established by the State Board of Education (Education Code Section 313[d]). TRANSITIONAL KINDERGARTEN STUDENTS MUST BE TESTED IF LANGUAGE IS OTHER THAN ENGLISH DO NOT TEST - Sign Language, RFEP and IFEP Students Initial CELDT tests should be given at the MOC Pg 3 DTSCM

7. Alternate Assessment • IEP teams may determine that a student is unable to participate in one or more domains of the CELDT, even with variations, accommodations and/or modifications, due to short or long-term disability. The student may be tested with an alternate assessment per the student’s IEP. Make sure to return a CELDT scannable Answer Book for the students, ensuring that the Alternate Assessment bubble (#15) is marked for each appropriate domain. • Students will receive the Lowest Obtainable Scale Score • Braille is not an alternate assessment. Pg 4 DTSCM

8. Test Site Coordinator Responsibilities • Test Security Affidavit on our CELDT website and in the Coordinator’s Manual page 37-39

9. Roles and Responsibilities – Group Administration • Practice holding the test materials. Handling the Answer Book, Test Book and Examiner’s Manual with ease takes practice. • Mark the pages you will be reading with paperclips or another method in advance. • Read the Examiner’s Manual for instructions to how to “model correct response” for practice items and prepare how to correctly model practice item answers. • Refer to Table 4 Test Administration Procedures in the Examiner’s Manual to confirm which directions and questions can be repeated. You can find examples of these tables on pages 2-36 through 2-39. • Before testing starts, check to make sure that students’ desks are cleared of all materials not needed for testing. Page 2-12 of binder

10. Roles and Responsibilities – Group Administration • Make sure testing room is set up according to the guidelines in the Examiner’s Manual with space or barriers between students. • During testing, speak clearly and slowly so students can hear you. Use a neutral voice throughout testing. Students may interpret variations in tone as a clue hat the emphasized word or phrase could be the correct answer to a question. • Move around the room to monitor that students are marking their responses in the correct location of the Answer Books. • Any group of 20 or more requires the assistance of a proctor during test administration. Proctors need to sign a Test Security Affidavit. • When combining classrooms for group administrations, carefully check that students are given the correct Answer Book. Pay special attention to students who have IEP’s and special accommodations during group administrations

11. Local Scoring http://www.celdt.org/resources/scoring_tool/ • The primary purpose of local scoring is to place Initial Assessment students into the appropriate English learner program, if any, based on the preliminary score. • Instructions for completing local scoring are provided in Section 10, Preliminary Local Scoring, of each Examiner’s Manual. • Whether your district uses the paper Student Score Sheet, the electronic Local Scoring Tool, the List of Items and Scoring Keys tables or another method, these documents are for your schools use only and should not be returned in the scorable test material shipments. Pg 6 DTSCM

12. Test Security

13. Test Security

14. Reporting Testing Irregularities • Cheating by students • Failure to follow test administration directions • Rushing students through the test or parts of the test • Coaching students, including but not limited to: • Discussing questions with students before, during, or after testing • Giving or providing any clues to the answers • Administering the wrong grade span test to a student • Writing on the Answer Book by an examiner or scorer and therefore needing to transcribe the responses to a new Answer Book • Using mismatched test materials (such as a Form 1 Examiner’s Manual and a Form 5 Test and Answer Book) Pg. 35 of Coordinator’s Manual

15. Reporting Security Breaches • Sharing of test items or other secure materials with anyone who has not signed the Test Security Affidavit • Discussing the test content or using test materials outside training and administration • Allowing students to take the test out of the designated testing area • Allowing examiners or scorers to take the test home • Allowing students to watch the STOT workshop training DVD

16. Inventory Test Materials • Check inventory with what is on your packing list. • Report any overages or shortages to CELDTSupport@scusd.edu immediately. • Secure materials in a secure locked place. • Anyone who will be handling or have access to the secure materials, needs to fill out a Test Security Affidavit. • Keep your CELDT boxes to return your tests for scoring and your nonscorable materials for destruction in June.

17. Testing Security • Train all test administrators and proctors in proper test administration procedures • Use Moodle, Group testing video and Group testing key points • Keep all CELDT materials in a secured, locked storage at all times when not in use. • Any breach of security, loss of materials, failure to account for materials, or any deviation from acceptable security procedures must be reported to Melody Hartman-Palmero, the District CELDT Coordinator. • All personnel, including administrators, test administrators, proctors or anyone else who will have access to CELDT test booklets and answer documents must sign the Test Security Affidavit. (Keep these copies at school site.) • All principals must sign the Test Security Agreement • fax to 399-204 or scan to: CELDTSupport@scusd.edu.

18. Before Testing… • READ – The CELDT District and Test Site Coordinators Manual and the Examiner’s Manuals. • SIGN UP – for a Moodle Account (see step by step directions) • TRAIN each individual who will be testing or proctoring for the CELDT. Use the Group Administration Video in Moodle. • REVIEW security issues with all individuals at your site who will have access to CELDT materials, and collect SIGNED CELDT Security Affidavits from them. • PREPARE test books (grades K-2) and/or answer books (grades 3-12) for testing. • PREPARE test materials for distribution. • MAKE copies of the School/Group List (SGL) • PLAN testing schedule • Do not photocopy any part of a test booklet. NOTE: Disclosure of any secure information in any form is a serious breach of test security and is prohibited Ask Questions DTSCM Pg19

19. During Testing… • Make sure all students who need to be tested are (A list will be coming in September or you can create in Infinite Campus) • Follow directions in Examiner’s Manual for testing • Students in grades K-2 will have individual test books • Students in grades 3-12 must use the same Answer Book for the Listening & Speaking test as used for the Reading & Writing tests • Test administrators should check each students answer book for completion and bubbling • Make sure your test administrators collect and count all test books and/or answer books prior to dismissing students from a testing session • Work with AR&E to resolve any testing or scoring problems Ask Questions

20. After Testing… • Make sure ALL students who needed to were tested • Review your list and MOC list • Reconcile the quantities of test materials collected with those distributed • If you have a large excess of unused materials, please let us know so if another school needs them we can get them to them (We get charged excessive materials charges every year and need to alleviate this.) Ask Questions DTSCMPG 11-17

21. After Testing (continued) DTSCM page 29 • Review Scorable answer documents • Speaking scores are recorded • Marks are neat and made by a #2 pencil • Check that Demographic information is complete and accurate if not pre-id • Everything must be bubbled in • #1-8 on front • #9-12 on back

22. After Testing (continued) DTSCM page 29

23. Front Cover of Answer Book DTSCM page 22-27

24. Back Cover of Answer Book DTSCM page 22-27

25. After Testing (continued) Prepare completed materials using EDS procedures for pick-up by AR&E Create Grade Groups and complete forms required for the scorable return shipment 1. Complete Group Identification Sheets (GIS) 2. Package Grade Groups -place Answer books along with GIS in plastic baggie with the GIS on top 3. Label Scorable Materials Return baggies if a grade level is too large for one bag 4. Complete the School Group List (SGL) TSCM pages 29-34

26. Processing for Delivery to A R & E • 1 GIS for each grade level • Put on top of first bag

27. Processing for Delivery to A R & E

28. Preparing to send to district office Do not send by school mail until requested to have picked up. 1. Place answer books into baggies You may put more than 1 grade level in a bag, separate by GIS 2. Make sure you have a GIS for each grade level 3. Complete the SGL DO NOT SEND BACK YOUR NON- SCORABLE TEST MATERIALS WHEN YOU ARE DONE TESTING IN OCTOBER!!!!!! THEY WILL BE CALLED FOR IN JUNE TSCM pages 29-34

29. School Group List (SGL) • Grades are pre-printed • Scannable document • White paper only • Do not put comments • Do not put / • Use 0 or keep blank • Only 1 per school

30. Tests Ready for Pick Up • Alert the office staff • Please have the tests boxed and ready for pick up in the office, on the day you were given for pick up • Make sure that they are in the office ready for the warehouse to pick up • See pick up schedule in Section 13

31. Please…DO NOT MAKE RFEP STUDENTS ENGLISH ONLY!!!!! • If have IFEP or RFEP information from another school district fax to 399-2040 or send to Box 780 so we can update students records • Make sure it is legible and has student local ID # (60912345) • If you need additional materials please fill out a request and fax to us http://www.scusd.edu/celdt

32. Resources for Training

33. Pre-Id Labels • Labels will not be ordered until September 9 • You may still test students • Write their nameon answer sheets and date completed • Pre-Id labels should arrive beginning of October Pg. 13-7

34. Check Out Our CELDT Website Go to: http://www.scusd.edu/ Click on: Offices Scroll down to: Click on CELDT

35. Additional Materials If you have extra materials Please let us know so we can share them with other schools who may need them. Every year we pay $$$ in additional material charges.

37. Questions and Comments