COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT (CELLA) TRAINING FOR SPECIAL EDUCATION SECONDARY TEACHERS SPRING 2014

Transcription

1 COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT (CELLA) TRAINING FOR SPECIAL EDUCATION SECONDARY TEACHERS SPRING 2014 Bilingual/ESOL SPECIAL EDUCATION PROGRAM

2 FDOE CELLA WEBSITE The following 2014 CELLA items can be found at State-wide Memorandums CELLA Parent Information Brochure Forms to report test irregularities/security breaches and missing materials to FDOE Test Administration Manual Training Materials Security Log Customer Satisfaction Survey CELLA Interpretive Guide

3 IMPORTANT ACRONYMS FOR CELLA USE TAM: Test Administration Manual (Blue cover) DFA: Directions for Administration (Yellow cover) ELL: English Language Learner PreID Information: Preidentification Information DCO Materials: District Coordinator ONLY Materials DNS: Do Not Score CR: Constructed Response MC: Multiple-Choice DCF: Document Count Form SRS: School Return Summary

4 Purpose of the CELLA CELLA provides evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB). NCLB mandates schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language learners. (ELLs) Accountability for ELLs is required under NCLB as measured by annual performance targets.

5 How will the results from the CELLA be used? Results will provide: data for charting student progress over time and for charting the progress of newly arrived students information about the language proficiency levels of individual students that can be used in making decisions regarding exit from ESOL programs Diagnostically useful information about students strengths and weaknesses in English CELLA results will NOT be used: for grade-level placement for grade promotion or retention decisions

6 CELLA Test Items Test items included in the CELLA assessment are based on the CELLA proficiency benchmarks, which are aligned to Florida s English language Proficiency standards.

7 When will the CELLA be administered? The CELLA will be administered from: March 3, 2014 to April 4, 2014.

8 When do the materials need to be returned? The CELLA needs to be returned from: March 10, 2014 April 9, 2014

9 WHAT S NEW FOR If a student is found to be in possession of ANY electronic device(s) during testing OR during a break, his or her test section must be marked as Do Not Score (DNS) in order to successfully enforce this policy. Students and parent/guardians must be made aware of this policy prior to testing. 2. Test administrators are required to assign the Level A, B, C, or D Student Test Book by writing the student s name in the upper-right corner of the front cover. This requirement does not apply to the Level A One-on-One Prompt Book.

10 WHAT S NEW FOR 2014 (continued) 3. Students are permitted to write in an assigned Student Test Book. This does not apply to the Level A One-on- One Prompt Book. 4 The Reason Not Assessed section has been incorporated on the student s answer sheet. The Reason Not Assessed must be gridded on the Answer Sheets for any student that does not test. If a student is not assessed and the reason is not listed, the Test Administrator must attach documentation of the situation to the CELLA Administration Record/Security Checklist. 5 Unused Answer Sheets must be returned in the Not-To- Be-Scored Box (previously returned in the Not-To-Be- Scored box OR District Coordinator Only box).

11 WHAT S NEW FOR 2014 (continued) 6. An electronic version of the pre-populated Materials Return List will be available to District CELLA Coordinators on Questar s ServicePoint website. 7. If there are any updates and/or changes to CELLA district personnel, notification must be provided via to FloridaCELLA@fldoe.org.

12 2014 TEST ADMINISTRATION MANUAL (TAM) The TAM is your key to a smooth test administration process. Among other things, it includes: CELLA Reminders 2014 CELLA Schedule Test Administration Policies & Procedures Students To Be Tested Information about Administration Accommodations and Special Documents Instructions on Gridding Demographic & Test Information on Answer Sheets Test Security Policies & Procedures Test Invalidation Policies & Procedures Online version available at the FDOE CELLA website Materials Return Instructions & Diagram

13 2014 TEST ADMINISTRATION MANUAL The TAM appendices include the following documents: Appendix A: Test Accommodations Appendix B: Florida Test Security Statute and Rule Appendix C: Forms and Signs» 2014 CELLA Administration and Security Agreement*» CELLA Administration Record/Security Checklist*» 2014 CELLA Security Log*» Test Administrator Checklist» School Coordinator Checklist» District Coordinator Checklist» Sign: TESTING Please Do Not Disturb*» Sign: No Electronic Devices Permitted During Testing* Appendix D: Scoring Rubric Handouts & Checklists

14 Who will be assessed? The student assessment department will provide the designated test chairperson at the school with a list of students to be tested along with their demographic information for gridding purposes.

15 Who will be assessed? All students enrolled in the district (grades K-12) and classified ELL, with a code of LY or LP, must be administered the CELLA. In addition, all students who are coded LF on or after the 11 th school day of the current school year must be administered the CELLA. This includes students who have been placed in SPED and whose IEP indicates that they participate in statewide assessments.

16 How is it determined that the ELL SWD will participate in the administration of the CELLA? The IEP team responds No to any ONE of the: Questions to Guide the Decision-Making Process to Determine Whether a Student Takes FCAT or Florida Alternate Assessment Then the student MUST be tested with the CELLA.

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18 CELLA TEST ACCOMMODATIONS The Test Administration Manual (TAM) must be reviewed prior to the administration of the assessment. Arrangements for implementing accommodations must be made prior to the administration dates. The CELLA Test Accommodations section begins on page - Appendix A.

19 CELLA ADMINISTRATION ACCOMMODATIONS Appendix A in the Test Administration Manual (TAM) provides: List of permissible and non-permissible test administration accommodations ALL allowable accommodations for students with disabilities who have current IEP or 504 Plans Omitted questions and notes to Test Administrators for special documents

20 SPECIAL TEST DOCUMENTS If applicable, Test Administrators must be trained in the use of the accommodated versions of the CELLA. The CELLA is available in the following accommodated versions: Levels A, B, C, and D Large-print version differ from the standard version of the test.. Levels B, C, and D The Braille tests are provided in contracted and uncontracted Braille format. The Braille versions differ from the regular-print version of the test. A list of omitted items can be found in Appendix A of the TAM on pages In Box 22 on the student answer sheet, bubble in the appropriate circle for the accommodated version. If the student is deaf or hard-of-hearing, bubble in the appropriate circle to indicate if the student is exempt from the Listening or Speaking sections of the test.

21 CELLA Test Accommodations The following guidelines should be followed by School Coordinators and Test Administrators when making accommodation decisions for administering the CELLA: 1. Accommodations should facilitate an accurate demonstration of the English Language Learner s (ELL s) ability to use the English language. 2. Accommodations should not advantage the ELL unfairly and thus compromise the validity of the test results. 3. Accommodations used during testing should be similar to those used by the ELL to complete classroom activities and assessments. (continued on next slide)

22 CELLA Test Accommodations 4. Accommodations must be necessary for enabling ELLs to demonstrate their ability to use the English language. 5. Because ELLs can vary widely in their level of English proficiency, some students may need more time than others to complete the test. Test administrators should ensure that all ELLs are given sufficient time to complete the test. This accommodation may be provided to all ELLs, regardless of whether they have a disability or have a Section 504 Plan.

23 CELLA Test Accommodations 6. If a test administrator can speak the heritage language of an ELL, the administrator MAY use the heritage language of the ELL to translate the directions if translating is an effective means of helping the ELL understand what is expected. Translations are for directions only, NOT for test items. 7. Assistance by way of an ELL s heritage language should be provided on an individual basis as questions arise. 8. Verbal encouragement (e.g., keep working, make sure to answer every question ) may be provided; however, it may not be used to cue a student regarding correct/incorrect responses.

24 CELLA NON-PERMISSIBLE TEST ACCOMMODATIONS The following accommodations are NOT permissible for any ELLs when administering the CELLA: 1.Accommodations may not include the use of an English-to-heritage language translation dictionary and/or a heritage language-to-english translation dictionary, since the CELLA is designed specifically to measure the English language skills of ELLs. 2.Test administrators may NOT give ELLs help in the ELLs heritage language on specific test questions NOR translate any part of the test other than the directions. 3. If there are ELLs in the class whose heritage language the administrator does not speak, test administrators may NOT translate directions to the entire class. 4. Students may NOT respond to writing prompts through signed language. Signed responses that have been transcribed by a sign-language interpreter do not effectively measure a student s English writing skills.

25 CELLA NON-PERMISSIBLE TEST ACCOMMODATIONS, cont. 5. Students may NOT respond to a signed interpretation of the Listening items. Responding to signed Listening items does not measure a student s ability to comprehend spoken English. It is recommended that ELLs who are unable to hear the Listening items be exempted from the Listening section of the CELLA. However, if amplification, speech reading, or other accommodations short of signing allow a student to perceive the Listening stimuli, the student should be allowed to take the Listening section with these accommodations. 6. Students may NOT respond to Speaking section questions through signing. Signing and spoken English are separate languages. There are no usable evaluation criteria for signed responses. It is recommended that ELLs who are unable to produce spoken language be exempted from the Speaking section of the CELLA. 7. Test administrators may NOT sign the oral portion of the Reading and Writing items at Level A. A large number of the Reading and Writing items at Level A are designed to measure ELLs understanding of soundsymbol relationships and ability to write orally dictated sentences. Sound-symbol relationships cannot be expressed through signing.

26 Preparing for Testing: Accommodations for SPED Students Students with current IEPs or Section 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. Presentation of Test Materials (page 58) Responding to Questions (pages 59) Test Scheduling (pages 60) Test Setting (page 60) Assistive Devices (page 60) Refer to the Hearing Impaired section (page 61) and Visually Impaired section (page 61) in the Test Administration Manual for allowable accommodations and/or exemptions.

27 2014 Directions for Administration (DFA) The DFA is required to administer the CELLA test.

28 2014 DFA Includes the following: Overview of Testing Materials Script for helping Levels B, C, and D students enter their personal and demographic information Directions for administering all levels and sections Level A is located in the orange section Level B is located in the blue section Level C is located in the tan section Level D is located in the green section Scoring guides and training materials for scoring the Speaking/One-on-One sections of the CELLA

29 MAKE-UP TEST ADMINISTRATION PROCEDURES Districts may choose to administer the CELLA at any time during the test administration window. Please make sure that all your ELL/SWD are tested within the CELLA testing window. Make-up testing may begin on the second day of testing and continue throughout the administration window.

30 OVERVIEW OF THE CELLA Test Levels: Level A (Grades K-2 / Orange) Level B (Grades 3 5 / Blue) Level C (Grades 6 8 / Tan) Level D (Grades 9 12 / Green) Each level contains four sections: Listening: All MC Speaking: All CR Reading: All MC Writing: MC & CR All students must take all 4 sections of the CELLA. The Listening, Reading, and Writing sections can be administered in any order. The Speaking/One-on-One section can be administered on a schedule that is convenient for the Test Administrator, but ensures that every student is tested individually.

31 SPECIAL EDUCATION (SPED) ESOL STUDENTS CELLA Administration Suggestions One-to-One Administration SPED Personnel Level A (K) - All Sections Level A (1-2) One-on-One Section Level B Speaking and Reading for Fluency Sections Levels C and D Speaking Section Grade Group Administration Levels B, C and D Listening, Reading, and Writing Sections are administered in small groups NOTE: Speech and Language Impaired students will be tested by the General Education ESOL Program.

32 TESTING TIME Levels B, C, and D

33 TEST ADMINISTRATORS MUST: Attend a training session to administer the CELLA Be knowledgeable of all CELLA test materials Be proficient in English to effectively apply the scoring rubric and evaluate students responses in English as required Follow the DFA instructions for administering the CELLA

34 CELLA TEST ADMINISTRATION TIPS: Read and understand the Directions for Administration. Read and understand the accommodations as listed in the IEP and the CELLA test accommodations section. Read the script and student test book pages. Read and understand the rubrics. Identify key words in each rubric.

35 Level C: Level D: LEVELS C or D TEST MATERIALS Level C Test Book Level C Answer Sheet Listening CD C1 & D1 Level D Test Book Level D Answer Sheet Listening CD C1 & D1 Levels C, and D: DFA

36 Administering Levels C and D Individually Administered Section: The Speaking section must be individually administered to all students. Group-Administered Sections: The Listening, Reading, and Writing sections are administered in a group setting.

37 Levels C and D Listening Script Delivery Options The Listening section is paced by a script that can be delivered in one of two ways: Recorded Delivery: playing the CD Teacher Delivery: reading the script aloud (recommended for ELL/SWD) Approximate testing time: 25 minutes

38 Levels C and D Listening Item Types There are four Listening item types: 1. Listen and Match: The student matches a sentence to a picture. 2. Picture Description: The student matches a more complex sentence to a picture. 3. Short Talks: The student answers questions after listening to a short talk. 4. Extended Listening: The student answers questions after listening to lengthier talks.

39 Levels C and D Reading The Reading Section is divided into two parts: Part One: The student answers discrete vocabulary questions. - Assesses knowledge of English vocabulary through use of synonyms, antonyms, idioms, roots, and prefixes. Part Two: The student reads passages and answers 4-6 questions. - Assesses reading comprehension Approximate testing time 45 minutes All reading items are multiple choice

40 Levels C and D Writing The Writing section is divided into four parts: Parts One and Two: The student answers multiple choice questions. - Grammar, Structure, Written Expression: tests knowledge of grammar. - Paragraph Choices: tests elements of extended writing such as use of transitions, topic, and concluding sentences. - Recognizing Errors: tests editing skills

41 Levels C and D Writing (continued) Parts Three and Four: The student writes sentences and paragraphs. - Writing Sentences: The student writes a sentence based on a picture. - Writing Paragraphs: The student writes a paragraph based on a prompt. Paragraph might be descriptive, persuasive, comparative, etc., depending on grade level. Approximate testing time: 70 minutes

42 Levels C and D Speaking The Speaking section is administered individually to all students. The student s responses are scored by the Test Administrator, who records the scores on the Level C or D Answer Sheet. The Test Administrator must have completed the district-developed CELLA training. Approximate testing time: minutes per student.

43 Levels C and D Speaking Item Types There are six Speaking item types: 1. Oral Vocabulary: The student identifies objects or actions, and states antonyms. 2. Speech Functions: The student asks a question related to a situation. 3. Personal Opinion: The student gives reasons to support an opinion.

44 Levels C and D Speaking Item Types 4. Story Retelling: The student hears a story and then repeats it. 5. Graph Interpretation: The student compares and contrasts information displayed on a graph.

45 CELLA One-to-One Administration The focus of this training will be on: Speech Functions Personal Opinion Story Retelling Graph Interpretation

46 The One-to-One / Speaking Sections will be scored using a Rubric.

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

48 Probing Questions and Prompts When administering the One-on-One / Speaking section, it is important to keep in mind the rules regarding prompting: If the student does not initially understand a prompt, repeat the prompt, varying speed and intonation as appropriate. If a student s response is too brief to accurately represent the student s speaking ability, ask probing questions as appropriate. Probing questions CAN be used to: - get the student to start speaking if appears hesitant/confused - clarify the question itself, if that will help - encourage the student to expand or elaborate A probing question must NOT introduce a new topic or provide vocabulary needed for a response.

49 Speech Functions Measures student s oral response to a specific prompt. Criteria include: - Appropriateness of information - Grammatical accuracy

50 Speech Functions The Speech Functions section consists of a bold and boxed text script prompt for the question to be read by the test administrator. The test administrator reads the bold and boxed text script from the Directions for Administration then scores the student s response using the rubric also found in the guide. The test administrator can repeat the prompt varying in intonation and speed as appropriate The Speech Functions section are scored on a 2, 1, 0, NR scale.

51 Personal Opinion Measures student s ability to orally state and defend an opinion. Criteria include: - Clarity of response - Adequate support - Good control of grammar & adequate vocabulary

52 Personal Opinion The Personal Opinion section in Levels C and D has no pictures only a script. The test administrator reads the bold and boxed text script from the Directions for Administration then scores the student s response using the rubric also found in the guide. The test administrator can use probing questions such as: Why do you like it? Why do you like it better than the other one? What could you do with that toy? The Personal Opinion section items are scored on a NR scale.

53 Story Retelling Measures a student s 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

54 Story Retelling The Story Retelling section consists of showing the student four pictures. The test administrator describes the process of retelling the story. The test administrator then points to each picture and reads the bold and boxed script from the Directions for Administration. The student is requested to retell the story using the pictures. If the student gives only a brief explanation and/or does not talk about some of the pictures, the test administrator may ask the student what is going on in those pictures he or she did not discuss. A Story Retelling Checklist and Rubric for Story Retelling are used to score the retelling from NR

55 Story Retelling Checklist The checklist provides guidance on specific ways in which rubric should be applied when listening to this item type. It is an aid to focus your listening. It helps clarify subtle criteria differences

56 Graph Interpretation Levels C and D Measures student s ability to orally summarize and interpret a graph. Criteria include: - Summary response - Comparison response - Vocabulary - Grammar - Fluency

57 Graph Interpretation The graph interpretation section consists of the student looking at a graph, analyzing the results and answering a two-part question related to the graph. The test administrator reads the bold script found in the Directions for Administration as it relates to the graph. The test administrator then asks the student the first question and then the second. The questions can be repeated if the student does not understand. A Graph Interpretation Checklist and Rubric for Graph Interpretation are used to score the Graph Interpretation Section on a NR scale.

58 Graph Interpretation Checklist The checklist provides guidance on specific ways in which rubric should be applied when listening to this item type. It is an aid to focus your listening. It helps clarify subtle criteria differences

59 ESOL Exiting of SWD with the CELLA The CELLA exit criteria used with ELL in the general education program will be used with ELL SWD.

60 CELLA EXIT CRITERIA Grades 6-9 Student must be assessed with CELLA on grade level. Student must achieve a score at or above the Proficient Level on CELLA Listening/Speaking. Student must achieve a score at or above the Proficient Level on CELLA Writing and Reading. Student must score an achievement level of three (3) or greater in FCAT Reading.

61 CELLA EXIT CRITERIA Grades Student must be assessed with CELLA on grade level. Student must achieve a score at or above the Proficient Level on CELLA Listening/Speaking. Student must achieve a score at or above the Proficient Level on CELLA Writing and Reading. Student must achieve FCAT Reading passing score or an equivalent score on ACT, SAT, or PERT.

62 ESOL Levels Using CELLA Total Scale Grade ESOL 1 ESOL 2 ESOL 3 ESOL or lower or higher or lower or higher or lower or higher or lower or higher or lower or higher or lower or higher or lower or higher

63 After eight semesters (four years) or more the progress of ELL SWD in the ESOL Program shall be reviewed by the IEP Committee through an annual or interim conference. IEP Committee reviews performance on CELLA based on the criteria presented on the next slide and reviews other assessment data to consider exiting.

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65 CELLA Achievement Levels Oral Section: Listening and Speaking Oral Section: Listening and Speaking Proficient K > > > >

66 SPED Teacher must document and explain the reason for exiting ELL SWD from the ESOL Program FOR EXAMPLE: IEP Team decided to exit student from the ESOL Program based on the fact that the student met the Special Criteria for ELL SWD. Student scored Proficient in the Listening/Speaking Section and High Intermediate in the Reading and in the Writing.

67 12 Semesters or more Check the J-screen for number of semesters! Count the number of semesters based on the ESOL entry date Keep in mind that sometimes the semesters stop counting on the J-Screen for the ELL/SWD and you must also check PF-21 to tabulate the number of semesters ( 2 semesters per school year)

68 SPED Teacher must document and explain the reason for exiting ELL SWD from the ESOL Program. FOR EXAMPLE: IEP Team decided to exit student from the ESOL Program based on the number of semesters.

69 INFORMED NOTICE OF PROPOSAL OR REFUSAL TO CHANGE EVALUATION, IDENTIFICATION EDUCATIONAL PLACEMENT, OR FREE APPROPRIATE PUBLIC EDUCATION (FAPE) ONLY FOR EXITING STUDENTS A change in provision of FAPE includes: specially designed instruction PENS or goals (interim IEP changes only) modifications or accommodations (interim IEP changes only)

70 J-Screen must be manually updated. If unable to update at school site then download the J-Screen correction form from the following link: 13/J-screen.pdf

71 Reports of CELLA Results for Individual Students REMINDER: A hard copy of the Student Score Report MUST be put in the student s ELL file/cumulative record.

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73 SPED/ESOL ISSUES For further information, please contact: Bilingual/ESOL Special Education Program Rosalia F. Gallo, Instructional Supervisor, Juana M. Perez de Alejo, Bilingual Assessor, Sylvia Crespo, Bilingual Assessor, Malena Escobar-Matamoros, Bilingual Assessor, Isabel Lopez-Trudelle, Bilingual Assessor, Raquel Fernandez, Bilingual Assessor, Danielle Joseph, Bilingual Assessor, Debbie Sosa, Bilingual Assessor, WEB SITE: Division of Special Education; click on Programs; then click on Bilingual