important - miami-dade county public...

IMPORTANT

The Directions for Administration

(DFA) book is SECURE.

It MUST be returned.

Do NOT write in the book.

COMPREHENSIVE ENGLISH LANGUAGE

LEARNING ASSESSMENT (CELLA)

TRAINING FOR SPECIAL EDUCATION

ELEMENTARY TEACHERS SPRING 2013

Bilingual/ESOL SPECIAL EDUCATION PROGRAM

FDOE CELLA WEBSITE

The following 2013 CELLA items can be found at

http://www.fldoe.org/aala/CELLA.asp:

• 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

http://www.fldoe.org/aala/CELLA.asp

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

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.

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

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.

When will the CELLA be

administered?

• The CELLA will be administered from:

March 4, 2013 to April 5, 2013.

WHAT’S NEW FOR 2013

1. Training and test materials will be delivered to districts on February 6, 2013 within one shipment. ALL secure materials must be returned to Questar after the CELLA test administration, between March 11, 2013 and April 12, 2013.

2. The Directions for Administration (DFA) now contains the “Script for Helping Students Enter Their Personal and Demographic Information” (previously located in the Test Administration Manual)

3. The DFA for the Level A One-on-One section is now at the beginning of the Level A section (previously located at the end on the Level A section).


(continued)

4.The color of the To-Be-Scored Return labels is now described as “PINK.”

5. Unused Student Answer Sheets can be returned in the Not-To-Be-Scored Box OR destroyed in a secure manner after the test administration is complete.

6. For all participating schools, a copy of the completed School Return Summary should be provided to the District Coordinator.

(continued on next slide)


(continued) 7. Test Administrators may translate directions to entire

classes, ONLY if all ELLs in the class speak the same

heritage language.

8. When a PreID label is affixed to a student answer

sheet, boxes 23-24 should be completed ONLY if

information has changed.

9. A pre-populated Materials Return List is included in the

District Coordinator’s Materials Return Kit to track

incoming boxes from participating schools after the

completion of the 2013 CELLA administration.


(continued)

10. Information and instructions pertaining to Florida Virtual School full-time students are included in this manual.

11. District and school personnel’s checklists are now located in Appendix C.

12. If there are any updates and/or changes to CELLA district personnel, notification must be provided via email to [email protected].

mailto:[email protected]

2013 TEST ADMINISTRATION

MANUAL (TAM) The TAM is your key to a smooth test administration process. Among other things, it includes: •2013 CELLA Schedule

• Test Administration Policies & Procedures

• Students To Be Tested

• Information about Large-Print & Braille Test Materials

• Instructions on Gridding Demographic & Test Information on Answer Documents

• Test Security Policies & Procedures

• Test Invalidation Policies & Procedures

• Materials Return Instructions & Diagram Online version available at the FDOE CELLA website

2013 TEST ADMINISTRATION MANUAL

The TAM appendices include the following:

Appendix A: CELLA Test Accommodations

Appendix B: Florida Test Security Statute and Rule

Appendix C: Forms and Signs

» 2013 CELLA Administration and Security Agreement

» CELLA Administration Record/Security Checklist

» 2013 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 Rubrics & Checklists

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.

Who will be assessed?

All students enrolled in the district (grades K-12) and classified ELL, with a code of “LY” must be administered the CELLA. In addition, all students who are coded “LF” on or after the 11th 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.

How is it determined that the ELL SWD

will participate in the administration of

the CELLA?

The IEP team responds “No” to any 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.

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 53-Appendix A.

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

SPECIAL TEST DOCUMENTS

• The CELLA is available in the following

accommodated versions:

– Large-print (Levels A, B, C, and D) based on

regular print version

– Contracted Braille (Levels B, C, and D)

– Uncontracted Braille (Levels B, C, and D)

• If applicable, Test Administrators must be

trained in the use of the accommodated

versions of the CELLA.

• NOTE: Complete information about the

accommodated format materials is in Appendix

A of the TAM.

SPECIAL TEST DOCUMENTS

Levels B, C, and D

The Braille versions differ from the regular-print version of

the test.

• A list of omitted items can be found in Appendix B of the TAM.

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.

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)

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.

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.

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.

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.

Preparing for Testing:

Accommodations for SPED Students

Students with current IEP 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 56)

• Responding to Questions (pages 57)

• Test Scheduling (pages 58)

• Test Setting (page 58)

• Assistive Devices (page 58)

Refer to the Hearing Impaired section (page 59) and Visually Impaired section (page 59) in the Test Administration Manual for allowable accommodations and/or exemptions.

2013 Directions for Administration

(DFA)

The DFA is required to administer the CELLA test.

2013 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

MAKE-UP TEST ADMINISTRATION

PROCEDURES

– Districts may choose to administer

the CELLA at any time during the test

administration window.

– Make-up testing may begin on the

second day of testing and continue

throughout the administration

window.

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.

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.

TESTING TIME LEVEL A

• Note: For Kindergarten and Grade 1, omit Reading and Writing extension items.

TESTING TIME

Levels B, C, and D

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

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 (TAM).

• Read the script and student test book pages.

• Read and understand the rubrics.

• Identify key words in each rubric.

Administering Level A

The Stopping Rule

The Stopping Rule is ONLY applicable to

individually administered sections.

If a student cannot answer several of the

questions in a row, you should administer at

least the first question of each type.

Administering Level A

The Stopping Rule Continued

1. If the student is able to respond to the

question even minimally, continue to

administer the questions of that type.

2. If the student cannot or does not respond

to the first question of the type, skip to the

next type. Then fill in the NR bubbles of the

corresponding questions in the One-on-One

scoring area of the student’s test book.

LEVEL A

TEST MATERIALS

• Student Test Book

• One-on-One Prompt

Book

• Listening CD A2 & B2

• DFA

The following materials are needed to administer the Level A test:

LEVEL A STUDENT RESPONSES

• Students respond by making an X

as big as the picture box. Test

Administrators must make sure

students understand how to do this

correctly.

Incorrect

Correct

Level A

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

Approximate testing time: 15 minutes

Level A

Listening Item Types

There are three Listening item types:

1. Listen and Match: The student matches a

sentence to a picture.

2. Teacher Talks: The student answers

questions after listening to a short talk.

3. Extended Listening: The student hears a

narrative and answers questions.

Level A

Reading The Reading section contains:

• Core items (#1-15)

- for all students in grades K-2

- read aloud by the Test Administrator

- approximate testing time: 15 minutes

• Extension items (#16-25)

- for grade 2 ONLY

- completed by the student independently


Level A

Reading Item Types There are three Reading item types:

1. Listen, Read, and Match: The student identifies individual letters or words.

2. Short Reading Comprehension: The student reads single sentences and very short paragraphs and answers multiple choice questions.

3. Extended Reading Comprehension: The student independently reads multiple-paragraph stories and answers multiple choice questions.

Level A

Writing

The Writing section contains:

• Core items (#1-7)

- for all students grades K-2

- read aloud by the Test Administrator


• Extension items (#8-16)

- for grade 2 ONLY

- completed by the students independently


Level A

Writing Core* Items There are three Writing item types in the Core* section:

1. Dictated Letters: The student spells a name or word letter-by-letter after prompting.

2. Dictated Words: The student spells a particular word after prompting.

3. Descriptive Sentences: The student looks at a

picture and creates a sentence related to the

picture.

*for all K-2 students

Level A Writing

Extension* Items There are four additional Writing item types in the Extension* section:

1. Additional Descriptive Sentence: The student looks at a picture and writes a sentence related to the picture.

2. Dictated Sentences: The student writes a dictated sentence.

3. Multiple Sentences: The student looks at a picture and writes multiple sentences based on the picture.

4. Editing: The student identifies which parts of sentences have errors in them by marking directly on the word.

*for grade 2 students only

LEVEL A ONE-ON-ONE

The One-on-One section is administered

individually using the One-on-One Prompt

Book.

Test Administrators score the student’s

responses and record the scores on page 39

of the Level A Test Book in the One-on-One

Scoring Section.

48

Level A

One-on-One

• The One-on-One section is administered

individually using the One-on-One Prompt

Book.

• The student’s responses are scored by the

Test Administrator, who records the scores in the student’s Level A test book.

• Approximate testing time: 15 minutes per student

• The Test Administrator must have completed the district-developed CELLA training.

Level A

One-on-One Item Types The following One-on-One item types contribute

to the Speaking score:

• Oral Vocabulary: The student looks at objects and names them.

• Speech Functions: The student asks a question after prompting.

• Personal Opinion: The student gives his or her opinion and supports that opinion.

• Story Retelling: The student hears a story and repeats it.

Level A

One-on-One One-on-One items also contribute to the Listening and

Reading scores:

• Listening Vocabulary: The student looks at a picture and points to objects as requested. This contributes to the Listening score.

• Print Concepts: The student points to different elements of print on a page. This contributes to the Reading score.

• Reading Aloud for Fluency: The student demonstrates his or her reading fluency by reading text aloud for 30 seconds. This contributes to the reading score.

LEVEL B

TEST MATERIALS

• Level B2 Test Book

• Listening CD A2 & B2

• Level B Answer Sheet

• DFA

Level B:

ADMINISTERING LEVEL B

TEST MATERIALS

• Level B1 Test Book

• Levels A1 & B1 Listening CD

• Level B Answer Sheet

• TAM

• DFA

Level B:

Level B :

Administering Level B

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.

Level B

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


Level B

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.

Level B

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

Level B

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

Level B

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.


Level B

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 B Answer Sheet.

• The Test Administrator must have completed the

district-developed CELLA training.

• Approximate testing time: 10-15 minutes per

student.

LEVEL B SPEAKING

The Speaking section is administered individually to all students.

Test Administrators score the student’s responses and record the scores on the Level B Answer Sheet on page 2.

61

*Question 14 appears only in Level B.

*

Level B

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.

4. Story Retelling: The student hears a story

and then repeats it.

Level B

Speaking Item Types

5. Graph Interpretation: The student

compares and contrasts information

displayed on a graph.

6. Reading Aloud for Fluency*: The student demonstrates his or her reading fluency by reading text aloud for 40 seconds

*(This contributes to the reading score.)

CELLA One-to-One Administration

The focus of this training will be on:

• Speech Functions

• Personal Opinion

• Story Retelling

• Reading for Fluency

• Graph Interpretation

The One-to-One / Speaking

Sections will be scored using a

Rubric.

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.

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.

Speech Functions

• Measures student’s oral response to a

specific prompt.

Criteria include:

- Appropriateness of information

- Grammatical accuracy

Speech Functions

• The Speech Functions section in the One-on-One (Level A) consists of a picture and a bold and boxed text script prompt for the question to be read by the test administrator. The Speech Functions portion in the Speaking section in Level B does not include a picture only the 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 repeat the prompt varying in intonation and speed as appropriate

• The Speech Functions section are scored on a 2, 1, 0, NR scale.

SCORING PRACTICE

SPEECH FUNCTIONS

Speech Functions

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

Personal Opinion

• The Personal Opinion section in Level A consists of two pictures and a bold and boxed text script for the question to be read by the test administrator. The Personal Opinion section in Level B 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-0-1-2 scale.

SCORING PRACTICE

PERSONAL OPINION

PERSONAL OPINION

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

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-0-1-2-3-4.

SCORING PRACTICE

STORY RETELLING

SCORING PRACTICE

STORY RETELLING

Rubric for Story Retelling (continued)

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

STORY RETELLING

Graph Interpretation

Level B

• Measures student’s ability to orally summarize and interpret a graph.

Criteria include:

- Summary response

- Comparison response

- Vocabulary

- Grammar

- Fluency

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-0-1-2-3-4 scale.

SCORING PRACTICE

GRAPH INTERPRETATION

SCORING PRACTICE

GRAPH INTERPRETATION Rubric for Graph Interpretation (continued)

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

GRAPH INTERPRETATION

Reading Aloud For Fluency

Levels A and B

• Measures reading fluency

• Criteria include:

- Rate

- Accuracy

Reading Aloud for Fluency (Continued)

• The Reading Aloud for Fluency consists of

the student reading a story aloud while the

test administrator uses a stop watch to mark

Level A = 30 seconds / Level B = 40 seconds.

• At 30/40 seconds the test administrator

marks the last word the student read.

• While the student is reading the test

administrator tallies the student’s errors.


• Errors can be either:

– Substitutions e.g. bird instead of bear;

– Mispronunciations e.g. fell instead of fall; however

words pronounced with an accent are counted as

correct if they cannot be confused with other English

words

– Omissions i.e. skipped words Note: if the student

stops or struggles with a word for 3 seconds; you may

tell the student the word and count it as an error.


What NOT to count as errors:

• If the student makes repeated errors on

the same word, count the error only once.

• Repetitions and self-corrections are not

counted as errors.

Scoring Reading Aloud for Fluency

• The total number of errors are deducted from

the total number of words read (counting up to

the last word that was read).

• The Reading Aloud for Fluency rubric is used to

determine a score.

Scoring Practice

Reading Aloud for Fluency

1. Place the blank transparency over the reading text, securing it

with paper clips.

2. Start the timer or stopwatch as soon as the student starts reading the first word.

3. Using a dry-erase pen, mark each error.

4. At 30/40 seconds, mark the last word the student read.

5. Determine the total words read or attempted.

6. Count the errors and subtract this number from the total words read or attempted. This is the “correct words read in 30/40 seconds.”

7. Compare this number to the Reading Fluency rubric to determine the score.

8. Erase the blank transparency with a tissue, and prepare to score the next student sample.

SCORING PRACTICE

READING ALOUD FOR FLUENCY

(LEVEL A ONLY)


• The brown bear lives in the woods. She

looks for nuts and berries in the fall. She

must eat a lot of food. In the winter, there

will not be much food for her. When it gets

cold, the bear goes into a cave. She will

sleep for most of the winter. When she

comes out in the spring, the first thing she

will do is look for food.

SCORING PRACTICE


(LEVEL B ONLY)

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.

CELLA EXIT CRITERIA

Grades K-1-2

• 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.

CELLA EXIT CRITERIA

Grades 3-5

• 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.

ESOL Levels Using CELLA Total Scale

Grade ESOL 1 ESOL 2 ESOL 3 ESOL4

K 1608 or lower 1609-1655 1656-1892 1893 or higher

1 1815 or lower 1816-1926 1927-2029 2030 or higher





Exiting ELL SWD – IEP Committee

After eight semesters (four years) or more

the progress of ELL SWD in ESOL shall

be reviewed by IEP Committee through

annual or interim conference

- IEP Committee reviews performance

on CELLA based on the criteria presented

on the next two slides and reviews other

assessment data to consider exiting

CELLA Achievement Levels Oral Section: Listening and Speaking

Oral Section:

Listening and Speaking

Proficient

K-2

673 >

3-5

720 >

6-8

733 >

9-12

739 >

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.

SPED/ESOL ISSUES

For further information, please contact:

Bilingual/ESOL Special Education Program 305.274.8889 Rosalia F. Gallo, Instructional Supervisor,

[email protected]

Juana M. Perez de Alejo, Bilingual Assessor, [email protected]

Sylvia Crespo, Bilingual Assessor, [email protected]

Malena Escobar-Matamoros, Bilingual Assessor, [email protected]

Isabel Lopez-Trudelle, Bilingual Assessor, [email protected]

Danielle Joseph, Bilingual Assessor, [email protected]

Debbie Sosa, Bilingual Assessor, [email protected]

WEB SITE: Division of Special Education;

click on Programs; then click on Bilingual






