2013 CELDT Coordinator Training

Report
California English Language Development Test
Coordinator Training
2013-2014
Presented by
Melody Hartman
District CELDT Coordinator
Assessment, Research & Evaluation
June 2013
Serna Center
Training Goals
 Apprise you of what is new and different with
CELDT this year
 Standardize the administration of the CELDT
 Reliably score the writing and speaking items
 Prepare you to train your staff in administration
 Answer any questions/concerns and provide
support
What’s New for 2013-2014?
 FIELD TEST ASSIGNMENTS - have been reconfigured. Some districts may field test two years in a row
 TEST SECURITY – Directions have been added to the Examiner’s Manuals to make sure that student
clear their desks of and stow away all materials not needed for the test. These directions are a the
beginning of each domain.
 SCHOOL/GROUP LIST (SGL) – Form has been reorganized and new important directions
 4 PICTURE NARRATIVE REPROMPTING DIRECTIONS – The reprompting directions have been revised
to reflect clarifications approved by the CDE.
 SCRATCH PAPER – Students are not allowed to write any notes or thoughts on extra paper, scratch
paper, or anywhere in the Test Book or Answer Book other than in the response sections.
 ANSWER BOOK - The text in the section labeled FOR LOCAL SCORING USE has been modified to clarify
that the box is for the local scoring of Initial Assessment students. (Annual Assessment students are
optional.)
 The Important Points to Remember page has been eliminated. The bulleted information it included
has been moved to the appropriate corresponding sections of the Examiner’s Manual.
 The Writing section of the Student Score Sheet has been modified to allow an entry for each of the
four sentences rather than one total score
 Clarifications have been made to the prompting procedures for 4-Picture Narrative and the scoring
guidelines for Oral Vocabulary. In addition, the scoring guidelines have been reformatted and
enhanced for Choose and Give Reasons and Speech Functions.
 GROUP ADMINISTRATION – New video and talking points (2-12)
 EL Program Participation Programs – Levels changed to match CALPADS
Answer Book Changes
Purpose of CELDT
Help teachers and school administrators
identify pupils who are limited English
proficient
Determine the level of English language
performance
Assess progress of limited English
proficient students in acquiring the skills of:
listening, speaking, reading and writing in
English
Who Should Take the CELDT?
Initial
CELDT
tests
should
be
given
at the
MOC
 Initial Assessment (IA) (MOC )
All students whose primary language is not English, based on a home
language survey, and who have not previously taken the CELDT, must be
given an IA within 30 days from the date of first enrollment.
Answer documents for these students must be sent in for scoring on a
monthly basis.
 Annual Assessment (AA)
Students who have previously taken the CELDT and were identified as
English learners (ELs) must be tested annually during the AA Window (July
1 to October 31) until they are reclassified as fluent English proficient
(RFEP) based on the guidelines for reclassification established by the State
Board of Education (Education Code Section 313[d]).
TRANSITIONAL KINDERGARTEN STUDENTS
LANGUAGE IS OTHER THAN ENGLISH
MUST
BE
TESTED
DO NOT TEST - Sign Language, RFEP and IFEP Students
IF
Alternate Assessment
IEP teams may determine that a student is unable
to participate in one or more domains of the
CELDT, even with variations, accommodations
and/or modifications, due to short or long-term
disability. The student may be tested with an
alternate assessment per the student’s IEP. Make
sure to return a CELDT scannable Answer Book for
the students, ensuring that the Alternate
Assessment bubble (#22) is marked for each
appropriate domain.
Students will receive the Lowest Obtainable Scale
Score
Braille is not an alternate assessment.
Unusual Testing Situations
Scenario 1: The current district is unable to
confirm with a previous district in California
whether the student took the current Edition
of the CELDT.
Action: Administer the CELDT. If the student
has taken the CELDT during any previous year,
mark AA as the test purpose; if not, mark II.
Unusual Testing Situations
Scenario 2: A student took a portion of the test and then moved out
of the district.
Action: If it is known which district the student moved to, contact
the CELDT District Coordinator and ship the incomplete test to them.
Securely ship the materials only to the current CELDT District
Coordinator on file (check the CELDT District Coordinator list on the
secure District Portal for the official names and addresses to use)
and confirm receipt of the document.
If it is not known which district the student moved to, do not return
the Answer Book for scoring. Write the word “MOVED” on the cover
and retain it with the test materials scheduled for destruction at the
end of the school year.
Do not return this document in the scorable shipment.
Unusual Testing Situations
Scenario 3: A student completed the test and then moved out of the
district.
Action: Return the Answer Book for scoring and notify the district the
student moved to (if known) that a test for the current Edition has
been submitted for scoring. Provide a local score to the new district if
one is available. Upon receipt of the Student Performance Level
Report and Student Record Label, forward them to the new district.
To request the test results of a student who moved into your district,
you may use the CELDT Score Request Form available on our CELDT
website.
Regulations require the previous district to provide score information
within 20 days of the request of the receiving district.
Unusual Testing Situations
Scenario 4: A student began the test
within the AA Window, but due to special
circumstances, was not able to finish by
October 31.
Action: Continue to make every effort to
finish testing the student and return for
scoring as soon as possible.
Unusual Testing Situations
Scenario 5: An AA student was absent or
did not take the test during the AA
Window.
Action: Test the student upon return to the
district and submit the test for scoring as
soon as possible.
Roles and Responsibilities
Test Security
Affidavit on
our CELDT
website and
in the
Coordinator’s
Manual page
41
The CELDT Site Coordinator is the test coordinator at the school level
who is responsible for:
 managing the CELDT testing program at the school
 training all test examiners, ensuring the proper administration
of all testing procedures
 maintaining the security of all test materials at the site
 and assuring the proper packing and return of test materials to
the CELDT District Coordinator.
The Test Examiner:
 Administers and scores the test
 Proctors assist test examiners during group administration of
more than 20 students.
 Test examiners and proctors, along with all others handling
CELDT materials, must sign the Test Security Affidavit prior to
the use of the materials.
Field Testing – 38 Schools
Reading – 15 more minutes of questions
George Washington Carver
Arthur A. Benjamin Health Professions
Burbank (Luther) High
Johnson (Hiram W.) High
Kennedy (John F.) High
McClatchy (C. K.) High
Brannan (Sam) Middle
Wood (Will C.) Middle
Still (John H.)
Rosa Parks Middle
Winn Elementary
Bowling Green Elementary
Warren (Earl) Elementary
Edward Kemble Elementary
Elder Creek Elementary
Baker (Ethel I.) Elementary
Harkness (H. W.) Elementary.
Leataata Floyd Elementary.
Cabrillo (John) Elementary.
Nicholas Elementary
Oak Ridge Elementary
Pacific Elementary
Parkway Elementary
Peter Burnett Elementary
Marshall (James) Elem.
Golden Empire Elementary
Lincoln (Abraham) Elem.
Cesar Chavez Intermediate
Roles and Responsibilities – Group Administration
Page
2-12
of
binder
Practice holding the test materials. Handling the Answer Book, Test
Book and Examiner’s Manual with ease takes practice.
Mark the pages you will be reading with paperclips or another method
in advance.
Read the Examiner’s Manual for instructions to how to “model correct
response” for practice items and prepare how to correctly model
practice item answers.
Refer to Table 4 Test Administration Procedures in the Examiner’s
Manual to confirm which directions and questions can be repeated.
You can find examples of these tables on pages 2-36 through 2-39.
Before testing starts, check to make sure that students’ desks are
cleared of all materials not needed for testing.
Roles and Responsibilities – Group Administration
 Make sure testing room is set up according to the guidelines in the Examiner’s
Manual with space or barriers between students.
 During testing, speak clearly and slowly so students can hear you. Use a
neutral voice throughout testing. Students may interpret variations in tone as
a clue hat the emphasized word or phrase could be the correct answer to a
question.
 Move around the room to monitor that students are marking their responses
in the correct location of the Answer Books.
 Any group of 20 or more requires the assistance of a proctor during test
administration. Proctors need to sign a Test Security Affidavit.
 When combining classrooms for group administrations, carefully check that
students are given the correct Answer Book. Pay special attention to students
who have IEP’s and special accommodations during group administrations
Local Scoring
Page 2-43 of
your
Coordinator’s
Binder
http://www.celdt.org/resources/scoring_tool/
The primary purpose of local scoring is to place Initial
Assessment students into the appropriate English
learner program, if any, based on the preliminary score.
Instructions for completing local scoring are provided
in Section 10, Preliminary Local Scoring, of each
Examiner’s Manual.
Whether your district uses the paper Student Score
Sheet, the electronic Local Scoring Tool, the List of
Items and Scoring Keys tables or another method,
these documents are for your schools use only and
should not be returned in the scorable test material
shipments.
Reporting Testing Irregularities
Cheating by students
Failure to follow test administration directions
Rushing students through the test or parts of the test
Coaching students, including but not limited to:
 Discussing questions with students before, during, or after
testing
 Giving or providing any clues to the answers
Administering the wrong grade span test to a student
Writing on the Answer Book by an examiner or scorer and
therefore needing to transcribe the responses to a new Answer
Book
Using mismatched test materials (such as a Form 1 Examiner’s
Manual and a Form 5 Test and Answer Book)
Reporting Security Breaches
Sharing of test items or other secure materials
with anyone who has not signed the Test Security
Affidavit
Discussing the test content or using test
materials outside training and administration
Allowing students to take the test out of the
designated testing area
Allowing examiners or scorers to take the test
home
Allowing students to watch the STOT workshop
training DVD
Inventory Test Materials
Check inventory with what is on your packing
list.
Report any overages or shortages to
[email protected] immediately.
Secure materials in a secure locked place.
Anyone who will be handling or have access to
the secure materials, needs to fill out a Test
Security Affidavit.
Keep your CELDT boxes to return your tests for
scoring and your nonscorable materials for
destruction in June.
Testing Security
Train all test administrators and proctors in proper test
administration procedures
 Use Moodle, Group testing video and Group testing key points
Keep all CELDT materials in a secured, locked storage at all times
when not in use.
Any breach of security, loss of materials, failure to account for
materials, or any deviation from acceptable security procedures
must be reported to Melody Hartman, the District CELDT
Coordinator.
All personnel, including administrators, test administrators,
proctors or anyone else who will have access to CELDT test booklets
and answer documents must sign the Test Security Affidavit. (Keep
these copies at school site.)
All principals must sign the Test Security Agreement
 fax to 399-2040.
Before Testing…
Ask
Questions
 READ – The CELDT District and Test Site Coordinators Manual and the Examiner’s
Manuals.
 SIGN UP – for a Moodle Account (see step by step directions)
 TRAIN each individual who will be testing or proctoring for the CELDT. Use the Group
Administration Video in Moodle.
 REVIEW security issues with all individuals at your site who will have access to CELDT
materials, and collect SIGNED CELDT Security Affidavits from them.
 PREPARE test books (grades K-2) and/or answer books (grades 3-12) for testing.
 PREPARE test materials for distribution.
 MAKE copies of the School/Group List (SGL)
 PLAN testing schedule
 Do not photocopy any part of a test booklet.
NOTE: Disclosure of any secure information in any form is a serious breach of test security and is prohibited
During Testing…
Ask
Questions
 Make sure all students who need to be tested are (A list will
be coming in September or you can create in Zangle)
 Follow directions in Examiner’s Manual for testing
 Students in grades K-2 will have individual test books
 Students in grades 3-12 must use the same Answer Book for
the Listening & Speaking test as used for the Reading &
Writing tests
 Test administrators should check each students answer book
for completion and bubbling
 Make sure your test administrators collect and count all test
books and/or answer books prior to dismissing students from
a testing session
 Work with AR&E to resolve any testing or scoring problems
After Testing…
Ask
Questions
Make sure ALL students who needed to were tested
Review your list and MOC list
Reconcile the quantities of test materials collected
with those distributed
After Testing (continued)
DTSCM
page 30
Review Scorable answer documents
Speaking scores are recorded
Marks are neat and made by a #2 pencil
Check that Demographic information is complete
and accurate if not pre-id
Everything must be bubbled in
After Testing (continued)
DTSCM
page 30
Important Things to Remember
#5 - Completing Disability info for ALL students
# 6 - Bubbling in wrong Student ID number and not
starting with 00
#12 - Date First Enrolled in USA School
#17 – Only fill in Program Participation if Annual
#11 – Every test booklet or answer document must
have: Date Testing Completed
Test ALL EL students. If qualify for an Alternate
Assessment, complete answer document
demographic information and turn in with scorables
Front Cover of Answer Book
DTSCM
page 22-29
Back Cover of Answer Book
DTSCM
page 22-29
After Testing (continued)
TSCM pages
31-35
Prepare completed materials using EDS procedures for
pick-up by AR&E
Create Grade Groups and complete forms required for the
scorable return shipment
1. Complete Group Identification Sheets (GIS)
2. Package Grade Groups
-place Answer books along with GIS in plastic
baggie with the GIS on top
3. Label Scorable Materials Return baggies if a grade
level is too large for one bag
4. Complete the School Group List (SGL)
Processing for Delivery to A R & E
 1 GIS for each grade level
 Put on top of first bag
Processing for Delivery to A R & E
Preparing to send to district office
TSCM pages
31-35
Do not send by school mail until requested to have picked
up.
1. Place answer books into baggies
You may put more than 1 grade level in a bag, separate by GIS
2. Make sure you have a GIS for each grade level
3. Complete the SGL
DO NOT SEND BACK YOUR NONSCORABLE TEST MATERIALS WHEN YOU
ARE DONE TESTING IN OCTOBER!!!!!! THEY
WILL BE CALLED FOR IN JUNE
School Group List (SGL)




Grades are pre-printed
Scannable document
White paper only
Do not put comments
 Do not put /
 Use 0 or keep blank
 Only
1 per school
Please…
DO NOT MAKE RFEP STUDENTS ENGLISH ONLY!!!!!
• If have IFEP or RFEP information from
another school district fax to 399-2040
or send to Box 780 so we can update
students records
• Make sure it is legible and has student
local ID # (60912345)
• If you need additional materials please
fill out a request and fax to us
http://www.scusd.edu/celdt
Resources for Training
HOW TO SET UP A MOODLE ACCOUNT FOR CELDT TRAINING
1.
2.
Go to: http://moodle.celdt.org/login/index.php
Click on Create New Account
3.
Complete all the information and click on Create My New Account
1 | P a g e
Incoming Kindergarteners
Make sure kinders for 2013-2014 are in
Zangle before June 15.
MOC will try to call and schedule CELDT
Initial Identification testing from July 1August 31
MOC will NOT test Annual students or
SPED
Pre-Id Labels
• Labels will not be ordered until
September 9
• You may still test students
 Write their name on answer sheets and
date completed
 Pre-Id labels should arrive beginning of
October
HOW TO FIND EL STUDENTS IN ZANGLE
List of students and proficiency levels
ELs without proficiency levels
EOs with proficiency levels
WHERE TO FIND EL STUDENTS DEMOGRAPHIC
INFORMATION IN ZANGLE
WHERE TO FIND DEMOGRAPHICS FOR CELDT TESTBOOKLETS IN ZANGLE
Under Home tab
Under School tab
Click on Enrollment Button and Profile Button
Find student
Check Out Our CELDT Website
Go to: http://www.scusd.edu/
Click on: Offices
Scroll down to:
Click on CELDT
K-8 Corrections
PLEASE
NOTE
AND
CORRECT
BEFORE
HANDING
OUT
Section 6–Speech Functions: Page 6-32,
Track 58 justification. These justifications
refer to the function as giving an
explanation. This is a typo. The function is
providing information.
Questions and Comments

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