2008 CELLA Level A-B 2.ppt [Read-Only]

CELLA 2008 1

Florida Department ofEducation

Dr. Eric J. Sm ith, Comm issioner

FLORIDA CELLA

WELCOME2008 Comprehensive English Language

Learning Assessment (CELLA)



AGENDA

• Training Objectives• Responsibilities and Accommodations• Overview of CELLA• Functional Level Testing• Levels A - D• Using Rubrics• Review and Practice• Shipping & Returning Materials

CELLA 2008 2



TRAINING OBJECTIVES

• Learn general information about thedesign and administration of CELLAand its uses

• Learn when and how to use FunctionalLevel Test

• Learn how to use the Speaking scoringrubrics

• Practice administering and scoring theCELLA speaking sections



WHY ADMINISTER CELLA?

• CELLA measures the growth ofstudents classified as EnglishLanguage Learners (ELLs) in masteringthe skills in English they will need tosucceed in school

• CELLA provides evidence of programaccountability in accordance with Title Iand Title III of NCLB

CELLA 2008 3



Results will provide . . . data for charting student progress over time useful information about students’ strengths

and weaknesses in EnglishResults will NOT. . . . be used for grade level placement determine promotion or retention

HOW CAN THE RESULTS FROMCELLA BE USED?



Which students should betested?

• All students in Grades K through 12classified as English LanguageLearners (ELLs) coded as “LY”

• Former ELLs (Code of LF) in grades Kthrough 12 who exited from the ESOLprogram after May 26, 2007 andbefore April 22, 2008.

CELLA 2008 4



Who is NOT Tested?

• Students enrolling on or after April 14,2008, with affirmative responses on theHome Language Survey, who have notbeen classified LY, are not included inthe 2008 administration of CELLA.

• NOTE: Districts may postpone the placement testing forany student enrolling on or after April 14, 2008 that respond inthe affirmative to any of the Home Language Survey questions.However, these students must be temporarily placed in theEnglish for Speakers of Other Languages (ESOL) program untilthe district completes their English language proficiencyassessment for placement.



Testing Dates• Administration is scheduled from April 22 to May 22, 2008.

• Group administration is scheduledfrom April 28 to May 2, 2008.

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Test Accommodations- ELL

• New section in the 2008 Directions forAdministration and Scoring Guides(pgs. 285-294) addresses testaccommodations.

• ELL accommodations include thefollowing:– Sufficient time to complete the test– Heritage Language assistance with test

directions on an individual basis*Translation Dictionaries are not

permissible.



School CoordinatorResponsibilities

Before Testing:– Receive and inventory test materials– Train Test Administrators– Arrange for and ensure the correct

implementation of accommodations– Provide appropriate test settings

During Testing:– Supervise test administration– Maintain test security– Monitor testing rooms

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After Testing

• Verify all materials are returned• Contact Student Assessment if

materials are missing• Make a copy and file the following:

– CELLA Required AdministrationInformation

– Test Administration Security Logs– School Grade Header Sheet




Preparing Materials for Return Boxes are to be used to return all of the following

scannable documents: Answer Sheets, Level A Student Books, the

Functional Level Test Books Brown boxes are to be used to return all of the NOT

TO BE SCORED materials. Place the NOT TO BE SCORED header sheet on

top of the stack in the first brown box and place theNOT TO BE SCORED, USED and UNUSEDmaterials underneath and in subsequent brownboxes. District Materials should also be packed inthe brown boxes.

Number your boxes 1 of n, n being the total numberof boxes. Do the same with your brown boxes.

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• Do not cover any bar codes with a Pre-ID• Do not throw away any of the boxes in

your material shipment; you will needthese boxes to return your materials

• Do not use the Level A Student Test Bookin place of the Level A Reading andWriting test book

• Do not use more than one answer sheetper student

CAUTION: Things toRemember



CELLA Test MaterialSecurity

• All CELLA testing materials are to be secured.• Test administrators must be able to account for

ALL test materials assigned to them.• Test administrators will be asked to sign

materials in and out.• Test administrators will be asked to sign a

security form at each school site.• All secure materials must be returned to

Student Assessment at the completion ofCELLA

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Test AdministratorResponsibilities

Before Testing:• Review Directions for Test Administration

and Scoring Guides, Test AdministrationManual, Level A One on One promptbook and CDs

• Prepare room for testing• Remove or cover all visual aids• Check student Pre-ID labels• Sign the 2008 CELLA Administration and

Security Agreement form



Materials Needed forTesting

• CELLA 2008 Test Administration Manual and2008 Directions for Administration and ScoringGuides

• Test Books• One-on-one prompt book (Level A)• Answer Sheets (Levels B, C & D)• Pre-ID Roster and Pre-ID labels• Preprinted Grade Header Sheets• Sharpened #2 pencils with erasers• “Do Not Disturb Signs”• Return Instructions

* Listening CDs and CD players are optional.

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During Testing:– Distribute materials– Read appropriate scripts– Maintain test security– Maintain a record of the information

found on the document 2008 CELLARequired Administration Information;Found in Appendix B of the TestAdministration Manual




After Testing:– Complete the CELLA Required Administration

Information.– Make sure that all documents that are to be invalidated

have the DNS bubble gridded.– Group all TO BE SCORED material by grade. Complete a

Grade Header sheet for each grade tested, place it on topof the corresponding stack of TO BE SCORED materialand band them together.

– Group all material NOT TO BE SCORED together, placea NOT TO BE SCORED header sheet on top and placepaper bands around the documents.

– Return materials to the school coordinator.– Complete the Test Administrator Security Log & Online

Comment Form found athttp://www.firn.edu/doe/aala/cella.htm

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Test Administrator MaterialReturn

Stack materials in this order: Absent students (hold for make-up) TO BE SCORED test materials by grade

level CELLA Test Administration Manual CELLA Directions for Administration and

Scoring Guides CELLA Required Administration Information All NOT TO BE SCORED and

USED/UNUSED materials (Including CDsand all other materials)



LET’S GET STARTED

FLORIDA CELLA

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OVERVIEW OF CELLA

Test Sections:ListeningSpeakingReadingWriting

Test Levels:Level A (Grades K-2)Level B (Grades 3-5)Level C (Grades 6-8)Level D (Grades 9-12)

Test Format:Listening: All Multiple Choice (MC)Speaking: All Constructed Response (CR)Reading: All MCWriting: Combination MC and CR



TEST BOOKLET CONFIGURATION(ON GRADE LEVEL – ALL SECTIONS)

Level A: Grade K - 2 Level B: Grades 3 - 5

Level C: Grades 6 - 8

Level D: Grades 9 - 12

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CELLA ITEM TYPESLISTENING & SPEAKING

Listening:• Listen & Match• Picture Description• Short Talks• Extended Listening

Speaking:• Oral Vocabulary• Speech Functions• Personal Opinion• Story Retelling• Graph Interpretation



CELLA ITEM TYPESREADING

Vocabulary:• Synonym• Antonym• Idiom• Root & Affix

Comprehension:• Main Idea• Detail• Inference/Prediction• Reference• Rhetorical Elements• Vocabulary in Context

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Multiple Choice:• Grammar, structure

& written expression• Paragraph choices• Recognizing errors

CELLA ITEM TYPESWRITING

Constructed Response:• Writing sentences• Writing paragraphs



Approximate Timesfor Speaking Sections

• Level A for KindergartenAll sections: Listening, Reading, Writing, and

One-on-One/Speaking approx. time 60 minutes

• Level A for grades 1 and 2One-on-One/Speaking approx. time 15 minutes

• Level B through D for grades 3through 12One-on-One/Speaking approx. time 15 minutes

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TEST DOCUMENT CONFIGURATION(ON GRADE LEVEL – ALL SECTIONS)

The table below details what testing material is used forstudents who are to be tested in all four modalities on gradelevel

• Level D Listening & Speaking Test Book• Level D Reading & Writing Test Book• Level B, C & D Answer Sheet

Grades 9, 10, 11 and 12

• Level C Listening & Speaking Test Book• Level C Reading & Writing Test Book• Level B, C & D Answer Sheet

Grades 6, 7, and 8

• Level B Listening & Speaking Test Book• Level B Reading & Writing Test Book• Level B, C & D Answer Sheet

Grades 3, 4, and 5

• Level A Student Test BookKindergarten (K) and Grades 1 & 2

Test Book(s)Grade Level



CELLA FUNCTIONAL LEVELTESTING

• The Comprehensive English Language LearningAssessment (CELLA) was designed to provide a highquality, reliable assessment that would efficientlyevaluate the very wide range of English languageskills of English Language Learners (ELLs).

• Functional level testing is for Reading & Writingsections of the test only.

• Functional level testing allows students in grades 3through 12 to take a lower level of the Reading andWriting test if their literacy skills are at a more basiclevel.

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HOW TO IMPLEMENT CELLAFUNCTIONAL LEVEL TESTING?

Teachers and CELLA Test Administrators should usethe following tools to determine the correct Readingand Writing level of CELLA to administer to studentsclassified as English language learners (ELLs) at thetime of testing:

2008 CELLA Testing Decision Flowchart AND2008 CELLA Functional Level Testing Decision-Making Rubric

or CELLA Locator Test, Directions for Administering Locator Test

and Locator Test Answer Sheet



WHAT ABOUT ELLs FOR WHOMWE HAVE DATA ON THEIR

LITERACY LEVEL?

•CELLA Test Administrators do not need toadminister the CELLA Locator Test or use the 2008CELLA Functional Level Testing Decision MakingRubric for students

– classified as ELLs (LYs) that have been in an approvedESOL program for one year or more AND that haveattained a scale score of 660 or above on the prior year’sCELLA test in reading and writing.

•These students would be considered as functioningnear the English proficient level and should be testedon their grade level.

CELLA 2008 16



WHAT ABOUT FORMER ELLs?

Former ELLs (LFs) who exited theESOL program from May 27, 2007 -April 21, 2008 must be tested usingthe appropriate level of reading andwriting test based on their grade.



2008 CELLA FUNCTIONAL LEVELTESTING DECISION-MAKING RUBRIC

Rubric was developed based on the CELLAtest items and the content demands inreading and writing required of a student toreliably determine his/her level of Englishproficiency in these two domains.

Teachers use a check mark next to the levelof the student’s attainment in each of the fourEnglish skill areas.

Students with 3 or 4 check marks in onecolumn should take the test indicated in thatcolumn.

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33

TotalNumber ofCheckMarks

demonstratesunderstanding of the mostcommon rules ofgrammar; mistakes inwriting generally do notimpede communication

demonstrates someunderstanding of only themost common rules ofgrammar; mistakes inwriting often impedecommunication

demonstrates littleunderstanding of how toapply even the mostcommon rules of grammar

Knowledgeof EnglishGrammar

can write paragraphs withtopic sentences andsupporting detailsalthough they may belacking in coherence ororganization

can write multiple relatedsentences, but the writinglacks coherence andorganization

can write simplesentences but struggles towrite complex sentencesor paragraphs

is just developing theability to write simplesentences

EnglishWritingAbility

is able to read andcomprehend most textswritten at an 8th-gradelevel but may havedifficulty with somesections of the text

is an independent readerof simple paragraph-leveltexts but struggles to readand comprehend acrossparagraphs

can usually decode wordsand simple sentences buthas difficulty reading andcomprehending texts thatcontain complexsentences

struggles to decode wordsor simple sentences

EnglishReadingAbility

has gaps in vocabularybut is largely able to usecontext strategies toguess meanings of newwords

recognizes most highfrequency words whenreading but possesses avocabulary that is wellbelow high school level

recognizes only highfrequency words whenreading

has an extremely limitedReading vocabulary inEnglish

EnglishReadingVocabulary*

A student in Grades 9-12 should take LEVEL DReading and Writing IFthat student:

A student in Grades 6-12 should take LEVEL CReading and Writing IFthat student:

A student in Grades 3-12 should take LEVEL BReading and Writing IFthat student:

A student in Grades K-12 should take LEVEL AReading and Writing IFthat student:

2 0 0 8 CELLA FUNCTIONAL LEVEL TESTINGDECISION-MAKING RUBRIC



Test Document Configuration (FUNCTIONAL LEVEL TESTING)

The table below details what testing material is used for students who areto be tested using functional level testing

Level A Reading & Writing Test Book (All answersare recorded in this book)

Level D Listening &Speaking Test BookGrades 9, 10, 11 and 12

Level C Reading & Writing Test Book (All answersare recorded on the Level B,C & D Answer Sheet)


Level B Reading & Writing Test Book (All answersare recorded on the Level B,C & D Answer Sheet)


Level B Reading & Writing Test Book (All answersare recorded on the Level B,C & D Answer Sheet)

Level C Listening &Speaking Test BookGrades 6, 7, and 8


Level C Listening &Speaking Test BookGrades 6, 7, and 8


Level B Listening &Speaking Test BookGrades 3, 4, and 5

There is no functional level testing for grades K-2Level A StudentTest Book

Kindergarten (K),grades 1 & 2

Functional Level Testing - Reading & WritingOn Grade Level -Listening & SpeakingGrade Level

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FUNCTIONAL LEVEL TESTING

Example: A student in grade 9 willtake Level D, Listening and Speaking

OR

The student is eligible to take the Level C, Level B, orLevel A Reading and Writing test

OR

ALL student responses arerecorded onto the Level B, C, D

Answer Document

ALL Student responses arerecorded on the Functional

Level A Test Book



Functional Level Testing

Example: A student in grade 5 will take Level BListening and Speaking and is eligible to take theLevel A Reading and Writing test

AND

ALL student responses are recorded ontothe Functional Level A Test Book

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REVIEW: FUNCTIONAL LEVEL TESTING

Things to remember:Functional level testing ONLY applies to

the Reading and Writing sections.It does NOT apply to the Listening and

Speaking sections. Students should takethe Listening and Speaking sections ontheir actual grade level.

Students should NEVER take any sectionat a higher level than their actual gradelevel.



CELLA SPEAKINGSECTION

Levels A - D

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Knowledge & Skills Needed to be anEffective Evaluator of Language

Proficiency

• Proficiency in English• Thorough understanding of

how rubrics work• Knowledge of and experience

with the specific skills beingmeasured

• Practice with rubrics• Objectivity



BENEFITS OF USING A RUBRIC• Standards and criteria are clearly spelled out.• Well trained reviewers apply the same criteria

and standards that allow assessment to bemore objective and consistent.

• Benchmarks to measure and documentprogress are provided.

• Rubrics are criterion- referenced, rather thannorm- referenced.

• Allows for the results to be compared and maybe used to determine growth, trends, identifybest practices, etc.

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Level A Specifics



Level A Sections

15 min.15 min.•Individually administered to all LevelA students (K–2)

One-on-One

30 min.15 min.•Small-group administered(Individual administration is

recommended for kindergarten)

Writing(Grade 2 includes

“extension”)


recommended for kindergarten)

Reading(Grade 2 includes

“extension”)


recommended for kindergarten)•Teacher reads script or plays CD

Listening

Approx.TimeGr. 2

Approx.Time

Gr. K-1

Administration FeaturesLevel ASections

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Administering Level A• The test should be individually

administered to students inkindergarten.

• Grades 1 and 2 may take Listening,Reading and Writing in small groups.

• The One-on-One section must beindividually administered

• Grade 2 will take additional “extension”items in Reading and Writing



Administering Level A“Core” and “Extension”

• The Core Section should be taken by all students inGrades K-2– Listening and Speaking sections are identical for all students in

grades K-2

• The Extension contains more challenging Reading andWriting items and is administered only to students inGrade 2.– Students in grades K and 1 receive fewer Reading & Writing

items than students in grade 2

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Administering Level ASTOPPING POINTS are available forindividually administered sections of CELLA:

Test administrators should stop theadministration of that section only IF thestudent cannot respond to fivequestions in a row AND it is clear thatthe questions are above the student’sproficiency level.

NEW



Administering Level A

• Measures a student’s oral response to aspecific prompt

• Criteria include:

Appropriateness of informationGrammatical accuracy

•

One-on-One Section Speech Functions

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● There are a total of 22 training tracks for Speech Functions.● Refer to the Directions for Administration and Scoring Guide.

● Rubric is on page 47● Training Items are on page 54● Answer Key is on page 61

• Activity1. Listen to training CD Tracks 1-22. Discuss why the response scored a 2, referring to the rubric.3. Listen to CD Tracks 3-4.4. Discuss why the response scored a 1 and 05. Make sure you LISTEN to student responses, rather than read the

transcript.

One-On-One Section Speech Functions Rubric Review Activity



Administering Level Afor Grade 2

22. LEVEL A EXTENSTION

Answer Sheet Extension Response Area

Reading - Questions 16-25

Writing - Questions 8-16

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One-On-One SectionPersonal Opinion

• Measures students ability to orally state and defend anopinion

• Criteria include:Clarity of responseAdequate supportGood control of grammar & adequate vocabulary




● There are a total of 9 training tracks for Personal Opinion.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 48● Training Items are on page 55● Answer Key is on page 62

Activity1. Listen to training CD Tracks 23-242. Discuss why the response scored a 2, referring to the rubric.3. Listen to CD Track 27.4. Discuss why the response scored a 1.5. Make sure you LISTEN to student responses, rather than

read the transcript.

One-On-One Section Personal Opinion Rubric Review Activity

CELLA 2008 26




One-On-One SectionStory Retelling

• Measures a student’s ability to hear a story (whilelooking at sequential picture cues) and to thenretell it with detail

• Criteria include:– Comprehensive response– Vocabulary– Grammar– Fluency




● There are a total of 16 training tracks for Story Retelling.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 49● Training Items are on page 58● Answer Key is on page 62

Activity1. Listen to training CD Tracks 32-332. Discuss why the response scored a 4, referring to the rubric.3. Listen to CD Track 35.4. Discuss why the response scored a 2.5. Make sure you LISTEN to student responses, rather than read the

transcript.

One-On-One Section Story Retelling Rubric Review Activity

CELLA 2008 27




One-On-One SectionReading Aloud for Fluency

• Measures reading fluency

• Criteria include• Rate• Accuracy





• Administration - Types of Errors:– Substitution

• e.g., bird instead of bear– Mispronunciation

• e.g., fell instead of fall• Words pronounced with an accent are counted as correct if they

cannot be confused with other English words.– Omissions

• i.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.•

CELLA 2008 28




● There are a total of 16 training tracks for Reading Aloud for Fluency.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 51● Training Items are on page 59-60● Answer Key is on page 64

• Activity1. Listen to training CD Tracks 48-492. Discuss why the response scored a 4, referring to the rubric.3. Listen to CD Track 53.4. Discuss why the response scored a 0.5. Make sure you LISTEN to student responses, rather than read the transcript.

• Note:– If the student makes repeated errors on the same word, count the error only once.– Repetitions and self-corrections are not counted as errors.




Test AdministratorsOne-on-One Scoring Section

Page 41 of the Level A Student Test Book

CELLA 2008 29



REMINDERLevel A Student Responses

Please demonstrate how students should mark theirresponses in their test book:

Correct

Incorrect



Level B-DListening/Speaking

For Grades 3 -12

CELLA 2008 30



Administering Levels B-DListening & Speaking

Grades:• Level B (3-5)• Level C (6-8)• Level D (9-12)

• Test design is identical across levels for Listeningand Speaking• Listening all multiple-choice; Speaking allconstructed-response• Group administered (Administrator reads script orplays CD)• Approximate testing time is 25 minutes.



CELLA B - DListening & Speaking Sections

Listening:• Listen and Match• Picture Description• Short Talks• Extended Listening

Materials Needed•B-D Answer Document•Directions for Administration &Scoring Guide•Listening & Speaking test book•Listening CD

Speaking:• Oral Vocabulary• Speech Functions• Personal Opinion• Story Retelling• Graph Interpretation

Materials Needed•B-D Answer Document•Directions for Administration andScoring Guide•Listening & Speaking Test Book•Training CD for Speaking

CELLA 2008 31



Test Level Selection Area

Form 2 is pregridded



Level B Specifics

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Administering Level B

• Measures a student’s oral response to aspecific prompt

• Criteria include:

Appropriateness of informationGrammatical accuracy

•

Speech Functions




● There are a total of 38 training tracks for Speech Functions.● Refer to the Directions for Administration and Scoring Guide.

● Rubric is on page 113● Training Items are on page 123● Answer Key is on page 134

Activity1. Listen to training CD Tracks 1-22. Discuss why the response scored a 2, referring to the

rubric.3. Repeat this process for scores 1 and 0, Track 2.4. Make sure you LISTEN to student responses, rather than

read the transcript.

Speech Functions Rubric Review Activity

CELLA 2008 33




Personal Opinion

• Measures students ability to orally state and defendan opinion

• Criteria include:Clarity of responseAdequate supportGood control of grammar & adequate vocabulary



Administering Level BStory Retelling

• Measures a student’s ability to hear a story (whilelooking at sequential picture cues) and to then retellit with detail

• Criteria include:– Comprehensive response– Vocabulary– Grammar– Fluency

CELLA 2008 34




● There are a total of 9 training tracks for Personal Opinion.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 116● Training Items are on page 127-128● Answer Key is on page 136-137

Activity1. Listen to training CD Tracks 39-402. Discuss why the response scored a 2, referring to the rubric.3. Listen to CD Track 41.4. Discuss why the response scored a 1.5. Make sure you LISTEN to student responses, rather than read

the transcript.

Story Retelling Rubric Review Activity




Reading Aloud for Fluency

• Measures reading fluency

• Criteria include:• Rate• Accuracy

CELLA 2008 35





Administration - Types of Errors:– Substitution

• e.g., bird instead of bear– Mispronunciation

• e.g., fell instead of fall• Words pronounced with an accent are counted as correct if they

cannot be confused with other English words.– Omissions

• i.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.



Administering Level B● There are a total of 19 training tracks for Reading Aloud for Fluency.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 120● Training Items are on page 133● Answer Key is on page 139

Activity1. Listen to training CD Tracks 76-772. Discuss why the response scored a 4, referring to the rubric.3. Listen to CD Track 81.4. Discuss why the response scored a 0.5. Make sure you LISTEN to student responses, rather than read the

transcript. Note:

– If the student makes repeated errors on the same word, count the erroronly once.

– Repetitions and self-corrections are not counted as errors.


CELLA 2008 36




Graph Interpretation

• Measures students ability to orally summarize andinterpret a graph

• Criteria include:Summary responseComparison responseVocabularyGrammarFluency




● There are a total of 13 training tracks for Graph Interpretation.● Refer to the Directions for Administration and Scoring Guide.● Rubric is on page 118● Training Items are on page 131● Answer Key is on page 138

Activity1.Listen to training CD Tracks 63-642.Discuss why the response scored a 4, referring to the rubric.3.Listen to CD Track 68.4.Discuss why the response scored a 0.5.Make sure you LISTEN to student responses, rather than read

the transcript.

Graph Interpretation

CELLA 2008 37



Answer Sheets



Level B, C, & DAnswer Sheet

• The CELLA Answer Sheet is used forLevels B, C, and D (8 pages in length).

• Level B, C, and D answer sheet is usedto capture the individual studentdemographic information.

• Page 8 of the answer sheet is to becompleted by the Test Administrator.

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Answer Sheet Levels B-D

Reading/Writing

Item #18 Test Form and Test Level Selection

Form 2 is pregridded



Answer Sheet Levels B-D

Speaking Scoring Section

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Answer Sheet - Levels B-D

Constructed Response Area Example



2008 Answer Sheet –

Improvements

Item #14, Test Date – pregridded 2008,kept only April & May bubbles

Item #15, Date of Home LanguageSurvey – reformat date fields to beconsistent with DOB and Test Date

Item #16, ELL Status: removed LN code

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2008 Answer Sheet –

Improvements Continued

Item #17, Listening/Speaking Test –pregrid 2 for Form

Item #18, Reading/Writing Test – pregrid2 for Form

Item # 23, Exceptional StudentEducation

Added P Autism SpectrumDisorder

Text edits to M and J

Deleted option Q



2008 Answer Sheet & Level A TestBooklets – Improvements

Item #26, Do not score – contains DNS and UNDObubbles for each content area If all or part of a student answer sheet for any one of

the tests is not to be scored, grid the appropriate DNSbubble(s) for each of the tests.

If a test has been invalidated by mistake, erase theDNS bubble(s) and grid the corresponding UNDObubble(s).

If the DNS bubble is gridded for any of the tests(Listening, Speaking, Reading or Writing), that test willnot be scored.

If all DNS bubbles are gridded, none of the tests willbe scored.

If the DNS bubble(s) for a test has been erased andthe corresponding UNDO bubble(s) has been gridded,that test will be scored unless it is packaged with theNOT TO BE SCORED materials

CELLA 2008 41



Pre-Identification (Pre-ID) Labels

• FDOE will provide information about each studenttaking CELLA

Data taken from Florida Automated Student InformationDatabase (Survey 7, January 2008)

NEW for 2008!• Reformatted page layout, now Portrait rather than

Landscape printing• Two (2) labels will be provided for each student:

1. The first label is for the answer sheet for grades 3-12OR for the Level A Student Test Book for grades K-2

2. The second label is provided as an extra if needed



Pre-ID Label Sample

The following information MUST be correct for the studentlabel to be used:

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

CELLA 2008 42



Required Demographic Informationfor students that HAVE a Pre-ID Label

•Even if the student has a pre-identified student label, thefollowing information MUST be provided and gridded on theLevel A Student Test Book, Level A Functional Level TestBook, or on the Level B, C, and D Answer Sheet:

• Grid 1 Student Name• Grid 2 Teacher Name/Test Administrator• Grid 3 School Name• Grid 4 School Number• Grid 5 District Name• Grid 14 Test Date• Grid 17 Listening/Speaking Test Level• Grid 18 Reading/Writing Test Level• Grid 25 Accommodations (if applicable)• Grid 26 Do Not Score or UNDO Do Not

Score (if applicable)



2008 EnhancementsPre-ID and Hand Grid Items

• When using a Pre-ID Label on the Level B, C, & D Answer Sheet,complete:– Items 1 through 5

• Student Name; Teacher Name; School Name; SchoolNumber and District Name

– Items 14• Test Date

– Items 17 & 18• Item 17 – Listening/Speaking Test Level• Item 18 – Reading Writing Test Level

– Item 25 (if applicable)• Special Accommodations (Braille, Deaf/Hard of Hearing)

– Item 26 (if applicable)• Do Not Score/Undo Do Not Score

CELLA 2008 43




• When using a Pre-ID Label on the Level A Student TestBook, complete:– Items 1 through 5

• Student Name; Teacher Name; School Name;School Number and District Name

– Item 25 (if applicable)• Special Accommodations (Braille, Deaf/Hard of

Hearing)– Item 26 (if applicable)

• Do Not Score/Undo Do Not Score




• When using a Pre-ID Label on the Functional Level A (Green) TestBook, complete:

– Items 1 through 5• Student Name; Teacher Name; School Name; School Number and District

Name– Items 14

• Test Date– Items 17 & 18

• Item 17 – Listening/Speaking Test Level• Item 18 – Reading Writing Test Level

– Item 25 (if applicable)• Special Accommodations (Braille, Deaf/Hard of Hearing)

– Item 26 (if applicable)• Do Not Score/Undo Do Not Score

CELLA 2008 44



Demographic InformationONLY for students that DO NOT

have a Pre-ID Label

• Personal and demographic informationwill be collected for each student:– Level A, last two pages of the test book;

completed by the Test Administrator– Level B-D, first two pages of the answer

sheet; assist the student if needed• Must Grid 1 – 26



Receipt of Pre-ID Labels

• Pre-ID labels will be provided to each district• Labels are packaged by grade within each

school• The labels will arrive separate from test

materials• REMINDERS

– There are NO linking labels for 2008– Do NOT use Pre-ID labels from previous test

administrations.

CELLA 2008 45



Which Students Will HavePre-ID Labels?

• ELLs who were in the district as ofJanuary 11, 2008 will have a PreIDlabel, based on Survey 7.

• If a PreID label is not provided, thetest information must be bubbled inby the Testing Coordinator.



2008 Supplemental OrderProcess

• School Coordinators must notify their District Coordinator ifadditional material is required

• Supplemental Orders can be placed after your initial shipment isreceived and you are sure you need additional material.

• The Supplemental Order form will be posted to the CELLA websiteor can be requested via email to [email protected]

• Districts may submit either electronic or hardcopy version.• Enter the total number of books that you need.• Hard copy: Fax form to ETS at 866-387-2598.• On-line Form: Once completed, print and press submit• Supplemental Orders will be shipped within 48 hours.

CELLA 2008 46



Important Websites

• CELLA Section of Multicultural & ESOLProgram Services Education Departmentwebsite:

www.broward.k12.fl.us/esol/Eng/CELLA/index.html

• Florida Department of Education CELLAwebsite:

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



Contact Information

• Student Assessment & School Performance(754) 321-4250

• Multicultural & ESOL Program ServicesEducation Department - (754) 321-2957

2008 CELLA Level A-B 2.ppt [Read-Only]

Documents

Transcript of 2008 CELLA Level A-B 2.ppt [Read-Only]