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TEST Security• Must be kept secure

TestTest 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

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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

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Annual Measurable Achievement Outcomes 1, 2, & 3Used through NCLB to monitor EL progressTitle III guidelines monitor EL progress

AMAO 1: Looks at students gaining a proficiency level per year This includes K-12

AMAO 2: Looks at students meeting proficiency and maintaining proficiency

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.

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CELDT Highlights for 2012 - 2013CELDT Highlights for 2012 - 2013

Answer Book• 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

Form 1

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CELDT Domains

Listening Speaking Reading Writing

•Following Oral Directions•Teacher Talk•Extended Listening Comprehension•Rhyming (Grades K-2)

•Oral Vocabulary•Speech Functions•Choose & Give Reasons•4-Picture Narrative

•Word Analysis•Fluency & Vocabulary•Comprehension

Grade K-1•Copying Letters & Words•Writing Words•Punctuation & Capitalization

Grades 2-12•Grammar and Structure• Writing Sentences•Short Compositions

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Schools need to work together as a team to ensure the optimum testing

conditions:

ConsistencyTraining

EnvironmentLocation

Positive DemeanorExaminer’s attitude

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Initial Identification: Language other than English on the Home Language Survey who have not been previously assessed for English proficiency (within 30 calendar days)

Determine if they are English learnersIf so, their level of English proficiency

Annual Assessment: All previously identified English learners who have not been re-designated

Assess progress in acquiring English proficiency

Initial assessment: occurs year roundAnnual Assessment: July 1 – October 31

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Grades K-1Purple

Grade 2Blue

Grades 3-5Red

Grades 6-8Brown

Grades 9-12Green

Assess: Listening (15-20 min)Speaking (15-20 min)Reading

(15-30 min)Writing (20 min)

Assess:Listening – Group (20 min)

Speaking - Individual (15 min)Reading - Group (50 min)

Writing - Group (2 sessions, 30 minutes each)

Examiner’s Manuals contain Scoring Guides

One Answer Book per student

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: 5x8 card or folded 8 ½ x 11 in. paper.

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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

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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

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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

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• 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

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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.

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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

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• 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.

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During Testing

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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

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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

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Test Administration

• Test Administration Procedures, Table 4

• Important Points to Remember

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Listening• K-1: Individual

– Teacher Talk– Extended Listening Comprehension– Following Oral Directions– Rhyming

• 2nd: 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

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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

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• What’s New• Student directions revised

• Table 4 excerpt imbedded

• Practice item bubbles added to Answer Book

• Scoring• Singular vs. Plural

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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

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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…”

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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

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Choose & Give Reasons

Test Materials Directions Revised

Prompting Directions

Embedded Table 4

Scoring Guidelines: changed to Making a Choice

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4 Picture Narrative

Revised Directions:

•Pause to allow students to look at the four pictures before final directions

•Student told to talk about all four pictures.

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What’s New – Test Materials

– Bubbles for Practice Items added

– “Local Scoring Use”

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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.

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Test Administration Guidelines

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

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Average Test Taking TimeK-1

Grade K-1 Form 1Listening 25 minutes

Speaking 15 minutes

Reading 20 minutes

Writing 20 minutes

Total Estimated Time 80 minutes

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Administering the Test• Have 5x8 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.

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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)