CELLA Test Administrator Training for Elementary School

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CELLATest Administrator Training for
Elementary School
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Test Administrator Responsibilities

• You are responsible for reading and understanding
  all relevant sections of the Test Administration
  Manual including the Test Security Statute and
  Test Security Rule on pages 57-58.
• You are also responsible for reading and becoming
  familiar with the relevant sections of the
  Directions for Administration Scoring Guides
  before the day of the test. Please review the
  Scoring Guides found in the color-tabbed sections
  for each test level to become comfortable with
  the rubrics used to rate the Speaking test.

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CELLA provides

• evidence of program accountability in accordance
  to Title III of NCLB
• data on students over time
• information about the language proficiency of
  students across the State
• diagnostic information about students strength
  and weakness in English
• fair, reliable, and valid information about ELLs
  in grades K through 12

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Spring 2009 CELLA

• Volusia Testing Window
• April 14 May 15, 2009

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CELLAWhat Is New for 2009?
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Addition of Binder Markings on ALL2009 Test Books
Binder Markings (Numbers will be located on the
top of the binding)
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Security Numberson Test Books Clearly Identified
Security Numbers
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Level A Student Responses Graphic

• Please demonstrate how students should mark their
  responses in their test book

Correct Incorrect
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Updates to the DFA/Scoring Guides

• Electronic Use Policy added to the first section
  of each DFA/Scoring Guide Level
• Clearer instructions and demonstration graphic on
  how to fill in the responses in the Level A test
  book included (graphic on page 10 of DFA).

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CELLATest Accommodations
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Test Accommodations

• Section in Directions for Administration (DFA)
  addresses ALL allowable accommodations (begins on
  page 288)
• Students with Disabilities with Current IEPs
• Students with Section 504 Plans
• Not Permitted Accommodations
• List of not permitted accommodations is included
• Guidance on accommodations for Deaf or
  Hard-of-Hearing

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CELLATest Security
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Test Administrator Responsibilities

• Required Administration Information
• All fields must be accurately filled out
• Ensure all students have a Test Code Disposition
• Notify the School Coordinator if secure material
  is missing

Test Codes
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Test Administrator Responsibilities

• Security Log
• Complete this log when entering and exiting the
  room

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CELLAPre-ID Labels StudentDemographics
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Pre-ID Label Sample

• The following information MUST be correct for the
  student label to be used
• Students Last Name
• Student ID Number
• District Name
• School Number (code)
• Grade Level

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Required Demographic Information for students
that HAVE a Pre-ID Label

• Even if the student has a preidentified student
  label, the following information MUST be provided
  and gridded on the Level A Student Test Book,
  Level A Functional Level Test Book, or on the
  Level B, C, and D Answer Sheet
• Grid 1 Student Name
• Grid 2 Test Administrator Name
• Grid 3 School Name
• Grid 4 School Number
• Grid 5 District Name and District Number
• Grid 14 Test Date
• Grid 17 Listening/Speaking Test Level
• Grid 18 Reading/Writing Test Level
• Grid 25 Accommodations (if applicable)
• Grid 26 Do Not Score or UNDO Do Not Score (if
  applicable)

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Demographic Information ONLY for students that
do NOT have a Pre-ID Label

• Personal and demographic information will be
  collected for each student
• Level A, last two pages of the test book
  completed by the Test Administrator
• Level B-D, first two pages of the answer sheet
  completed by the Test Administrator
• Must Grid 1 23 (refer to Test Administration
  Manual)

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CELLATesting Levels
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Approximate Administration Times
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Students to be tested

• All English Language Learners (ELLs) that
  enroll before April 3, 2009 and are classified
  ELL (a code of LY or LP) must be assessed.
• All former English Language Learners (ELLs)
  coded LF that were exited from the ESOL program
  after May 31, 2008 and before April 14, 2009 must
  also be assessed.

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Determining the Correct Test Level

• All students in grades K-2 are in Level A for all
  4 subtests
• All students in grades 3-5 participate in Level B
  for Listening and Speaking
• Some students in grades 3-5 may take Level A
  Reading and Writing

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Determining the Correct Test Level

• Each School Testing Coordinator has a list
  identifying current and former ELLs to be tested
  along with their test level.
• For students in grades 3-5 without an identified
  test level, a brief online locator test will be
  given to determine the correct CELLA level.

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Locator Test Overview

• Designed to help determine which level of Reading
  and Writing assessmentA or B is most
  appropriate for students in grades 3-5
• Can only be taken online
• May be administered before the first day of CELLA
  Assessment

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CELLA Level A Grades K-2
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Level B Sections
Level B Reading and Writing can be given at the
same time in the same room.
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Level B Reading

• Divided into two parts
• Part one Students answer discrete vocabulary
  questions
• Part two Students read passages and answer
  questions about each passage
• Approximate testing time for the Reading section
  is 45 minutes

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Level B Writing

• Divided into four parts
• Part one and Part two contain multiple-choice
  questions
• Parts three and four require students to write
  sentences and paragraphs, respectively
• Approximate testing time for the Writing sections
  is 70 minutes

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Reading and Writing
Listening and Speaking
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Testing Materials Grades 3-5
A student in grades 3-5 will take Level B
Listening and Speaking and record all answers
in the Level B, C, and D Answer Sheet. The
student is eligible to take the Level A Reading
and Writing Test, recording all responses in the
Level A Reading and Writing Test Book.
Levels B, C, D Answer Sheet
Listening and Speaking
Level A Reading and Writing
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Functional Level Testing Level A Grades 3-5

• Students in grades 3-5 assigned to Level A
  Reading and Writing record responses in their
  green Level A test book.
• Listening and Speaking responses for these
  students are also recorded in the same Reading
  and Writing test book.

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Functional Level Testing Level A Grades 3-5
Administered in small groups
Level A Reading
Level A Writing

• 25 questions
• (approx. 35 minutes)
• 1-11 students put an X
• 12-25 students fill in the circle

16 questions (approx. 30 minutes) Students will
write letters, words, sentences, and edit
sentences
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Individually Administered Sections
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Levels A B Listening

• Divided into four parts and is guided by a script
• Script contains all of the test items to which
  students must respond
• Recorded Delivery play the CD
• Approximate testing time is 25 minutes

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Individually Administered Sections

• STOPPING POINTS are available for individually
  administered sections of CELLA
• Test administrators should stop the
  administration of that section only IF the
  student cannot respond to 5 questions in a row.
• Not responding does not mean answering
  incorrectly. If a student is engaged in tasks
  and continues to answer questions, even
  incorrectly, continue the test.

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Levels A B Speaking

• Administered individually
• Approximate testing time is between 10 and 15
  minutes
• Scored by the test administrator as the test is
  given
• Scores are recorded on page 8 of the Level B,C,
  and D answer sheet

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Levels A B Speaking Section Item Types

• Listening Vocabulary A only
• Oral Vocabulary
• Speech Functions
• Personal Opinion
• Story Retelling
• Print Concepts A only
• Reading Aloud for Fluency
• Graph Interpretation - B only
• item types are rubric-scored

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WHAT IS A SCORING RUBRIC?

• Rubrics
• are multidimensional sets of scoring guidelines
  that can be used to provide consistency in
  evaluating a students level of performance or
  work.
• spell out scoring criteria so that multiple
  teachers, using the same rubric for a student,
  would arrive at the same score.
• are based on the sum of a full range of criteria,
  rather than a single numerical score.
• help teachers monitor student learning in an
  authentic way and also help a teacher develop
  and/or revise an instructional plan.

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WHAT IS A SCORING RUBRIC? continued

• There is no limit as to how many students will
  fall within a score range scoring is based
  strictly on the criteria spelled out in the
  rubric, not on how many students should be in
  the range.

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Speaking Prompts

• During the testing session
• Read aloud to the student the text in bold print
  in the Speaking script
• Hold the Speaking script so that the student
  cannot read it
• If the student does not initially understand a
  prompt, repeat the prompt, varying speed and
  intonation as appropriate
• If a students response is too brief to
  accurately represent the students speaking
  ability, ask probing questions as appropriate

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Levels A B Speaking Section Probing Questions

• Probing questions can be used to
• Get students started speaking if they are stuck
• Clarify the question itself if that will help
• Encourage the student to expand or elaborate

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Levels A B Speaking Section Probing Questions

• Note that probing questions must NOT introduce
  new topics, change the focus of the topic, or
  provide students with language or vocabulary to
  use in their response.

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Levels A B Speaking SectionSpeech Functions

• Measures a students oral response to a specific
  prompt
• Criteria include
• Appropriateness of information
• Grammatical accuracy

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Rubric for Speech Functions
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Levels A B Speaking SectionPersonal Opinion

• Measures students ability to orally state and
  defend opinion
• Criteria include
• Clarity of response
• Adequate support
• Good control of grammar adequate vocabulary

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Personal Opinion Rubric
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Levels A B Speaking Section Story Retelling

• Measures a students ability to hear a story
  (while looking at sequential picture cues) and to
  then retell it with detail
• Criteria include
• Comprehensive response
• Vocabulary
• Grammar
• Fluency

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Story Retelling Rubric
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Story Retelling Checklist
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Levels A B Speaking SectionReading Aloud for
Fluency

• Measures reading fluency
• Criteria include
• Rate
• Accuracy

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Reading Aloud for Fluency Rubric
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Level B Speaking Section Graph Interpretation

• Measures students ability to orally summarize and
  interpret a graph
• Criteria include
• Summary response
• Comparison response
• Vocabulary
• Grammar
• Fluency

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Graph Interpretation Rubric
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2009 Answer Sheet Do Not Score
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2009 Answer Sheet
Required Items on the Answer Sheet Have Been
Shaded
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2009 Answer Sheet continued
Instructions have been added to indicate which
items are required for PreID students
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2009 Answer Sheet continued

• 23, Exceptional Student Education (Grid Only
  One)
• Arranged in Alpha Order
• Updated Exceptionalities to match FCAT

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DNS and UNDO BUBBLES (Consult your School Testing
Coordinator)

• Item 26, Do not score contains DNS and UNDO
  bubbles for each content area
• If all or part of a student answer sheet for any
  one of the tests is not to be scored, grid the
  appropriate DNS bubble(s) for each of the tests.
  
• If a test has been invalidated by mistake, erase
  the DNS bubble(s) and grid the corresponding UNDO
  bubble(s).
• If the DNS bubble is gridded for any of the tests
  (Listening, Speaking, Reading or Writing), that
  section will not be scored.
• If all DNS bubbles are gridded, none of the tests
  will be scored.
• If the DNS bubble(s) for a test has been erased
  and the corresponding UNDO bubble(s) has been
  gridded, that test will be scored unless it is
  packaged with the NOT TO BE SCORED materials

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• (Consult your School Testing Coordinator)
• If an answer document is damaged, please
  transcribe the students answers to another
  document.
• Mark the damaged answer document with a large X
  and return it in the brown boxes with Not To Be
  Scored materials.
• If a child is ill and a document cannot be
  transcribed, arrange a make-up test within the
  testing window. Email the serial number of the
  soiled document to Kathy Stubbs and then destroy
  the document in a secure manner.

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Test Administrator Responsibilities

• What/How to prepare for the School Coordinator

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Sorting Test Material After Testing

• To Be Scored
• Verify the DNS has NOT been gridded
• Group your TO BE SCORED material by GRADE
• DO NOT insert Answer Sheets INSIDE of the Test
  Books
• Notate the TO BE SCORED answer document count BY
  GRADE for the School Coordinator

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Sorting Test Material After Testing

• Not To Be Scored
• Unused Scannable Answer Sheets
• Used DNS Scannable Answer Sheets
• NOTE Any Used Scannable Answer Sheets mixed with
  this material WILL NOT BE SCORED
• All Used and Unused Test Books
• NOTE Used Grade K-2 SCANNABLE Test Books should
  NOT be included with the Not To Be Scored, UNLESS
  the DNS is notated
• Secure Listening CDs
• Secure 2009 Directions for Administration
  Scoring Guides
• Test Administration Manual
• Security Log
• Required Administration Information

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Questions???

• Please contact your School Testing Coordinator
  with general questions or if you need materials.
• If you have specific questions about
  administering a subtest, please contact Gordon
  Butler (x20694) or Sylvia Garcia (x20676).

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What should you do when you finish testing?

• CELLABRATE!!!