California English Language Development Test

Coordinator Training

Presented byMelody Hartman

District CELDT Coordinator

Assessment, Research & Evaluation

August 2014Serna Center

2014-2015

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 2014-2015?NO FIELD TEST ASSIGNMENTSLess items to bubble in if non pre-id TEST SECURITY – Directions to students to “stow

away” materials not needed for testing have been changed to “put away” those materials

TRAINING: Moodle Training Site is more robustGROUP ADMINISTRATION –video and talking points (2-

12) taped at C. K. McClatchy

Moodle On-Line Training Resources

Moodle.celdt.org

Purpose of CELDTHelp 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 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 MUST BE TESTED IF LANGUAGE IS OTHER THAN ENGLISH

DO NOT TEST - Sign Language, RFEP and IFEP Students

Initial CELDT tests

should be

given at the MOC

Pg 3 DTSCM

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 (#15) is marked for each appropriate domain.

Students will receive the Lowest Obtainable Scale Score Braille is not an alternate assessment.

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Test Site Coordinator Responsibilities

Test Security Affidavit on our CELDT

website and in the

Coordinator’s Manual page

37-39

Roles and Responsibilities – Group Administration

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.

Page 2-12

of binder

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

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.

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Test Security

Test Security

Reporting Testing IrregularitiesCheating by studentsFailure to follow test administration directionsRushing students through the test or parts of the testCoaching students, including but not limited to:

Discussing questions with students before, during, or after testing

Giving or providing any clues to the answersAdministering the wrong grade span test to a studentWriting 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)

Pg. 35 of Coordinator’s

Manual

Reporting Security BreachesSharing 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 CELDTSupport@scusd.edu 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-Palmero, 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 399-204 or scan to: CELDTSupport@scusd.edu.

Before Testing…

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

Ask Questions

DTSCM Pg 19

During Testing…Make sure all students who need to be tested are (A list will

be coming in September or you can create in Infinite Campus)Follow directions in Examiner’s Manual for testingStudents in grades K-2 will have individual test booksStudents 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

Ask Questions

After Testing…Make sure ALL students who needed to were

testedReview your list and MOC list

Reconcile the quantities of test materials collected with those distributed

If you have a large excess of unused materials, please let us know so if another school needs them we can get them to them (We get charged excessive materials charges every year and need to alleviate this.)

Ask Questions

DTSCMPG 11-17

After Testing (continued)Review Scorable answer documents

Speaking scores are recordedMarks are neat and made by a #2 pencil

Check that Demographic information is complete and accurate if not pre-idEverything must be bubbled in

#1-8 on front #9-12 on back

DTSCM page 29

After Testing (continued)DTSCM page 29

Front Cover of Answer BookDTSCM

page 22-27

Back Cover of Answer BookDTSCM

page 22-27

After Testing (continued)Prepare completed materials using EDS procedures for pick-up by AR&ECreate 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)

TSCM pages 29-34

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 officeDo not send by school mail until requested to have picked up.

1. Place answer books into baggiesYou 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 NON- SCORABLE TEST MATERIALS WHEN YOU

ARE DONE TESTING IN OCTOBER!!!!!! THEY WILL BE CALLED FOR IN JUNE

TSCM pages 29-34

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

Tests Ready for Pick Up

• Alert the office staff• Please have the tests boxed and ready

for pick up in the office, on the day you were given for pick up

• Make sure that they are in the office ready for the warehouse to pick up

• See pick up schedule in Section 13

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

1 | P a g e

HOW TO SET UP A MOODLE ACCOUNT FOR CELDT TRAINING

1. Go to: http://moodle.celdt.org/login/index.php 2. Click on Create New Account

3. Complete all the information and click on Create My New Account

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

Pg. 13-7

Check Out Our CELDT Website

Go to: http://www.scusd.edu/

Click on: OfficesScroll down to:

Click on CELDT

Additional Materials

If you have extra materialsPlease let us know so we can share them with otherschools who may need them.

Every year we pay $$$ in additional material charges.

Additional Test Material Request Form

If you need additional CELDT materials, please complete this form and Fax to 399-2040 or scan and send to: CELDTSupport@scusd.edu

School Name:

Contact Person:

Signature: Date:

Material list Number of additional test material needed

Student Book, Grade K-1

Student Book, Grade 2

Test Book, Grade 3-5

Test Book, Grade 6-8

Test Book, Grade 9-12

Answer Book Grade 3-5

Answer Book Grade 6-8

Answer Book Grade 9-12

Examiner’s Manual K-1

Examiner’s Manual 2

Examiner’s Manual 3-5

Examiner’s Manual 6-8

Examiner’s Manual 9-12

Plastic Bags (use to return scorables)

Assessment, Research & Evaluation

Questions and Comments