comprehensive english language learning assessment...

COMPREHENSIVE ENGLISH LANGUAGE

LEARNING ASSESSMENT (CELLA)

TRAINING FOR SPECIAL EDUCATION

SECONDARY TEACHERS SPRING 2014

Bilingual/ESOL SPECIAL EDUCATION PROGRAM

FDOE CELLA WEBSITE

The following 2014 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 3, 2014 to April 4, 2014.

When do the materials need to be

returned?

The CELLA needs to be returned from:

March 10, 2014 – April 9, 2014

WHAT’S NEW FOR 2014

1. If a student is found to be in possession of ANY

electronic device(s) during testing OR during a

break, his or her test section must be marked as Do

Not Score (DNS) in order to successfully enforce this

policy. Students and parent/guardians must be made

aware of this policy prior to testing.

2. Test administrators are required to assign the Level

A, B, C, or D Student Test Book by writing the

student’s name in the upper-right corner of the front

cover. This requirement does not apply to the Level

A One-on-One Prompt Book.


(continued) 3. Students are permitted to write in an assigned Student

Test Book. This does not apply to the Level A One-on-One Prompt Book.

4 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.

5 Unused Answer Sheets must be returned in the Not-To-Be-Scored Box (previously returned in the Not-To-Be-Scored box OR District Coordinator Only box).


(continued) 6. An electronic version of the pre-populated Materials

Return List will be available to District CELLA

Coordinators on Questar’s ServicePoint website.

7. If there are any updates and/or changes to CELLA

district personnel, notification must be provided via

email to [email protected].

mailto:[email protected]

2014 TEST ADMINISTRATION

MANUAL (TAM)

Online version available at the FDOE CELLA website

The TAM is your key to a smooth test administration process. Among other things, it includes:

• CELLA Reminders

• 2014 CELLA Schedule

• Test Administration Policies & Procedures

• Students To Be Tested

• Information about Administration Accommodations and Special Documents

• Instructions on Gridding Demographic & Test Information on Answer Sheets

• Test Security Policies & Procedures

• Test Invalidation Policies & Procedures

• Materials Return Instructions & Diagram

2014 TEST ADMINISTRATION MANUAL

The TAM appendices include the following documents:

Appendix A: Test Accommodations

Appendix B: Florida Test Security Statute and Rule

Appendix C: Forms and Signs

» 2014 CELLA Administration and Security Agreement*

» CELLA Administration Record/Security Checklist*

» 2014 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 Rubric Handouts & 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” or “LP”, 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 ONE 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 - 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

If applicable, Test Administrators must be trained in the use of the accommodated

versions of the CELLA. The CELLA is available in the following accommodated versions:

Levels A, B, C, and D

Large-print version differ from the standard version of the test..

Levels B, C, and D

The Braille tests are provided in contracted and uncontracted Braille format. The Braille

versions differ from the regular-print version of the test.

• A list of omitted items can be found in Appendix A of the TAM on pages 64-65

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. Translations are for directions only, NOT for test items.

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.

4. Students may NOT respond to writing prompts through signed language.

Signed responses that have been transcribed by a sign-language

interpreter do not effectively measure a student’s English writing skills.

CELLA NON-PERMISSIBLE

TEST ACCOMMODATIONS, cont. 5. Students may NOT respond to a signed interpretation of the Listening

items. Responding to signed Listening items does not measure a

student’s ability to comprehend spoken English. It is recommended that

ELLs who are unable to hear the Listening items be exempted from the

Listening section of the CELLA. However, if amplification, speech

reading, or other accommodations short of signing allow a student to

perceive the Listening stimuli, the student should be allowed to take the

Listening section with these accommodations.

6. Students may NOT respond to Speaking section questions through

signing. Signing and spoken English are separate languages. There are

no usable evaluation criteria for signed responses. It is recommended

that ELLs who are unable to produce spoken language be exempted from

the Speaking section of the CELLA.

7. Test administrators may NOT sign the oral portion of the Reading and

Writing items at Level A. A large number of the Reading and Writing

items at Level A are designed to measure ELLs’ understanding of sound-

symbol relationships and ability to write orally dictated sentences.

Sound-symbol relationships cannot be expressed through signing.

Preparing for Testing:

Accommodations for SPED Students

Students with current IEPs or Section 504 Plans 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 58)

• Responding to Questions (pages 59)

• Test Scheduling (pages 60)

• Test Setting (page 60)

• Assistive Devices (page 60)

Refer to the Hearing Impaired section (page 61) and Visually Impaired section (page 61) in the Test Administration Manual for allowable accommodations and/or exemptions.

2014 Directions for Administration

(DFA)

The DFA is required to

administer the CELLA test.

2014 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.

• Please make sure that all your

ELL/SWD are tested within the

CELLA testing 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

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.

• Read the script and student test book pages.

• Read and understand the rubrics.

• Identify key words in each rubric.

LEVELS C or D

TEST MATERIALS

• Level C Test Book

• Level C Answer Sheet

• Listening CD C1 & D1

• Level D Test Book

• Level D Answer Sheet

• Listening CD C1 & D1

• DFA

Level C:

Level D:

Levels C, and D:

Administering Levels C and D

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.

Levels C and D

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

(recommended for ELL/SWD)

Approximate testing time: 25 minutes

Levels C and D

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.

Levels C and D

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

Levels C and D

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

Levels C and D

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.

Approximate testing time: 70 minutes

Levels C and D

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 C or D Answer Sheet.

• The Test Administrator must have completed the

district-developed CELLA training.

• Approximate testing time: 10-15 minutes per

student.

Levels C and D

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.

Levels C and D

Speaking Item Types

4. Story Retelling: The student hears a

story and then repeats it.

5. Graph Interpretation: The student

compares and contrasts information

displayed on a graph.

CELLA One-to-One Administration

The focus of this training will be on:

• Speech Functions

• Personal Opinion

• Story Retelling

• 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 consists of a bold and boxed text script prompt for the question to be read by the test administrator.

• 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.

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 Levels C and D 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.

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.

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

Graph Interpretation

Levels C and D

• 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.

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

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 6-9

• 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.

CELLA EXIT CRITERIA

Grades 10-12

• 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 achieve FCAT Reading passing score or an equivalent score on ACT, SAT, or PERT.

ESOL Levels Using CELLA Total Scale

Grade ESOL 1 ESOL 2 ESOL 3 ESOL 4

6 2070 or lower 2071-2164 2165-2224 2225 or higher







• After eight semesters (four years) or more the progress of ELL SWD in the ESOL Program shall be reviewed by the IEP Committee through an annual or interim conference.

• IEP Committee reviews performance on CELLA based on the criteria presented on the next slide 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 >

• SPED Teacher must document and explain the

reason for exiting ELL SWD from the ESOL Program

FOR EXAMPLE:

IEP Team decided to exit student from the ESOL

Program based on the fact that the student met

the Special Criteria for ELL SWD. Student scored

Proficient in the Listening/Speaking Section and

High Intermediate in the Reading and in the

Writing.

12 Semesters or more

• Check the J-screen for number of semesters! Count the number of semesters based on the ESOL entry date

• Keep in mind that sometimes the semesters stop counting on the J-Screen for the ELL/SWD and you must also check PF-21 to tabulate the number of semesters

( 2 semesters per school year)

• SPED Teacher must document and

explain the reason for exiting ELL SWD

from the ESOL Program.

FOR EXAMPLE:

IEP Team decided to exit student from

the ESOL Program based on the

number of semesters.

INFORMED NOTICE OF PROPOSAL OR REFUSAL

TO CHANGE EVALUATION, IDENTIFICATION EDUCATIONAL PLACEMENT, OR

FREE APPROPRIATE PUBLIC EDUCATION (FAPE)

ONLY FOR EXITING STUDENTS

• A change in provision of FAPE includes:

• specially designed instruction

• PENS or goals (interim IEP changes only)

•modifications or accommodations (interim IEP changes only)

•J-Screen must be manually updated. If unable to update at school site then download the

J-Screen correction form from the following link:

•http://ese.dadeschools.net/ESOL_ESE/pdfs

13/J-screen.pdf

http://ese.dadeschools.net/ESOL_ESE/pdfs13/J-screen.pdf







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]

Raquel Fernandez, 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







