california english language development test (celdt) 2008-2009 administration training local...

California English Language Development Test (CELDT)

2008-2009 Administration Training

Local District 6

English Learner Staff

CELDT Training 2008-2009 2

Objectives

1. Attain high standard of examiner reliability through practice of calibration exercises

2. Review the legal requirements and purposes of CELDT

3. Prepare for logistics prior to and during test administration

4. Share best practices around security, preparation and administration


2008-2009 CELDT Training Video

Objective 1

Attain high standard of examiner reliability through

practice of calibration exercises


Group Practice

• Speech Functions

• Choose and Give Reasons

• 4-Picture Narrative

• Video Training Sample - Chelsea


Binder Page: 4-4

In your packet


Speech Functions Procedures

Binder Page: 2-25


Speech Functions Audio Group Practice


Binder Page: 4-16

In your packet


Choose & Give Reasons Procedures

Binder Page: 2-25


Choose & Give Reasons Audio Group Practice


Binder Page: 4-31 In your packet


Binder Page: 4-32 In your packet


4 Picture Narrative Procedures

Binder Page: 2-25


4-Picture Narrative Audio Group Practice


Group Practice

Video

Chelsea

Kinder

Objective 2

Review the legal requirements and purposes of CELDT


• Test students who have a home language other than English within 30 calendar days after the first date of enrollment in a California public school to identify potential English learners

• Determine the level of English language performance of pupils who are limited English proficient from July 1-October 31 for annual assessment purposes

California Education Code, Section 313 CCR, Title 5, Section 11511

CELDT Legal Mandates


Initial Identification

Administration


Home Language SurveyNewly enrolled students in grades K-12 are to be assessed with the CELDT if:

• the response to any of the first three questions on the HLS is a language other than English OR

• ALL the conditions listed below are true: 1. Response to each of the first three questions on the HLS is English2. Response to question number four is other than English 3. There is reasonable doubt as to the student’s proficiency in English


Reasonable Doubt

Reasonable doubt is defined as “evidence of significant non-English background” including, but not limited to, the following indicators:

Parents need interpreters

Parents use L1 to speak with student

Student initiates interaction with parents in L1

Babysitters only use L1

After 30 days in Mainstream placement student lack comprehension of instruction or routines


Home Language Survey

Student has access to a language other than English at home

Only English spoken at home

Student classified as EO (English Only)Initial CELDT administered

CELDToverall score of

1, 2, o 3

CELDToverall score of

4 or 5

Student classified as IFEP

(Initial Fluent English Proficient)

Student classified as LEP

(Limited English Proficient)

Student progresses through 5 ELD levels as outlined

in Master Plan

Student meets reclassification criteria

Student classified as RFEP(Reclassified Fluent English Proficient)


INITIAL CELDT Results from Other Districts

• New enrollees with CELDT results from other California public school districts should not be tested again for INITIAL identification.

• CELDT Testing Coordinators should contact the previous school to determine if the transferring students have been assessed with the 2007-2008 CELDT.


eTIP Student Score Sheet www.ctb.com/celdt (available 7/1/08)

• All Initial Assessments MUST be scored with the eTIP

• File Unofficial CELDT results in the student’s blue Master Plan folder until official scores are received

http://www.ctb.com/celdt


◘ Parent notification letters are for initial assessments only

◘ This year parents will receive two letters:

1) immediately after testing

2) when the official scores come in


Annual Assessment

Administration


Annual Assessment

• English Learners assessed:– Retained kindergartners and

students in grade 1 in listening and speaking

– Students in grades 2-12 in listening, speaking, reading, and writing


Reclassification Criteria ChartGrades 1-2

Attachment AREF-1848.4May 2007


Reclassification Criteria ChartGrades 3-5

Attachment BREF-1848.4May 2007


Initial and Annual

Assessments


2008-2009


Skill Areas to be Tested

Kindergarten & 1st 2nd – 12th

• Listening• Speaking

• Listening• Speaking• Reading• Writing

California Education Code Section 60810


Overall Proficiency Level Tables

K-2 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(5)

Kinder 180-356 357-406 407-455 456-504 505-600

Grade 1 180-356 357-406 407-455 456-504 505-600

Grade 2 215-396 397-446 447-495 496-539 540-635

3-5 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(5)

Grade 3 230-414 415-459 460-513 514-556 557-700

Grade 4 230-432 433-472 473-530 531-574 575-700

Grade 5 230-437 438-482 483-538 539-586 587-700


Administration Instructions

Student Testing & Assessment publishes CELDT Administration Instructions

Source: LAUSD → Offices →Student Testing & Assessment → 08-09 Administration Instructions


Receive

Review

Question

Clarify

Review the legal requirements and purposes of CELDT

Let’s Review Objective #2

Objective 3

Prepare for logistics prior to and during test administration


2008-2009 CELDT Coordinator’s Checklist

LOS ANGELES UNIFIED SCHOOL DISTRICTDistrict 6

Coordinator’s Checklist for Administering the2008 – 2009 California English Language Development Test (CELDT)

In Preparation for Initial and Annual CELDT Testing: Attend District 6 EL Program Staff CELDT Training Read the CELDT 2008-2009 Administration Instructions thoroughly Inventory materials, order more if necessary using Attachment ___ Train certificated teachers and have them sign Security Affidavit

(Attachment ___)– Only trained, qualified staff members that hold a teaching credential may

administer the CELDT. Paraprofessionals may proctor. Identify all students that will be taking the Initial and Annual CELDT using

the following rosters:– Master Plan Roster Screen 14, Option 15– CELDT Coding Roster Screen 7, Option 6– Got CELDT Roster Screen 30, Option 1 (lists students needing Initial

CELDT)

In your packet

CELDT Training 2008-2009 38In your packet


BARCODE LABELS

• Annual barcode labels will be provided to schools in preparation for the CELDT test for grades 1-12.

• Initial Identification barcode labels will also be provided for pre-enrolled kindergarten students and new students in grades 1-12.

• If a barcode label is not available for a student, the school must hand-bubble all required demographic information on the answer document using the “CELDT Coding Roster”

MEM-3711 “Updating SIS to Prepare for CELDT, 2007-2008 Edition” page 1


Updating SIS – MEM 4262


Delivery of Barcode Labels


Elementary CELDT Coding Roster

All information Filled In

Elementary SIS Screen 7, Option 6, Option 2 Secondary Program NT42


Elementary CELDT Coding Roster

Information Missing

Elementary SIS Screen 7, Option 6, Option 2


Barcode Labels

The following information MUST be completed for all test booklets, including those with Barcode Labels:

1. Box 1 Student name2. Box 2 Teacher’s name, school and district

3. Box B Braille used, if applicable

4. Box V Test version5. Box 10 Test purpose6. Box 12 Date testing

completed7. Box 18 Testing irregularities8. Box 22 Test variations


What to Hand Bubble


“Got-CELDT Roster”Screen 30, Option 1

“Master Plan Roster”Screen 14, Option 15


Testing Schedule

• NO time limits have been set for any section of the test


Prepare for the Test


Students with Severe Disabilities

• Attempt to administer all sections of the CELDT…record all student responses, even “no response,” on the test booklet or scannable answer books.

• Box 22 “Testing Variations” should be completed and “Alternative Assessment” should be bubbled and the COM should be used.

• The demographic pages on the CELDT book or answer document must be completed and returned as a scorable document.


Scoring Initial CELDT

• eTIP is found at: www.ctb.com/celdt (available 7/1/08)

• All Initial CELDT tests must first be scored locally by trained qualified certificated staff members to obtain information to use for program placement.

• The application cannot save any results, so be sure to print each student score sheet

• File unofficial CELDT results in the student’s blue Master Plan folder until official scores are received

• CTB will no longer accept test booklets that have been scored using a RED pen.


Scoring Initial CELDT

See Table 19 in the Scoring Guide, pg. 36 “Items to Omit When Calculating Raw Scores”


Scoring of Initial CELDT

• Score and enter “unofficial” Initial CELDT results on SIS Screen 5 (classification, test, and date) before taking the scannable test and answer books to the Testing Center for official scoring.


P/LAS

• For Kindergarten students with English P/LAS test information on Screen 5, fields 91 and 151:

1. Type over “P/LAS” with “CELDT” in field 91

2. Type over previous test date with the current year’s

date in field 151


Inputting Info Into SIS

Field 91“CELDT”(type over

P/LAS)

Field 151“CELDT

Test Date”

Field 162“Language

Classification”

Field 164“Program

Assignment”

CELDT7-12-07

LEP

EI

Placement of “OFFICIAL” CELDT Test Result Labels


Initial Label

• Initial Label has to be placed in each student’s “Cumulative Record Card”


Initial LABELS

• Place label in Section 4, “Oral English Proficiency Test Label” Section

Place Label Here


Labels (Cont.)

Initial CELDTLabel

Primary LanguageAssessment Label


Annual Label

1st Grade 2nd Grade

Each English Learner continues to receive the Annual CELDT until he

or she Reclassifies


Receive

Review

Question

Clarify

Prepare for logistics prior to and during test administration

Let’s Review Objective 3

Objective 4

Share best practices around security, preparation, and administration


What is the bigger picture?

• Treat CELDT in similar fashion to CST (testing environment, letters to parents, bell schedules, attendance incentives)

• Our students take the test as seriously as we do

• Focus not just on preparing for this test, but building academic vocabulary through targeted ELD and content-based ELD

Quality instruction is the best preparation for any test


Source: CDE, Guidelines on Academic Preparation for State Assessments, April 2004

CELDT Training 2008-2009 66In your packet


Park Avenue Elementary SchoolCELDT Preparation Activities

Name: _________________________Date: _________________________Teacher: _______________________

Day Seven

You have 4 pictures that tell a story. Look at all of the pictures and tell a story to your elbow partner. After finishing the story orally write down your story using many details.

In your packet


Writing Sentences 2nd-12th 0 taking pictures of boot •subject or

predicate missing

1 The kid and his mom ar woching the berg and the bogt.

•simple subject & simple predicate• vocabulary is vague

2 The boy is taking a picksher av new york.

•simple subject & simple predicate •vocabulary lacks complexity

3 The mom and the boy are looking at the boat.

•subject and predicate have some syntactical complexity, •no spelling errors


Test Security

• CELDT is a highly secure test, therefore materials must be kept secure at all times.

• Anyone who has access to the test materials must sign a security affidavit to assure the security of the test.

• Only credentialed staff can administer the CELDT after having been trained

• Paraprofessionals may only proctor


Thank You!

Ruth Navarro323. 588.8296

[email protected]

Claudia Bermúdez 323.278.3980

[email protected]

Aida Coronado De Leon323.560.1445

[email protected]

Sharon Guzmán323.585.8237

[email protected]

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