2014-2015 1 California English Language Development Test
(CELDT)
Slide 2
Annual Measurable Achievement Outcomes (AMAO) 1, 2, 3 2 Used
through NCLB to monitor EL progress Title III guidelines monitor EL
progress CELDT achievement is crucial for AMAO 1 & 2 CELDT must
be given with fidelity and efficacy so students can achieve the
optimum score AMAOTarget 1K-12 students gaining a proficiency level
per year 2K-12 students meeting and maintaining proficiency 3EL
students scoring proficient CST English and math
Slide 3
CELDT Components & Purpose 3 Initial Identification Who:
Students with a Home Language Survey language other than English
who have not been assessed for English proficiency (within 30
calendar days) When:Year round Why:To determine if they are English
Learners and their levels of English proficiency Annual Assessment
Who:All previously identified English Learners who have not been
re-designated When:July 1 October 31 Why:To assess progress in
acquiring English proficiency
Slide 4
CELDT Importance 4 High-Stakes assessment Schools must work as
a team to ensure optimum testing conditions: Consistency (training)
Environment (location) Positive Demeanor (Examiners attitude)
Slide 5
Test Security 5 Tests and test items must be kept secure Do not
expose test questions or content to students prior to testing
Assume responsibility for maintaining strict security of CELDT
documents Security Affidavits Anyone handling or has access to
materials
Slide 6
2014-2015 CELDT Highlights 6 Grayed out fields for data
extracted from CALPADS Students primary language Primary disability
Date first enrolled in a USA school Ethnicity/Race Program
participation Students receiving Special Education services at a
NPS NPS code County/District of residence
Slide 7
2014-2015 CELDT Highlights (cont.) 7 Students WITH Pre-ID label
Fill in ALL asterisked items at the time of testing: Teacher,
school, district, local use Date testing completed Testing
irregularities Test variations Students WITHOUT Pre-ID label Fill
in ALL appropriate fields, including asterisked items. No Field
Testing in the 2014-2015 edition Examiners Manual (K-12) Directions
to students now reads put away rather than stow away
Slide 8
2014-2015 CELDT Highlights (cont.) 8 Test Materials Color
Scheme Change Grades K-1 Brown Grade 2 Green Grades 3-5 Purple
Grades 6-8 Blue Grades 9-12 Red ASSESS (individually): Listening
(25 min) Speaking (15 min) Reading (20 min) Writing (20 min)
ASSESS: Listening Group (20 min) Speaking - Individual (15 min)
Reading - Group (50 min) Writing - Group (2 sessions, 30 minutes
each) Examiners Manuals contain Scoring Guides One Answer Book per
student One Test Book per student One Answer Book per student No.2
pencils with erasers for examiner and students. Do Not Disturb Sign
Note: There are NO time limits; CDE suggests allowing as much time
as is reasonable. Add an additional 5 minutes to each domain to
read direction and administer practice questions. For K-1: 5x8 card
or folded 8 x 11 in. paper.
Slide 9
Responsibilities of Test Personnel 9 CELDT District Coordinator
Manage overall testing process Ensure all correct testing
procedures have been followed Ensure all test results are reported
accurately CELDT Site Coordinator Ensure test examiners receive
appropriate training to administer and score the test Ensure test
examiners sign security affidavit Ensure an optimum testing
environment Ensure ALL eligible students take and complete the
entire CELDT
Slide 10
Responsibilities of Test Personnel (cont.) 10 CELDT Test
Examiner Attain required level of calibration to score the Speaking
items during administration, and to facilitate local scoring of
Writing responses Be a proficient speaker of English Have command
of pronunciation, intonation, and fluency Have the ability to
correctly pronounce the full range of American phonemes CELDT
Proctor Assists test examiner before and during test administration
to groups of 20 students or more Prepare testing room Distribute
materials Observe students
Slide 11
Preparing for the Test 11 Ensure all group administrators are
trained and calibrated Create a testing schedule (see Slide 8 for
Average Testing Time by Domain) No time limitations for general
administration Makeup sessions Testing variations Eliminate
distractions - select a quiet area to administer the test Prepare
rooms for group testing Post testing signs Cover all academic
materials: bulletin boards, whiteboards, charts, etc. Designate
proctors to assist when testing groups of 20 or more students Never
administer tests where others are being tested or where students
might overhear test items.
Slide 12
Preparing for the Test (cont.) 12 Allow for sufficient time to
fill in required demographic information (see Slides 6 & 7)
Until Pre-ID labels arrive, the following information must be
filled in: Field 1 Student Name (write; do not bubble) Field 3 Date
of Birth (write; do not bubble) Field 8 Test Purpose (bubble either
Initial or Annual) Field 9 Date Testing Completed Confirm testing
variations, accommodations, and modifications (if applicable) Any
extra bubbles can invalidate the Pre-ID labels.
Slide 13
Follow Standardized Testing Procedures 13 Administer using only
directions contained in the appropriate Examiners Manual Avoid
testing before/after vacations, holidays, or important school
functions Do not give hits or clues Consult Administration
Procedures Table 4 of Examiners Manual for allowed prompts Students
may not use books, electronic devices, or other reference materials
during testing
Slide 14
CELDT Test Administration 14
Slide 15
Grades K-1 and 2 * Administered individually or in small groups
(2+) depending on perceived maturity level Grades 3-12 Individual
(I) vs. Group (G) Administration 15 Component OrderK12 Teacher
TalkII/G*G Extended Listening ComprehensionII/G*G Following Oral
DirectionsIII RhymingIII Component OrderAdministration Following
Oral DirectionsG Teacher TalkG Extended Listening
ComprehensionG
Slide 16
Before Testing p. 13 of Examiner's Manual 16 Prepare testing
room Post testing signs Cover bulletin boards, whiteboards, or
charts that could be used by students to help answer test questions
Follow EXACTLY the Test Administration Procedures in the Examiners
Manual for the administration of each test component (Table 4) Make
sure student has only his/her test booklet/answer booklet Encourage
students to do their best and answer every item on each page, but
not to spend too much time on any one item
Slide 17
During Testing pp. 13-14 of Examiner's Manual 17 Have access to
the Examiners Manual, Test Book, and Answer Book for use during
administration Follow Test Administration Procedures (Table 4)
Administer all items in the order presented without breaking up
testing within components Directions and Practice Items All
directions and practice items may be repeated Model correct
responses for all practice items Demonstrate how to mark and change
responses Remind students to mark only inside provided spaces in
Answer Book Use a neutral voice throughout testing Ask students to
repeat their response if not heard
Slide 18
Coaching, Guessing, & Other Concerns p. 14 of Examiner's
Manual 18 Do not show or correct answers EXCEPT for sample items
Give neutral responses if student asks about test item Do not coach
students Consult Administration Procedures Table 4 of Examiners
Manual for allowed prompts Encourage students to do their best on
all sections of the assessment Discourage talking Avoid any unusual
interruptions, distractions, or loud noises that might affect
testing Report any testing irregularities to CELDT Site
Coordinator
Slide 19
After Testing 19 Check answer books to ensure circles are
marked appropriately Collect all test materials Instruct students
not to discuss the test items after each testing session Turn in
test materials to CELDT Site Coordinator
Slide 20
CELDT Overview 20 CELDT Domains ListeningSpeakingReadingWriting
Following Oral Directions Teacher Talk Extended Listening
Comprehension Rhyming (Grades K-2) Oral Vocabulary Speech Functions
Choose & Give Reasons 4-Picture Narrative Word Analysis Fluency
& Vocabulary Comprehension Grade K-1 Copying Letters &
Words Writing Words Punctuation & Capitalization Grades 2-12
Grammar and Structure Writing Sentences Short Compositions
Slide 21
K-1 Early Literacy Overview 21 Listening and Speaking domains
the same as Grade 2 Same Before Testing procedures (slide 16)
Testing Warm-Up (see Examiners Manual) For questions dealing with
letter sounds, make sure to say the SOUND of the letter, not the
letter name (e.g. /t/ versus t, /s/ versus s) Specific Reading and
Writing domain directions Special Directions for Reading and
Writing (p. 57 & p.84)
Slide 22
K-1 Early Literacy: Specific Reading and Writing Directions 22
Reading (p. 57)Writing (pp. 83-84) Examiners Manual-To read items
aloud -To show items to students -To read items aloud Answer
Book-For Examiner to record responses -For students to look at
items and write responses No. 2 Pencil w/Eraser-For Examiner -For
Student 5 x 8 in. card or folded 8 x 11 in. paper -To cover
questions not being administered Do Not Disturb Sign-Posted
Slide 23
CELDT Scoring 23 MUST be done by CELDT Coordinator or designee
Manual Scoring Guides located in Examiners Manual Local Scoring
Tool Online www.celdt.org/resources/scoring_tool/ Input Scores
Calculates raw scores, scale scores, and proficiency levels