1 TEST Security Must be kept secure Test

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TEST Security • Must be kept secure Test Items • Do not expose test questions or content to students before testing • Assume responsibility for maintaining strict security of CELDT documents • Security Affidavit – anyone handling the CELDT 2

Training Objectives for Accountability • Standardize administration of the Listening/Speaking & K/1 Literacy portion of the CELDT • Reliably Score Speaking & K/1 Literacy constructed-response items • Familiarize Examiners with new prompts/items 3

ØAnnual Measurable Achievement Outcomes 1, 2, & 3 ØUsed through NCLB to monitor EL progress ØTitle III guidelines monitor EL progress AMAO 1: Looks at students gaining a proficiency level per year Ø This includes K-12 AMAO 2: Looks at students meeting proficiency and maintaining proficiency Ø This includes K-12 AMAO 3: Looks at EL students scoring proficient CST English and Math Therefore CELDT achievement is crucial for AMAO 1 & 2. CELDT must be given with fidelity & efficacy, so Students can get the optimum score. Note: CELDT is an important high-stakes assessment. 4

CELDT Highlights for 2012 - 2013 Answer Book Form 1 • Demographic Pages • Local Scoring Section Examiner’s Manual Enhancements • Cover all academic material in testing room • Reminder to respond in English Scoring • Clarification made to 4 -Picture Narrative, Writing Sentences and Short Compositions rubrics Transitional Kindergarten • All ELs need to be tested 5

CELDT Domains Listening • Following Oral Directions • Teacher Talk • Extended Listening Comprehension • Rhyming (Grades K-2) Speaking • Oral Vocabulary • Speech Functions • Choose & Give Reasons • 4 -Picture Narrative Reading • Word Analysis • Fluency & Vocabulary • Comprehension Writing Grade K-1 • Copying Letters & Words • Writing Words • Punctuation & Capitalization Grades 2 -12 • Grammar and Structure • Writing Sentences • Short Compositions 6

Schools need to work together as a team to ensure the optimum testing conditions: ØConsistency Ø Training ØEnvironment Ø Location ØPositive Demeanor Ø Examiner’s attitude 7

ØInitial Identification: Language other than English on the Home Language Survey who have not been previously assessed for English proficiency (within 30 calendar days) ØDetermine if they are English learners ØIf so, their level of English proficiency ØAnnual Assessment: All previously identified English learners who have not been re-designated ØAssess progress in acquiring English proficiency Initial assessment: occurs year round Annual Assessment: July 1 – October 31 8

Grades K-1 Purple Grade 2 Blue Assess: Listening Grades 3 -5 Red Grades 6 -8 Brown Grades 9 -12 Green Assess: Listening – Group (20 min) Speaking - Individual (15 min) Reading - Group (50 min) Writing - Group (2 sessions, 30 minutes each) (15 -20 min) Speaking (15 -20 min) Reading (15 -30 min) Writing (20 min) Examiner’s Manuals contain Scoring Guides One Answer Book per student One Test Book per student One Answer Book per student No. 2 pencils with erasers for examiner and students. “Do Not Disturb” Sign Note: There are no time limits; CDE suggests allowing as much time as is reasonable. For K-1: 5 x 8 card or folded 8 ½ x 11 in. paper. 9

CELDT District Coordinator • Manage overall testing process • Ensure all correct testing procedures have been followed • Ensure all test results are reported accurately CELDT Site Coordinator • Ensure that test examiners receive appropriate training & sign security affidavit • Ensure an optimum testing environment • Ensure all eligible students take and complete the entire CELDT 10

Test Examiner • Administer & score Speaking/Listening and K-1 Literacy test after successfully completing CELDT training • Attain required level of reliability • Be proficient speaker of English • Have command of pronunciation, intonation, & fluency • Have ability to correctly pronounce the full range of American English phonemes Proctor • Assists test examiner during test administration in groups of 20 students or more 11

Prepare for the Test – Allow sufficient time to complete necessary student information – Plan makeup sessions – Select a quiet area for administering each test – Cover all academic materials: bulletin boards, whiteboards, or charts – Eliminate distractions – Designate proctors to assist when testing groups of 20 or more students Note: Never administer test where others are being tested or where students might overhear test items 12

• Administer using only directions contained in manual • Avoid testing before/after vacation, holidays, important school functions • Don’t give hints, clues - Consult Administration Procedures Table 4 in Manual for allowed prompts 13

Fill In Identifying Information • Until labels arrive, the following information must be put on the test… – Item 1: Student Name (Write; don’t bubble) – Item 3: Date of Birth (Write; don’t bubble) – Item 10: Initial or Annual Assessment (bubble) – Item 11: Date Testing Completed (Write & bubble) Extra bubbles will invalidate the pre-ID label information. 14

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Before Testing • Post Do Not Disturb signs • Follow the directions in the manual for the administration of each test component. • Make sure student has only his/her own test book/answer book • Give individual attention as necessary and appropriate • Encourage students to do their best but to not spend too much time on any one item • Remind students to answer every item on each page 16

During Testing • Demonstrate the appropriate way to mark and change responses • Check to make sure students are marking responses in the correct location • Make sure there are no extraneous pencil marks on test – will invalidate book • Do not break up testing within a test component. 17

Coaching and Guessing • Do not show or correct answers except for sample items • Give neutral responses if student asks about test item: “You choose the one you think is right and go on. ” • Do not coach students: refer to Administration Procedures Table 4 for when and how to prompt • Encourage students to do their best 18

Other Concerns • Discourage talking. • Avoid any unusual interruptions, distractions, or loud noises that might affect the testing. After Testing • Check answer book to be sure circles are marked appropriately. • Collect all test materials. • Instruct students to not discuss the test items. • Turn in Test materials to CELDT Coordinator 19

Test Administration • Test Administration Procedures, Table 4 • Important Points to Remember 20

Listening • K-1: Individual – – Teacher Talk Extended Listening Comprehension Following Oral Directions Rhyming • 2 nd: Group/Individual – Same sections as K-1 – Individual or small group depending on maturity level of student • 3 -12: Group – Following Oral Directions – Teacher Talk – Extended Listening Comprehension 21

Listening • Practice reading test items aloud before administering test • Use natural pacing • Use normal rhythm & phrasing of American English • Refer to Table 4 for repeating guidelines 22

• What’s New • Student directions revised • Table 4 excerpt imbedded • Practice item bubbles added to Answer Book • Scoring • Singular vs. Plural 23

Speech Functions • Scoring Directions – Clarification of student response: Response could be in the form of a question or statement as long as what is said fulfills the speech function. – Students are told they can ask or raise their hand if they want a question repeated. – Practice item bubbles added to Answer Book 24

Speech Functions • The prompt determines what function is expected for a CDE score. • The response can be in the form of a question or a statement. • Student could begin response with “I would tell/say…” 25

Speech Functions • Asking for Information: K-12 • Making a Request: K-12 • Asking for Clarification: 3 -8 • Making a Suggestion: 9 -12 • Giving an Explanation/Asking for Permission: K-2; 9 -12 • Asking for an Opinion: 6 -8 • Requesting Information: 6 -8 26

Choose & Give Reasons Test Materials Directions Revised Prompting Directions Embedded Table 4 Scoring Guidelines: changed to Making a Choice 27

4 Picture Narrative

What’s New – Test Materials – Bubbles for Practice Items added – “Local Scoring Use” 29

What’s New – Test Administration – Repeat question if student requests – Two Practice boxes - one for students & one for examiner if he/she needs to model – Special directions for writing: revised to remind students to keep writing inside box. 30

Test Administration Guidelines • Same as for other test sections – – – Timing Test variations Preparing for test Follow Standardized Procedures Student Identifying Info 31

Average Test Taking Time K-1 Grade K-1 Form 1 Listening 25 minutes Speaking 15 minutes Reading 20 minutes Writing 20 minutes Total Estimated Time 80 minutes 32

Administering the Test • Have 5 x 8 inch card or folded 8 ½ x 11 inch paper to cover questions not being administered • Follow directions and administer questions in order presented in domains • Administer with student sitting across from test examiner. 33

Administering the Test • Important: for questions dealing with letter sounds, make sure to say the sound of the letter, not the letter’s name. • Test Warm-up (See Examiner’s Manual) 34