California English Language Development Test (CELDT)

2014-20151California English Language Development Test (CELDT)

Annual Measurable Achievement Outcomes (AMAO) 1, 2, 32Used through NCLB to monitor EL progressTitle III guidelines monitor EL progress

CELDT achievement is crucial for AMAO 1 & 2CELDT must be given with fidelity and efficacy so students can achieve the optimum score

AMAOTarget1K-12 students gaining a proficiency level per year2K-12 students meeting and maintaining proficiency3EL students scoring proficient CST English and mathCELDT Components & Purpose3Initial IdentificationWho: Students with a Home Language Survey language other than English who have not been assessed for English proficiency (within 30 calendar days)When:Year roundWhy:To determine if they are English Learners and their levels of English proficiencyAnnual AssessmentWho:All previously identified English Learners who have not been re-designatedWhen:July 1 October 31Why:To assess progress in acquiring English proficiencyCELDT Importance4High-Stakes assessmentSchools must work as a team to ensure optimum testing conditions:Consistency (training)Environment (location)Positive Demeanor (Examiners attitude)

Test Security5Tests and test items must be kept secureDo not expose test questions or content to students prior to testingAssume responsibility for maintaining strict security of CELDT documentsSecurity AffidavitsAnyone handling or has access to materials

2014-2015 CELDT Highlights6Grayed out fields for data extracted from CALPADSStudents primary languagePrimary disabilityDate first enrolled in a USA schoolEthnicity/RaceProgram participationStudents receiving Special Education services at a NPSNPS codeCounty/District of residence2014-2015 CELDT Highlights (cont.)7Students WITH Pre-ID label Fill in ALL asterisked items at the time of testing:Teacher, school, district, local useDate testing completedTesting irregularitiesTest variations

Students WITHOUT Pre-ID label Fill in ALL appropriate fields, including asterisked items.

No Field Testing in the 2014-2015 edition

Examiners Manual (K-12) Directions to students now reads put away rather than stow away2014-2015 CELDT Highlights (cont.)8Test Materials Color Scheme ChangeGrades K-1BrownGrade 2GreenGrades 3-5PurpleGrades 6-8BlueGrades 9-12RedASSESS (individually): Listening (25 min)Speaking (15 min)Reading (20 min)Writing (20 min)ASSESS:Listening Group (20 min)Speaking - Individual (15 min)Reading - Group (50 min)Writing - Group (2 sessions, 30 minutes each)Examiners Manuals contain Scoring GuidesOne Answer Book per studentOne Test Book per studentOne Answer Book per studentNo.2 pencils with erasers for examiner and students.Do Not Disturb SignNote: There are NO time limits; CDE suggests allowing as much time as is reasonable. Add an additional 5 minutes to each domain to read direction and administer practice questions.For K-1: 5x8 card or folded 8 x 11 in. paper.8Responsibilities of Test Personnel9CELDT District CoordinatorManage overall testing processEnsure all correct testing procedures have been followedEnsure all test results are reported accuratelyCELDT Site CoordinatorEnsure test examiners receive appropriate training to administer and score the testEnsure test examiners sign security affidavitEnsure an optimum testing environmentEnsure ALL eligible students take and complete the entire CELDTResponsibilities of Test Personnel (cont.)10CELDT Test ExaminerAttain required level of calibration to score the Speaking items during administration, and to facilitate local scoring of Writing responsesBe a proficient speaker of EnglishHave command of pronunciation, intonation, and fluencyHave the ability to correctly pronounce the full range of American phonemesCELDT ProctorAssists test examiner before and during test administration to groups of 20 students or morePrepare testing roomDistribute materialsObserve studentsPreparing for the Test11Ensure all group administrators are trained and calibratedCreate a testing schedule (see Slide 8 for Average Testing Time by Domain)No time limitations for general administrationMakeup sessionsTesting variationsEliminate distractions - select a quiet area to administer the testPrepare rooms for group testingPost testing signsCover all academic materials: bulletin boards, whiteboards, charts, etc.Designate proctors to assist when testing groups of 20 or more students

Never administer tests where others are being tested or where students might overhear test items.Preparing for the Test (cont.)12Allow for sufficient time to fill in required demographic information (see Slides 6 & 7)Until Pre-ID labels arrive, the following information must be filled in:Field 1 Student Name (write; do not bubble)Field 3 Date of Birth (write; do not bubble)Field 8 Test Purpose (bubble either Initial or Annual)Field 9 Date Testing CompletedConfirm testing variations, accommodations, and modifications (if applicable)

Any extra bubbles can invalidate the Pre-ID labels.

Follow Standardized Testing Procedures13Administer using only directions contained in the appropriate Examiners ManualAvoid testing before/after vacations, holidays, or important school functionsDo not give hits or clues Consult Administration Procedures Table 4 of Examiners Manual for allowed promptsStudents may not use books, electronic devices, or other reference materials during testing

CELDT Test Administration14

Grades K-1 and 2

* Administered individually or in small groups (2+) depending on perceived maturity levelGrades 3-12Individual (I) vs. Group (G) Administration15Component OrderK12Teacher TalkII/G*GExtended Listening ComprehensionII/G*GFollowing Oral DirectionsIIIRhymingIIIComponent OrderAdministrationFollowing Oral DirectionsGTeacher TalkGExtended Listening ComprehensionGp. 3-6 in STOT binder

15Before Testingp. 13 of Examiner's Manual16Prepare testing roomPost testing signsCover bulletin boards, whiteboards, or charts that could be used by students to help answer test questionsFollow EXACTLY the Test Administration Procedures in the Examiners Manual for the administration of each test component (Table 4)Make sure student has only his/her test booklet/answer bookletEncourage students to do their best and answer every item on each page, but not to spend too much time on any one itemDuring Testingpp. 13-14 of Examiner's Manual17Have access to the Examiners Manual, Test Book, and Answer Book for use during administrationFollow Test Administration Procedures (Table 4)Administer all items in the order presented without breaking up testing within componentsDirections and Practice ItemsAll directions and practice items may be repeatedModel correct responses for all practice itemsDemonstrate how to mark and change responsesRemind students to mark only inside provided spaces in Answer BookUse a neutral voice throughout testingAsk students to repeat their response if not heardCoaching, Guessing, & Other Concernsp. 14 of Examiner's Manual18Do not show or correct answers EXCEPT for sample itemsGive neutral responses if student asks about test itemDo not coach students Consult Administration Procedures Table 4 of Examiners Manual for allowed promptsEncourage students to do their best on all sections of the assessmentDiscourage talkingAvoid any unusual interruptions, distractions, or loud noises that might affect testingReport any testing irregularities to CELDT Site CoordinatorTesting Irregularities and Security Breach Report Form Appendix A in Test Site Coordinators Manual (p. 35)18After Testing19Check answer books to ensure circles are marked appropriatelyCollect all test materialsInstruct students not to discuss the test items after each testing sessionTurn in test materials to CELDT Site Coordinator

CELDT Overview20CELDT DomainsListeningSpeakingReadingWritingFollowing Oral DirectionsTeacher TalkExtended Listening ComprehensionRhyming (Grades K-2)Oral VocabularySpeech FunctionsChoose & Give Reasons4-Picture Narrative

Word AnalysisFluency & VocabularyComprehension

Grade K-1Copying Letters & WordsWriting WordsPunctuation & CapitalizationGrades 2-12Grammar and Structure Writing SentencesShort CompositionsK-1 Early Literacy Overview21Listening and Speaking domains the same as Grade 2Same Before Testing procedures (slide 16)Testing Warm-Up (see Examiners Manual) For questions dealing with letter sounds, make sure to say the SOUND of the letter, not the letter name (e.g. /t/ versus t, /s/ versus s)Specific Reading and Writing domain directionsSpecial Directions for Reading and Writing (p. 57 & p.84)K-1 Early Literacy:Specific Reading and Writing Directions22Reading (p. 57)Writing (pp. 83-84)Examiners ManualTo read items aloudTo show items to studentsTo read items aloudAnswer BookFor Examiner to record responses For Examiner to record responsesFor students to look at items and write responses No. 2 Pencil w/EraserFor ExaminerFor ExaminerFor Student5 x 8 in. card orfolded 8 x 11 in. paperTo cover questions not being administeredTo cover questions not being administeredDo Not Disturb SignPostedPostedCELDT Scoring23MUST be done by CELDT Coordinator or designeeManual Scoring Guides located in Examiners ManualLocal Scoring Tool Onlinewww.celdt.org/resources/scoring_tool/Input Scores Calculates raw scores, scale scores, and proficiency levelsQuestions24