cella test administrator training for elementary school

CELLATest

Administrator Training

for Elementary

School

Test Administrator Responsibilities

You are responsible for reading and understanding all relevant sections of the gray Test Administration Manual including the Test Security Statute and Test Security Rule on pages 68-72.

You are also responsible for reading and becoming familiar with the relevant sections of the yellow Directions for Administration before the day of the test. Please review the Scoring Guides found in the color-tabbed sections at the back for each test level to become comfortable with the rubrics used to rate the Speaking test.

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WHY ADMINISTER the CELLA?

• The CELLA measures the growth of students classified as English Language Learners (ELLS) in mastering the English skills they will need to succeed in school.

• The CELLA provides evidence of program accountability in accordance with Title I and Title III of No Child Left Behind.

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Which Students Should be Tested?

• All current students in grades K-12 classified as ELLs, with a code of “LY” on the first day of the test administration window (Feb. 16th).

THIS IS NEW!! We no longer test “LF” or “LP” students.

Spring 2015 CELLA

Volusia Testing Window:

Feb.16th – April 3rd

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CELLAWhat Is New

for 2015?

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• “LF” and “LP” designated students will NOT be tested this year.

• Test Administrators are REQUIRED to print their name and grid the test sections administered on the student’s answer sheet for accountability purposes.

IMPORTANT

• All students are required to take all four subtests to count as “assessed”. If a student is missing one subtest they are considered “Not Tested” and this can negatively affect our Title I funding. Because of this, 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.

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CELLATesting Levels

Approximate Administration Times

SectionApprox. Time for

Gr. K-1Approx. Time for

Gr. 2Approx. Time for

Gr. 3-12

Listening: Teacher plays CD

15 min.

Individually administered in Kindergarten… Small Group in

Grade 1

15 min.

Administered in Small Group

25 min.

Group administered

Reading: Students respond to dictated or

written items by marking an “x” or completing an

answer bubble

15 min.

35 min.

45 min.

Writing: Multiple choice and constructed response

15 min.

30 min.

70 min.

Speaking: Individually Administered at all levels… Teacher reads script and uses a scoring rubric to

rate student responses as they occur

15 min. 15 min. 10-15 min.

All students in grades K-2 are in Level A for all 4 subtests

All students in grades 3-5 are in Level B for all 4 subtests

CELLATest Security

CELLAPre-ID Labels

& StudentDemographics

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A PreID label must be placed on the Level A Student Book or the Level B, C, D Answer Sheet if the following information is correct on the label:

Student’s Last Name Student ID Number District Number School Number (code) Grade LevelELL Status

If a PreID label is used:For all levels: Boxes 1-5 and 9 MUST be completed. Box 9 is the TEST DATE… Use any date in the test window.For all levels: Complete Boxes 21-24 only if applicable to the student and the information is available.

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Complete the following information when a correct PreID label is not available:

All levels: Boxes 1-20 MUST be completed. Box 19 is YES for all.

For all levels, complete boxes 21-24 if applicable and the information is available.

For Box 8, always use the student’s Social Security Number followed by an “X”. If the student does not have a Social Security Number, use the student’s Florida Student Number. NEVER use the student’s Alpha ID.

Note: As each school is held accountable for testing all appropriate students on CELLA, it is very important that an adult bubble all appropriate information on CELLA answer documents.

CELLATest

Accommodations

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Test Accommodations for ELLs, Students with Disabilities, and those with 504 plans are located beginning on page 56 of the gray Test Administration Manual.Note: • Test administrators should ensure that all ELLs

have sufficient time to complete the test.• The test administrator may translate only the

directions on an individual basis as questions arise.• The test administrator may not translate test

questions.• Directions may be translated for an entire class

ONLY if all ELLs in the class speak the same heritage language.

• No dictionaries may be used.

Administering CELLA

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CELLA Sections

•Each section may be given at any time that is convenient for the Test Administrator and ensures that every student is tested.

•All students must take all 4 sections.

•If a student is absent for a section, a make-up test must be administered.

•The “Reason Not Assessed” section must be filled in for any student that doesn’t take one or more subtests.

K Individual

Listening15 Questions

(approx. 15 minutes)

CD required Students put an X on the correct answer

Reading15 Questions

(approx. 15 minutes)

#1-11 students put an X#12-15 students fill in the circle

Writing7 Questions

(approx.15 minutes)

Students will write letters, words, and

sentences

One-on-

One (Speaking)

21 Questions(approx.15 minutes)

1st

15 questions(approx. 15 minutes)

CD requiredAdministered in

small groupsStudents put an X on the correct answer


Administered in small groups

#1-11 students put an X#12-15 students fill in

the circle



Students will write letters, words, and

sentences

21 Questions(approx. 15

minutes)

Individually administered

2nd


CD requiredAdministered in small groups

Students put an X on the correct answer



#1-11 students put an X#12-25 students fill in

the circle

16 questions(approx. 30 minutes)Administered in

small groupsStudents will write

letters, words, sentences, and edit

sentences

21 Questions(approx. 15

minutes)Individually

administered

Level A

ADMINISTERING LEVEL A

• Individually Administered Sections:The entire CELLA test should be individually administered to students in kindergarten.

The One-on-One (Speaking) section must be individually administered to Grades 1 and 2.

• Group-Administered Sections:Grades 1 and 2 may take Listening, Reading and Writing in small groups.

Level A Student Responses• Students respond by marking an X completely

over the correct response in the test booklet. Test Administrators must make sure students understand how to do this correctly.

Incorrect

Correct

LEVEL ATest Materials

• You will need the following materials to administer the Level A test:

Student Test Book

One-on-One Prompt Book

Levels A1 & B1 Listening CD

Directions for Administration

ADMINISTERING LEVEL AThe Stopping Rule

• The Stopping Rule is ONLY applicable to individually administered sections.

• IF the student cannot respond to five questions in a row AND it is clear that the questions are above the student’s proficiency level, the Test Administrator should stop the administration of that section only.

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 test book.

• Most of the One-on-One items contribute to the Speaking score, but some contribute to other scores.

• Approximate testing time: 15 minutes per student.

LEVEL A ONE-ON-ONEItem Types

• 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 A ONE-ON-ONEItem 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.

Responses to One-on-One

• Test Administrators score the student’s responses and record the scores in the One-on-One Scoring Section of the test book.

• Page 39 of the Level A Test Book

Subtest Administration Features Approximate Time

Listening •Group administered (Administrator plays CD)

25 min.

Speaking •Individually administered (Administrator reads script)

10-15 min.

Reading •Group administered 45 min.

Writing •Group administered 70 min.

Level B Reading and Writing can be given at the same time in the same

room.

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 small groups.

LEVEL BTest Materials

• Level B Student Test Book• Levels A1 & B1 Listening CD• Level B Answer Sheet• Directions for Administration

LEVEL B SPEAKING

• The Speaking section is administered in a one-on-one setting.

• The student’s responses are scored by the Test Administrator, who records the scores on the student’s answer sheet.

• Approximate testing time: 10–15 minutes per student

LEVELS B SPEAKINGItem Types

• Oral Vocabulary: The student identifies objects or actions, and states antonyms.

• Speech Functions: The student asks a question related to a situation.

• Personal Opinion: The student gives reasons to support an opinion.

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

• Graph Interpretation: The student compares and contrasts information displayed on a graph.

• Reading Aloud for Fluency: The student reads aloud for 40 seconds. (Level B only)

During the testing session:

• Read aloud to the student the text in bold print in the Speaking script.

• Hold the Speaking script so that the student cannot read it.

Speaking Test Procedures

Probing Questions & Prompts• When administering the 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 started speaking if stuck

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.

USING RUBRICS TO SCORE THE SPEAKING SECTION

• The following item types in the Speaking section are scored using rubrics

Speech Functions

Personal Opinion

Story Retelling

Graph Interpretation

Reading Aloud for Fluency (Levels A and B only)

SPEAKINGScoring Practice

• Before administering the Speaking/One-on-One section, Test Administrators should

become familiar with the CELLA rubrics

use the Training CDs for Speaking to get practice scoring actual student responses

USING RUBRICS TO SCORE THE SPEAKING SECTION

• What is a rubric? Rubrics…

are multi-dimensional scoring guidelines that can be used to provide consistency in evaluating a student’s level or performance.

spell out scoring criteria so that multiple teachers, using the same rubric for a student, would arrive at the same score.

are based on the sum of a range of criteria.

RUBRIC REVIEWSpeech Functions

• Measures a student’s oral response to a specific prompt

• Criteria includeAppropriateness of information

Grammatical accuracy

• Training CD for Speaking tracksLevel A: 1–22

Level B: 1–38

SCORING PRACTICESpeech Functions

RUBRIC REVIEWPersonal Opinion

• Measures student’s ability to orally state and defend an opinion

• Criteria includeClarity of response

Adequate support

Good control of grammar & adequate vocabulary


Level B: 39–47

SCORING PRACTICEPersonal Opinion

RUBRIC REVIEWStory Retelling

• Measures a student’s ability to hear a story (while looking at sequential picture cues) and to then retell it with detail

• Criteria includeComprehensive response

Vocabulary

Grammar

Fluency


Level B: 48–62

SCORING PRACTICEStory Retelling

SCORING PRACTICEStory Retelling

Rubric for Story Retelling (continued)

RUBRIC REVIEWGraph Interpretation

(Level B only)• Measures student’s ability to orally

summarize and interpret a graph• Criteria include

Summary response

Comparison response

Vocabulary

Grammar

Fluency

• Training CD for Speaking tracksLevel B: 63–75

SCORING PRACTICEGraph Interpretation

SCORING PRACTICEGraph Interpretation

Rubric for Graph Interpretation (continued)

Reading Aloud for Fluency(Levels A and B Only)

• Measures reading fluency• Criteria include

Rate

Accuracy


Level B: 76–94

SCORING PRACTICEReading Aloud for Fluency

(Level A Only)


(Level B Only)

SCORING RESPONSESReading Aloud for Fluency

(Levels A and B Only)• What to count as errors

Substitutione.g., bird instead of bear

Mispronunciatione.g., fell instead of fall

Words pronounced with an accent are counted as correct if they cannot be confused with other English words.

Omissionsi.e., skipped words

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.

SCORING RESPONSESReading Aloud for Fluency

(Levels A and B Only)• 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.


• To practice scoring Reading Fluency you will need

A timer or stopwatch

A blank transparency

Paperclips

Tissues

A dry-erase pen


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

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 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 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.

(Consult your School Testing Coordinator)

If an answer document is damaged, please transcribe the student’s answers to another document.

Mark the damaged answer document with a large “X” and return it in the brown boxes with “Not To Be Scored” materials.

If a child is ill and a document cannot be transcribed, arrange a make-up test within the testing window. Email the serial number of the soiled document to Charlene Sozio and then destroy the document in a secure manner.

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• Verify that all required demographic information is complete on all answer documents.

• Return all materials to your School Testing Coordinator including Security Log Required Administration Information

When you are finished with testing:

•Go to the CELLA website http://www.fldoe.org/aala/CELLA.asp and complete the 2015 CELLA Customer Satisfaction Survey. This feedback from Test Administrators, School Coordinators, and District Coordinators will tell us what went right and what went wrong, and help us improve the process each year.

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

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

Please contact your School Testing Coordinator with general questions or if you need materials.

If you have specific questions about administering a subtest, please contact Charlene Sozio (x20691), or Gianna Acevedo-Alamo (x44745).

Questions…???

What should you do when you finish testing?

CELLABRATE!!!

cella test administrator training for elementary school

Documents

test level

test sections

test window

test date

speaking test

test administrators

test administration

lp students