CELLA

1. 2010 Comprehensive English Language Learning Assessment CELLA Test Chairperson Training Session March 22 and March 24, 2010 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.5

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 assessment recommended in all four modalities • Grades 1-12 • Individual in Speaking • Listening, Reading, and Writing are • group administered TAM, p. 6

5. Training for Coordinators and Administrators of CELLA • Speaking Administration Training • Conducted by the Division of Bilingual Education and World Languages, Special Education, and Charter Schools • Group Administration Training • Conducted by Student Assessment and Educational Testing (SAET)

6. Schedule of Activities Packet , p. 1

7. Students to be Tested • All ELLs in grades K through 12 in membership as of April 5, 2010 • All former ELLs who exited from the English for Speakers of Other Languages (ESOL) program on or after June 1, 2009 • ELL students enrolling in your school after April 5, 2010 must not be tested • Pre ID labels provided for all eligible students in membership on January 11, 2010 TAM, p. 7

8. CELLA Levels of Testing • Booklet levels for the 2010 CELLA are as follows: Grades K – 2 Level A Grades 3 – 5 Level B Grades 6 – 8 Level C Grades 9 – 12 Level D • All students will test on grade level in all modalities. TAM, p. 6

9. Test Materials Level A: Grade K - 2 Level B: Grades 3 - 5 Level D: Grades 9 - 12 Level C: Grades 6 - 8 TAM, pp. 8-9

10. CELLA Document Configuration by Grade Level Materials shown in bold are answer documents. TAM, p. 8

11. 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. Large-Print Test Booklet Large-Print Answer Sheet for recording responses • The Braille version of CELLA differs from the standard version of the test (Level A and some questions from other levels have been omitted). Braille Test Booklet Levels B, C, and D Answer Sheet (standard version) • Note: The Test Administrator will also need a standard test booklet that matches the Braille level being administered. TAM, p. 9

12. 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 material, 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. TAM, p. 35

13. School Packing List TAM, p. 35

14. Shipment Summary List TAM, p. 35

15. Box Content List TAM, p. 35

16. Security Numbers security number check number TAM, p. 20

17. TAM, p. 35

18. Retrieving the Pre-populated Administration Record/Security Checklist https://fl-servicepoint.questarai.com/Login.aspx Select “Click Here” TAM, p. 21

19. 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. 21

20. 2010 CELLA ADMINISTRATION RECORD/SECURITY CHECKLIST Pre-populated version TAM, p. 36

21. 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-administered sections are given in the following order: Listening, Reading, Writing • Group administration window - • April 26 – May 19, 2010

22. 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. 6

23. Administration Times for Grades 3-12 TAM, p. 7

24. 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 2010 CELLA Administration and Security Agreement forms TAM, pp. 24-26

25. 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. DFA , pp. 268-276

26. 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. DFA, pp. 268-276

27. Preparing for Testing: Accommodations for SPED Students Students with a current IEP or 504 plans are eligible for accommodations based on the individual needs of each student. • 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. DFA, p. 269-272

28. 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 Sheet TAM, p. 17

29. Preparation of Testing Materials Level A Student Test Book Levels B, C, D Answer Sheet TAM, p.17

30. 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 • Grade Level • School Number (code) • District Name and Number TAM, pp. 11-12

31. Pre-ID – 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 10 Test Date • Box 24 Test Level (record on B, C, D Answer Sheet) • Box 25 Accommodations (if applicable) • Box 26 Do Not Score(DNS) or Undo (if applicable) TAM, pp. 12-16, Packet, p. 3

32. No Pre-ID: 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, 12, 13, 14, 15, and 24 • School staff only • Boxes 2, 11, 16, 17, 18, 19, 20, 21, 22, and 23 Student demographics provided on the student list are indicated in bold. TAM , pp. 11-16

33. Student List for Gridding Packet, p. 5

34. Gridding Demographic Information Numeric values and letter codes are listed on the school list corresponding to item choices on the answer sheet. For example: Box 15 - Home Language 1=Arabic 2=Chinese/Zhongwen 3=French 4=Haitian Creole … 11=Other Fill in the bubble for the following fields as indicated below: Box 16 – Primary Exceptionality Box 17 – Length of Time Enrolled in ESOL Box 18 - Title III YES/NO TAM, pp. 12-16 , Packet, p.5

35. Preparation of Testing Materials Non-Pre ID: Other Fields Fill in the bubble for the following fields as indicated below: Box 22 Receives Special Services • F/R Lunch if “Y” is indicated on the student list • Migrant if “Y” Box 23 Program Participation • ESOL if “Y” (do not mark if student is former ELL) • Dual Language Program – determined by school Packet, p.7

36. 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. TAM, pp. 59 - 61

37. 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 2010 CELLA Administration • Record/ Security Checklist

38. Distribution and Tracking of Materials Administrators need: TAM, pp. 8 & 27-31

39. Recording One-on-One Responses for Level A Student Test Book Recording Speaking Responses – Levels B, C, and D

40. ADMINISTERING LEVEL AThe Stopping Rule • The Stopping Rule is ONLY applicable to individually • administered sections. • IF the student cannot respond to several questions in • a row AND it is clear that the questions are above the • student’s proficiency level, the Test Administrator • should stop the administration of that section only. DFA , pp. 7, 14, 21, & 27

41. Distribution and Tracking of Materials Group Administration for Grades 1 – 12 (Listening) Test Administrators need: TAM, p. 8

42. Distribution and Tracking of Materials Group Administration for Grades 1 – 12 (Reading and Writing) Test Administrators need: TAM, p. 8

43. Administering the Test • Rooms used for testing must: • be free from distractions • have comfortable seating • have good lighting • have adequate ventilation • have sufficient workspace • Remove or cover all visual aids in the testing rooms. • Make sure that: • test administrators have a copy of the TAM and DFA • test scripts are read verbatim • there is sufficient space between students so that students • cannot view other student’s answer sheets • students and assessors record all answers using a #2 pencil TAM, pp. 24 & 25

44. Marking Answer Responses-Level A Correct Incorrect

45. Administering the Test • The Listening portion must be administered by playing • the Listening CD. • Test administrators are required to actively monitor • students during a test session. • Test administrators are required to maintain an accurate • 2010 CELLA Security Log. • Test administrators and proctors must sign the 2010 • CELLA Administration and Security Agreement TAM, pp. 8, 26 & 33

46. Security Log TAM, pp. 26 & Appendix B

47. Test Invalidation Procedures From Level B,C, & D Answer Sheet Box #20 DO NOT SCORE – Contains DNS and UNDO bubbles for each test section TAM, pp. 22 - 23

48. Test Invalidation Procedures • The appropriate DNS bubble MUST be gridded if: • Any of the following information on the PreID label is INCORRECT and affixed to a USED document. • - Last Name • - Student ID Number • - District Name • - School Name • - School Code • - Grade Level • A student label has been placed over another label on a USED document. • An answer document is defective and USED. • A student has an electronic device during testing. • A student is caught cheating or is disruptive during testing. TAM, pp. 22 - 23

49. Test Invalidation Procedures • The appropriate DNS bubble MAY be gridded if: • A student becomes ill and is unable to complete the session. • A student is not allowed sufficient time to finish. • Answer documents with gridded DNS bubbles should be submitted with TO BE SCORED materials. TAM, p. 23, 31, & 38

50. Test Invalidation Procedures • It is not necessary to invalidate an answer document if: • The preidentified document belongs to a student who has withdrawn before testing begins. • The preidentified document belongs to a student who has been absent during the entire testing window. • The document is defective and UNUSED. • The preidentified information is incorrect and the document is UNUSED. TAM, p. 23