2014-2015 california english language development test (celdt) · new elpac to replace celdt ....
TRANSCRIPT
2014-2015 California English Language Development Test (CELDT)
Elementary K-5
TRAINING GOALS
• Score the Listening and Speaking sections accurately and reliably.
• Standardize the administration of the CELDT.
• Schedule and conduct CELDT training at my school site.
• Prepare and pack materials for the Check-In.
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3:30 – 3:35 Introductions
3:35 – 4:40 Calibration of CELDT Sections K-5
• Sample Scoring for Listening
• Scoring for Speaking
Speech Functions Quiz
Choose & Give Reasons Quiz
4-Picture Narrative Quiz
Oral Vocabulary Name & Tell
4:40 – 5:20 CELDT Scoring Logistics & Administration
• Before Testing
• During Testing
• After Testing Check-In Process 5:20 – 5:30 Questions and Evaluation
AGENDA
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Calibration of CELDT Components
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CELDT Domains and Scoring Overview This table shows when each CELDT component is scored (i.e., during or after administration) and how it is scored (e.g., NR, I, C; 0-2; answer key
Note:
NR = no response
I = Incorrect
C= correct
For K-1 Writing, Writing Words, there are two rubrics: one for writing words stated by examiner using a picture prompt and one for writing words in response to a story read by the examiner.
OUSD does not score the Writing Section. The writing section is scored by the state.
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READY – SET – LET’S CALIBRATE
CELDT Domains: Speaking
Listening
CELDT Components: • Oral Vocabulary • Speech Functions • 4 Picture Narrative • Choose and Give Reasons
• Following Oral Directions
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Students
Please have your clickers on and ready to go. We need your full participation – choose an answer then click.
4 Picture Narrative: Scoring 1:1 Administration
Approximately 15 minutes
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4 Picture Narrative: Scoring
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Dirty Dog Boy Gardening
4 Picture Narrative : Calibration
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Arturo - Grade 3
1 2 3 4 5
0% 0%
100%
0%0%
1.Score: 1 2.Score: 2 3.Score: 3 4.Score: 4 5.Score: 0
4 Picture Narrative: Calibration
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Matthew - Grade 5
1 2 3 4 5
100%
0% 0%0%0%
1.Score: 1 2.Score: 2 3.Score: 3 4.Score: 4 5.Score: 0
4 Picture Narrative: Scoring
1.Score: 1 2.Score: 2 3.Score: 3 4.Score: 4 5.Score: 0
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Maria - Grade 2
4 Picture Narrative: Extra Scoring
1 2 3 4 5
0%
100%
0%0%0%
1.Score: 1 2.Score: 2 3.Score: 3 4.Score: 4 5.Score: 0
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Hector – Grade K
4 Picture Narrative: Extra Scoring
1 2 3 4 5
0%
100%
0%0%0%
1.Score: 1 2.Score: 2 3.Score: 3 4.Score: 4 5.Score: 0
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Lisa – Grade 5
Listening
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Grades K-2: 1:1 Administration Grades 3-5: Group Administration
Administration of the Listening domain takes 15 to 20 minutes, depending on grade level.
Listening: Scoring
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Which of the following examples would receive a Correct (C)?
Which of the following examples would receive an Incorrect (I)?
Oral Vocabulary
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1:1 Administration
Approximately 15 minutes
Oral Vocabulary: Sample Answer
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Oral Vocabulary:
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OV: Name and Tell Scoring
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1 2 3
100%
0%0%
1. Score:1 2. Score:2 3. Score:0
Mustafa - Grade 1
OV: Name and Tell Scoring
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1 2 3
0% 0%
100%Travis – Grade 5
1. Score: 1 2. Score: 2 3. Score: 0
OV: Name and Tell Scoring
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1 2 3
0% 0%
100%Alejandra – Grade 2
1. Score: 1 2. Score: 2 3. Score: 0
OV: Name and Tell Extra Scoring
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1 2 3
0% 0%
100%Gersy – Grade 2
1. Score: 1 2. Score: 2 3. Score: 0
OV: Name and Tell Extra Scoring
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Benito – Grade 1
1 2 3
100%
0%0%
1. Score: 1 2. Score: 2 3. Score: 0
Speech Functions
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1:1 Administration
Approximately 15 minutes http://moodle.celdt.org/pluginfile.php/15773/mod_resource/content/2/story.html
Speech Functions: Scoring
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Akash – Grade 2
1 2 3
0% 0%
100%
1. Score: 1 2. Score: 2 3. Score: 0
Speech Functions: Scoring
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Hector – Grade K
1 2 3
0% 0%
100%
1. Score: 1 2. Score: 2 3. Score: 0
Speech Functions: Scoring
Community Schools, Thriving Students
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Amy – Grade 1
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
Speech Functions: Extra Scoring
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Desiree – Grade 2
1 2 3
100%
0%0%
1.Score: 1 2.Score: 2 3.Score: 0
Speech Functions: Extra Scoring
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Aram – Grade 1
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
Choose and Give Reasons
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1:1 Administration
Approximately 15 minutes
Choose and Give Reasons: Scoring
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Jose – Grade 4
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
Choose and Give Reasons: Scoring
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Amy – Grade 1
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
Choose and Give Reasons: Scoring
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
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Denise – Grade 4
Choose and Give Reasons: Extra Scoring
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Brett – Grade 4
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
Choose and Give Reasons: Extra Scoring
1 2 3
0% 0%
100%
1.Score: 1 2.Score: 2 3.Score: 0
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Ashley – Grade 5
CELDT SCORING
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SAVE FOR: Nicole EL dpt – in case she wants to include infor
CELDT Logistics & Administration
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Purpose of the CELDT
1. Initially identify students who are limited English proficient (LEP) as English Learners (Els).
2. Determine the level of English language proficiency. 1. Beginning 2. Early Intermediate 3. Intermediate 4. Early Advanced 5. Advanced
3. Assess annual English language proficiency growth.
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CELDT Assessments Initial Assessment (IA) Administer the CELDT to all students
whose home language is not English within 30 calendar days after they enroll for the first time in a California public school.
- Student Assignments Office administers all Initial CELDT testing. - Location: Lakeview Campus - Phone: (510). 273.-1600
Annual Assessment (AA) Administer the CELDT each year the student is categorized as an English Learner (EL) until they are reclassified as fluent English proficient (RFEP). - Schools sites administer the Annual CELDT Assessment.
- Schools must share the Annual CELDT results to parents (February).
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New ELPAC TO REPLACE CELDT
English Language Proficiency Assessments for California (ELPAC)
The California Department of Education proposes to replace the California English Language Development Test (CELDT) with the English Language Proficiency Assessments for California (ELPAC) system by 2016–17, provided additional funding is secured for new test development activities.
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New Demographic Page Changes • Do not need to be filled in the Answer
booklet by the district:
• Student’s primary Language
• Primary Disability Data
• First Enrolled in a USA School
• Ethnicity/Race
• Program Participation
• Students receiving Special Ed at a NPS
• NPS Code
• County/District of Residence
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• No Field Test. Only Form 1 materials will be administered.
CELDT Timeline
SEPTEMBER OCTOBER
Sept: 2, 4, 8, 11
Attend CELDT Training
Annual CELDT Opens 9/15: Ends October 24
Pick up Pre ID labels First wk of October
Check In Oct. 29, 30, 31
8/25 to 9/4 CELDT materials to arrive to schools
October 10 Last day to request
material
September Excel testing roster emailed
?
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Role and Responsibility of the Site Coordinator
1. Establish a time/date/place for testing. • Plan testing schedule and announce test dates to school staff. • Monitor test administration.
2. Keep test materials secure at all times. • Limit access to tests to pupils and employees directly involved in testing. • Do NOT copy test questions for any purposes- i.e. enlargement.
3. Establish a time/date/place for training. • Collect signed Affidavit forms from test examiners & proctors during training. • Do not distributing tests to anyone who does not have a signed Affidavit.
4. Manage test booklets and answer documents. • Fill out all required information fields accurately. • Count and pack all scorables and nonscorables accurately, and
deliver to the warehouse at your school’s Check-In time.
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Before Testing: when Materials Arrive
STEP 1: Report Shortages to District Coordinator.
Inventory all test materials against the school packing list immediately. Report any shortages or the receipt of the wrong material to [email protected] within two working days. If additional materials are needed fill out the form and email/fax it ASAP.
STEP 2: Retain ALL CELDT Boxes and Store Materials in a
SECURE LOCATION Keep all test materials in the boxes they were delivered in. The same boxes will be used to return materials to the district after testing at Check-In.
STEP 4: Make Copies of the School/Group List
Use resources provided by District. Ensure that test examiners and proctors understand the security requirements. Communicate with teachers of special needs students.
STEP 5: Discuss Security with Test Examiners and Proctors
Ensure that test examiners and proctors know the security requirements for keeping all test materials in a secure location prior to, during, and after testing.
STEP 6: Distribute Materials
Obtain signed Security Affidavits before distributing the materials. Retain signed original Affidavits to return to District Coordinator during Check –In.
STEP 3: Prepare for Training Staff
Notify staff of training date. Make a testing schedule. Use Moodle resources Review DFA.
A Test Coordinator’s Kit will be delivered to each school site and will contain: 1. A Test Coordinator’s Manual (1 copy) 2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code 3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -43- Community Schools, Thriving Students
Before Testing: Reporting shortage
• After inventorying your materials, please report shortages/overage of materials to:
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Ordering Additional Materials Access form at: Click here
Fax: 510- 531-6539 Email: [email protected]
Pick materials at Tilden room #10
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Before Testing: When Materials Arrive
STEP 1: Report Shortages to District Coordinator.
Inventory all test materials against the school packing list immediately. Report any shortages, overages, or the receipt of the wrong material to [email protected] within two working days. If additional materials are needed fill out the form and email/fax it ASAP.
STEP 2: Retain ALL CELDT Boxes and Store Materials in a
SECURE LOCATION Keep all test materials in the boxes they were delivered in. The same boxes will be used to return materials to the district after testing at Check-In.
STEP 4: Make Copies of the School/Group List
Use resources provided by District. Ensure that test examiners and proctors understand the security requirements. Communicate with teachers of special needs students.
STEP 5: Discuss Security with Test Examiners and Proctors
Ensure that test examiners and proctors understand the security requirements for keeping all test materials in a secure location prior to, during, and after testing.
STEP 6: Distribute Materials
Obtain signed Security Affidavits before distributing the materials. Retain signed original Affidavits to return to District Coordinator during Check –In.
STEP 3: Prepare for Training Staff
Review the Coordinator’s Manual and the Examiner’s Manuals in their entirety. Make a testing schedule.
A Test Coordinator’s Kit will be delivered to each school site and will contain: 1. A Test Coordinator’s Manual (1 copy) 2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code 3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -46- Community Schools, Thriving Students
Before Testing: Training Staff
STEP 1: Report Shortages to District Coordinator.
Inventory all test materials against the school packing list immediately. Report any shortages, overages, or the receipt of the wrong material to [email protected] within two working days. If additional materials are needed fill out the form and email/fax it ASAP.
STEP 2: Retain ALL CELDT Boxes and Store Materials in a
SECURE LOCATION Keep all test materials in the boxes they were delivered in. The same boxes will be used to return materials to the district after testing at Check-In.
STEP 4: Make Copies of the School/Group List
Use resources provided by District. Ensure that test examiners and proctors understand the security requirements. Communicate with teachers of special needs students.
STEP 5: Discuss Security with Test Examiners and Proctors
Ensure that test examiners and proctors understand the security requirements for keeping all test materials in a secure location prior to, during, and after testing.
STEP 6: Distribute Materials
Obtain signed Security Affidavits before distributing the materials. Retain signed original Affidavits to return to District Coordinator during Check –In.
STEP 3: Prepare for Training Staff
Review the Coordinator’s Manual and the Examiner’s Manuals in their entirety. Make a testing schedule.
A Test Coordinator’s Kit will be delivered to each school site and will contain: 1. A Test Coordinator’s Manual (1 copy) 2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code 3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -47- Community Schools, Thriving Students
Logistics - Schedule • Timing • Individual
administration • Group
administration • Make-Up testing
lists.
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Site Testing Schedule sample
Individual Administration Speaking Domain: •15 minutes p/student.
Group Administration Writing Domain: •120 minutes • 2 parts •1 class = 20 students.
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Grades Week 1 Tues
Week 1 Wed
Week 1 Thur
Total
K-1 6 students/ 90 minutes
6 students/ 90 minutes
6 students/ 90 minutes
18 students
2nd Week 2 6/90
Week 2 6/90
Week 2 6/90
3rd Week 3 6/90
Week 3 6/90
Week 3 6/90
3 Weeks = 54 students
Grades Week 2 Tues
Week 2 Wed
Week 3 Thur
Week 3 Fri
2nd 3rd
20students/30 minutes
20students/30 minutes
20students/30 minutes
20students/30 minutes
4th 5th
20/30 20/30
20/30
20/30
Before Testing: Logistics
STEP 1: Report Shortages to District Coordinator.
Inventory all test materials against the school packing list immediately. Report any shortages, overages, or the receipt of the wrong material to [email protected] within two working days. If additional materials are needed fill out the form and email/fax it ASAP.
STEP 2: Retain ALL CELDT Boxes and Store Materials in a
SECURE LOCATION Keep all test materials in the boxes they were delivered in. The same boxes will be used to return materials to the district after testing at Check-In.
STEP 4: Provide CELDT Training
Use resources provided by District. Ensure that test examiners and proctors understand the security requirements. Communicate with teachers of special needs students.
STEP 5: Make Copies of the School/Group
List
Make several photocopies of the Group Identification Sheets from the school Test Coordinator’s Kit to have on hand in case they are needed.
STEP 6: Distribute Materials
Obtain signed Security Affidavits before distributing the materials. Retain signed original Affidavits to return to District Coordinator during Check –In.
STEP 3: Prepare for Training
Review the Coordinator’s Manual and the Examiner’s Manuals in their entirety. Make a testing schedule.
A Test Coordinator’s Kit will be delivered to each school site and will contain: 1. A Test Coordinator’s Manual (1 copy) 2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code 3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not pre-coded
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -50- Community Schools, Thriving Students
Before Testing:
BEFORE TESTING: Id students with special needs
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Refer to the h/c in your folder.
Security Activity • Read • Ask Questions • Get Answers • Sign & Collect • Submit all signed forms at Check-In. Link: http://www.ousd.k12.ca.us/Page/10333
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Heightened Security State and District Security Audits 1. At randomly selected schools and district offices 2. Before, during, or after testing 3. Are materials secure, accounted for, and
locked up when not in use? 4. Are correct administrative procedures being followed?
For example: Instructional materials have been removed or covered. Students are not being coached through the exams. Only appropriate accommodations and/or modifications are being
provided, et. al. Room signs and testing posters with reminder of no unauthorized
electronic devices are being used.
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Heightened Security Door Signs and Testing Posters 1.Posted in clear view of students 2.Available on-line. Can be downloaded and photocopied. http://www.ousd.k12.ca.us/cms/lib07/CA01001176/Centricity/Domain/132/Testing%20Poster.pdf
Proctors Assists the test examiner during test administrations groups of 20 or more. Prepare the room for testing Distribute test materials Observe students during testing
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Heightened Security
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Materials for 2014-15 Grades
K-1 (Brown)
Grade 2
(Green)
Grades 3-5
(Red)
Grades 6-8
(Blue)
Grades 9-12 (Red)
Examiner’s Manual Examiner’s Manual Examiner’s Manual Examiner’s Manual Examiner’s Manual
One Answer Book per student
One Answer Book per student
One Test Book per student* One Answer Book per student
One Test 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 student(s)
“Testing Poster” include website
For K-1: 5” by 8” card or folded 8.5” x 11” paper (to cover questions visible but not being administered).
* Unmarked Test Books may be reused in grades 3-12
Community Schools, Thriving Students
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CELDT – Special Education Students Review IEP and 504 Plans with the teacher for accommodations & modifications that must be made available to students.
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Hand-grid Box 15 AFTER testing only if the student actually used the accommodation or modification.
Answer Book Back Cover
Demographic Section: Fill-In *2, *9 Students with Pre-ID label: Fill in all asterisked items: *2 Teacher’s name, school, district, *9 Date test completed
For students without a Pre-ID label, fill out all appropriate fields. See Manual pgs 23-27
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After Testing: Steps 1, 2 & 3
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1) Complete GIS Form
1 GIS per Grade Level
Preprinted
After Testing: Steps 1, 2 & 3
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1) Complete GIS Form Write
total # of students
tested
1 GIS per Grade Level
Write the grade
After Testing: Steps 1, 2 & 3
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1) Complete GIS Form 2) Package grade level groups & label bags 3) Place GIS on the last bag, i.e. Grade 2 - 2 of 2,
1 GIS per Grade Level
2
After Testing: Step 4 Packing
• Complete the scannable School/Group List SGL
(one per school).
• Keep a photo copy of the completed SGL.
• See manual pgs 34-35
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Write the exact # of students tested in the grade row. This number must match the # on the GIS.
After Testing: - Final Step Box it & Check-In
• Place scorable materials by grade level in boxes.
• Place SGL on top of the baggies in box 1 of your total shipment.
• Label your boxes. • Arrive on time at the
warehouse (900 High Street, Oakland) for final Check-In.
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Check-In October 29, 30, and 31 • Each school has a
designated station, date, & time to return all the testing materials.
• Arrive at your schedule time.
• Submit all signed Security Affidavits.
• Bring all your scorables and nonscorables boxed.
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Where do I go for help? Please send ALL CELDT testing questions to:
[email protected] Assessment team members will answer your email:
Ramona Burton [email protected] Cecilia Larkin (510) 336-7532
Liliana Vaananen (510) 336-7542
Please send English learner questions to: E.L.L. Office: Nicole Knight, ELL Director
Opus Wilson, Coordinator [email protected]
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Q & A Get a copy of the Check-In Schedule Helps us get better at serving you – turn in the Evaluation Form
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Thank You for attending the CELDT training!