M IAMI -D ADE C OUNTY P UBLIC S CHOOLS D IVISION OF B ILINGUAL E DUCATION AND W ORLD L ANGUAGES Comprehensive English Language Learning Assessment CELLA-Elementary Spring 2011

P URPOSE OF CELLA CELLA provides evidence of program accountability in accordance with Title I and 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. Accountability for ELLs is required under NCLB as measured by annual performance targets. 2

G ENERAL I NFORMATION The Comprehensive English Language Learning Assessment (CELLA) is a four-skill language proficiency assessment for English Language Learners (ELL) students. Testing window March 7– April 8, 2011 Assessments Listening Reading Writing Speaking 3

CELLA I NFORMATION F OR P ARENTS The Florida Department of Education (FLDOE) provides an informational brochure for parents of ELL students. The brochure is available in eleven (11) different languages. 4

S TUDENTS TO BE T ESTED All ELL students in your school regardless of the ESOL Level or number of semesters in the ESOL Program. ESOL Level 5 students who exited the ESOL Program on/or after September 1 st,  These students will not be reclassified as ELLs. They will remain as ESOL Level 5. 5

NEW FOR 2011 One Test Book for Listening, Speaking, Reading & Writing Strongly recommended order for testing all levels: 1. Listening 2. Reading 3. Writing  Speaking may be administered at any time. 6

M ATERIALS N EEDED FOR O NE - ON -O NE /S PEAKING 2011 Directions for Administration & Scoring Guides (DFA) Level A 2 – Orange (K through Grade 2) Student Test Book (for all sections) One-on-One Prompt Book (for speaking section only) CD for Listening Section Stopwatch, Acetate, Dry-erase Marker Level B 2 – Blue (Grades 3 through 5) Listening, Speaking, Reading & Writing ( Student Book ) Blue Answer Sheet Stopwatch, Acetate, Dry-erase Marker 7

A SSESSORS ’ R ESPONSIBILITIES Level A2 for Kindergarten All sections- Listening, Reading, Writing, and One-on-One Approximate time is 60 minutes Level A2 for grades 1 and 2 One-on-One section Approximate time is 15 minutes Level B2 for grades 3 through 5 Speaking section Approximate time is minutes 8

T EST S ECURITY All CELLA testing materials are to be secured at all times. All CELLA testing materials need to be secured if the administration of the test stops (e.g., lunch, fire drill.) Test administrator must be able to account for all materials. Test administrator will be asked to sign a security form. Test administrator will be asked to sign materials in and out. 9

T EST S ECURITY ( CONTINUED ) Florida Test Security Statute and Florida State Board of Education – Test Security Rule 6A – M-DCPS: Standards, Guidelines, and Procedures for Test Administration and Test Security ecuritymanual.pdf ecuritymanual.pdf The security of all test materials must be maintained before, during, and after the test administration. Under no circumstances are students permitted to handle secure materials before or after the test administration. 10

A CCOMMODATIONS DOsDON’Ts Students should be given sufficient time to complete the test. Students should not be moved to a different location once the test begins. On an individual basis only, test administrators who speak the heritage language of an ELL student may use that heritage language to translate the directions. Test administrators may NOT translate directions to entire classes. Do NOT translate any part of the test other than the directions. Verbal encouragement may be provided. Verbal encouragement may not be used to cue a student regarding correct/incorrect responses. No dictionaries are allowed to be used during the test. 13

B EFORE T ESTING Review the Scoring Guide for the One-on-One/Speaking Section in the DFA. Read the scripts for administering the test. Verify that the name on the answer book/sheet belongs to the student being tested. Post the “Do Not Disturb” sign. 14

D URING T ESTING Administer the test according to the directions in the DFA. Make sure students are on task. Students may not use scratch paper, dictionaries, thesauruses, or any electronic devices. Students must use #2 pencils. Students are not timed during testing. Report all problems to the test chairperson. 15

A FTER T ESTING Collect, count, and return all test materials to the test chairperson at the end of the day. Report students who are absent to the test chairperson. Make sure all sections are completed prior to returning booklets to test chair. 16

D IRECTIONS FOR A DMINISTERING THE T EST Read directions that are in bold type exactly as they are written. Answer any questions about the directions. Do NOT give help on specific test questions, and do NOT translate any part of the test other than the directions. Read the script as clearly as possible and use a normal rate of speech. 17

D IRECTIONS FOR A DMINISTERING THE T EST Pronounce underlined words in the script with added emphasis. Letters in the script that appear between slashes / / are to be pronounced as sounds, not called by their letter names. For example, put an X on the letter that makes the /s/ sound, as in “sit.” Correct yourself in a comprehensible manner if you make a mistake (e.g., reread item). Collect and secure the materials when there is an interruption (e.g., lunch, fire drill). 18

19 CELLA A SSESSMENT L EVEL A2 G RADES K-2 K Individually Administered Orange Listening 15 questions approx. 15 minutes CD must be used Students put an X on the correct answer Reading 15 questions approx. 15 minutes #1-11 students put an X #12-15 students fill in the circle Writing 7 questions approx.15 minutes Students will write letters, words, and sentences One - on - One (Speaking) 21 questions approx.15 minutes 1 Orange 15 questions approx. 15 minutes CD must be used administered in small groups Students put an X on the correct answer 15 questions approx. 15 minutes administered in small groups #1-11 students put an X #12-15 students fill in the circle 7 questions approx. 15 minutes administered in small groups Students will write letters, words, and sentences 21 questions approx. 15 minutes Individually administered 2 Orange 15 questions approx. 15 minutes CD must be used administered in small groups Students put an X on the correct answer 25 questions approx. 35 minutes administered in small groups #1-11 students put an X #12-25 students fill in the circle 16 questions approx. 30 minutes administered in small groups Students will write letters, words, sentences, and edit sentences 21 questions approx. 15 minutes Individually administered

20 CELLA A SSESSMENT – G RADES 3-12 Level B2 Grades 3-5 Blue Listening 22 questions approx. 25 minutes CD must be used Group Administration Reading 26 questions approx. 45 minutes Group Administration Writing 25 questions approx. 70 minutes Group Administration Speaking (One-on-One) 14 questions approx minutes Individually Administered Level C3 Grades 6-8 Lilac 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration 13 questions approx minutes Individually Administered Level D3 Grades 9-12 Teal 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration 13 questions approx minutes Individually Administered

D IRECTIONS FOR R ECORDED D ELIVERY (L ISTENING ) Always use the Listening CD. Introduce the section by saying the script below: “You will listen to a recording as you take the Listening section. All instructions and questions are on the recording. I will begin the recording now.” As the recording plays, make sure that it is loud enough and clear enough for the student to hear. Follow the printed script and hold up the demonstration copy when noted in the script. Monitor the student as he/she takes the test. Make sure the student is on the correct page at the correct time. The CD will prompt you when the test ends. 21

L ISTENING S ECTION (L EVEL A2, K INDERGARTEN ) Listening section must be delivered individually by using the pre-recorded prompts on the CD provided (see pages 8-9 in the DFA). During the administration of the listening section, if a student does not answer five (5) questions in a row of the same item type you may stop the administration and leave the remaining bubbles blank on the student answer sheet. 22

T HE S TOPPING R ULE The Stopping Rule is ONLY applicable to individually administered sections. If the student cannot respond to five (5) questions in a row of the same item type, AND it is clear that the questions are above the student’s proficiency level, the test administrator should stop the administration of that item type only. 23

L ISTENING S ECTION (L EVEL A2, K INDERGARTEN ) Three (3) Parts Listen and Match questions 1-8 Teacher Talks questions 9-12 Extended Listening Comprehension questions  DFA pages

L EVEL A S TUDENT R ESPONSES L ISTEN AND M ATCH 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. 25 Incorrect Correct

26 Level A Listening Example Teacher Talks See 2011 DFA pages (script) and See Student Book A2 page 5

R EADING S ECTION (L EVEL A2, K INDERGARTEN ) You will individually administer the first part of the Reading section by reading aloud from the script. You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions of the same item type. Kindergarten students will only respond to questions

28 Level A Reading Example Listen, Read, and Match See 2011 DFA page 15 (script) and See Student Book A2 page 11

29 Level A Reading Example Listen, Read, and Match See 2011 DFA page 16 (script) and See Student Book A2 page 12

W RITING S ECTION (L EVEL A2, K INDERGARTEN ) Questions 1-7 are to be individually administered to the kindergarten students. 30

31 Level A Writing Example Descriptive Sentences See 2011 DFA page 23 (script) and See Student Book A2 page 27

T IPS FOR A DMINISTERING THE O NE - ON -O NE /S PEAKING S ECTIONS Make the student as comfortable as possible. Create a congenial and positive atmosphere. Allow the student to demonstrate what he/she knows and can do in English. Review the rubrics again to be sure of the criteria you will use to assess the student. Repeat the prompt in varying speed and intonation, if a student does not initially understand a prompt. 32

T IPS FOR A DMINISTERING THE O NE - ON -O NE /S PEAKING S ECTIONS ( CONTINUED ) If a student’s response is too brief to accurately assess his/her speaking ability, ask probing questions as appropriate. Probing questions may be used to: get the student to start speaking if he or she is having difficulties; clarify the question itself, if it helps, and encourage the student to expand or elaborate his/her response. 33

L EVEL A2 R ESPONSES TO O NE - ON -O NE Test administrators score the student’s responses and record the scores in the One-on-One Scoring Section of the test book. Page 37 of the Level A2 Student Test Book 34

O NE - ON -O NE /S PEAKING S ECTIONS Section Types: Listening Vocabulary (Level A2) Read each prompt clearly. Oral Vocabulary (All Levels) Give full credit if the student correctly identifies the item, regardless of form. (headphones – headset) Do not give credit for paraphrasing or showing knowledge of the use of an object. (“A thing you use to listen to music.”) Speech Functions (All Levels) Make sure that the sample question is not scored. There may be more than one correct response. 35

O NE - ON -O NE /S PEAKING S ECTION ( CONTINUED ) Personal Opinion (All Levels) If the student does not provide clear support to his/her answer, use a probing question. Story Retelling (All Levels) Full credit should be given for a reasonable interpretation of what is shown in the pictures, regardless of retell order. Print Concepts (Level A2) One-on-One script has correct responses if needed.  DFA pages

P ROBING Q UESTIONS & P ROMPTS 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. 37

O NE - ON -O NE /S PEAKING S ECTION T YPES (C ONTINUED ) Reading Aloud for Fluency (Levels A2-B2)  Response is timed (30 seconds for Level A2 and 40 seconds for Level B2).  Use clear acetate for this section.  If the student self-corrects within 3 seconds, it is not counted as an error.  If the student makes repeated errors on the same word, tally the error only once.  If the student struggles with a word for three (3) seconds, you may tell the student the word and count it as an error.  You could use slash (/) marks or other notations.  DFA pages

S PEAKING S ECTION T YPE Graph Interpretation (Levels B2) Measures student’s ability to orally summarize and interpret a graph.  DFA pages

O NE - ON -O NE /S PEAKING S ECTIONS Approximate time is minutes. If a student does not respond, a score of NR (No Response) will be issued. NR is given only when a student does not provide the spoken (or pointed) response to a question. If a student does not respond (NR) to five (5) questions in a row, skip to the next type of question. If you get minimal response, continue with the assessment of that particular type. 40

CELLA L EVEL A2 G RADES K-2 (O NE - ON -O NE ) 41 Question No.Item TypeScoring Scale 1-5 Listening VocabularyNR, 0-1 Point to object or person 6-11 Oral VocabularyNR, 0-1 Name object Speech FunctionsNR, Rubric Respond to a question 14 Personal OpinionNR,0-1-2 Rubric Give and support opinion 15 Story RetellingNR, Rubric Retell story Print ConceptsNR, 0-1 Point, identify and name letters, words, and parts of the story 21 Reading Aloud For Fluency NR, Rubric Read aloud for 30 seconds

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CELLA L EVEL B2 G RADES 3-5 (S PEAKING ) Question No.Item TypeScoring Scale 1 - 6Oral VocabularyNR, 0-1 Name the object or action Speech FunctionsNR, Rubric Respond to a question 11Personal OpinionNR, Rubric Provide and support opinion 12Story RetellingNR, Rubric Retell story 13Graph InterpretationNR, Rubric Summarize and make comparisons 14Reading Aloud for Fluency NR, Rubric Read aloud for 40 seconds

Get ready to learn about Rubrics! 44

S CORING O NE - ON -O NE / S PEAKING Comprehensive English Language Learning Assessment (CELLA) 45

U SING R UBRICS TO S CORE THE S PEAKING S ECTION 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. 46

R UBRIC P ROMPTS During the testing session: Read aloud the text in bold print in the One–on-One script. The One-on-One script should be visible only to the assessor. Repeat the prompt if the student does not initially understand it. Vary the speed and intonation as appropriate. Ask probing questions if a student’s response is too brief to accurately represent his/her speaking ability. 47

P ROBING Q UESTIONS Probing questions can be used to: Get the student speaking. Clarify the question. Encourage the student to expand or elaborate. 48

S CORING G UIDE FOR O NE - ON O NE /S PEAKING S ECTION (L EVEL A2) S PEECH F UNCTIONS ScoreRubric for Speech Functions 2 The student’s response:  solicits the appropriate information.  is mostly grammatically accurate.  may display mistakes common to native speakers of English. 1 The student’s response:  partially solicits information, but it may not be relevant.  is not grammatically accurate. 0 The student’s response:  is very incomplete.  is not understandable in English. NR No Response 49  DFA page 47

O NE - ON -O NE S ECTION L EVEL A2 S PEECH F UNCTIONS Practice and Scoring Question #1 Picture page 42 (DFA) Script and scoring sample responses 1-10, page 54 (DFA) Answer Key for sample responses, page 61 (DFA) 50

S CORING G UIDE FOR O NE - ON -O NE S ECTION (L EVEL A2) P ERSONAL O PINION ScoreRubric for Personal Opinion 2  The student states the opinion clearly and provides adequate support for the opinion, often with elaboration.  The listener understands why the student holds the opinion.  The response displays good control of grammar and adequate vocabulary. 1  The student states the opinion but provides minimal support for it.  The connection between the opinion and the support given may not be clear.  The listener may be unclear as to why the student holds the opinion.  The response displays numerous grammatical errors and a basic vocabulary. 0  The student does not provide an opinion or response with only a single word or short phrase.  The student has difficulty constructing sentences and has very limited vocabulary. NR No Response 51  DFA page 48

O NE - ON -O NE S ECTION L EVEL A2 P ERSONAL O PINION Practice and Scoring Question #3 Pictures, page 44 (DFA) Script and scoring sample responses on page 55 (DFA) Answer Key for sample responses, page 62 (DFA) 52

S PEAKING S ECTION L EVEL B2 P ERSONAL O PINION Practice and Scoring Question # 5 Rubric and script, page 99 (DFA) Scoring sample responses for tracks/items found on page 109 (DFA) Answer Key for sample responses, page 120 (DFA) 53

ScoreRubric for Story Retelling (Level A2) 4 The student’s response: is full and satisfactory shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately) shows good control of grammar, though it may include an occasional minor error that does not interfere with communication may display an accent, but any errors of pronunciation or intonation do not interfere with communication is produced at an appropriate rate of speed and with sufficient fluency for effective communication 3 The student’s response: is satisfactory in completing the task shows adequate vocabulary resources may display some grammatical errors that may interfere with communication may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication 2 The student’s response: does not fully complete the task displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word) displays numerous grammatical errors that often interfere with communication may display errors in pronunciation and/or intonation that often interfere with communication 1 The student’s response: does not complete the task shows limited vocabulary resources makes numerous grammatical errors that frequently impede communication displays numerous errors in pronunciation, intonation, or stress that interfere with communication 0 The student’s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English NRNo Response DFA page 49

O NE - ON -O NE S ECTION L EVEL A2 S TORY R ETELLING Practice and Scoring Question #4 Rubric, page 49 (DFA) Pictures and script, page 50 (DFA) Scoring sample responses for tracks/items found on page 58 (DFA) Answer Key for sample responses, pages (DFA) 55

S PEAKING S ECTION L EVEL B2 S TORY R ETELLING Practice and Scoring Question #6 Rubric, page 100 (DFA) Pictures and script, page 101 (DFA) Scoring sample responses for tracks/items found on page 112 (DFA) Answer Key for sample responses, pages (DFA) 56

O NE - ON -O NE S ECTION R EADING A LOUD FOR F LUENCY The following materials are needed: Stopwatch Clear acetate Dry erase marker Refer to the pages below: Level A2 - Page (DFA) Question 21 Level B2 - Page (DFA) Question 14 57

R EADING A LOUD FOR F LUENCY U SE OF THE S TOPWATCH 58 There are three buttons on the stopwatch. You will use the left and the right buttons only. Right button starts and stops the time. Left button clears the time to go back to 0: The middle (top) button is not used unless the mode changes and you need to reset to 0: (Continue pressing the middle button until you see 0:00 00 on the screen.) Always hold the stopwatch in the palm of your non-dominant hand, leaving your dominant hand free for scoring.

ScoreRubric for Reading Aloud for Fluency (Level A2) 4 Read at least 60 words correctly in 30 seconds. Most often grouped words in meaningful phrases. Heeded punctuation. Used intonation and expression. 3 Read between 45 and 59 words correctly in 30 seconds. Usually grouped words in meaningful phrases. Usually heeded punctuation. 2 Read between 21 and 44 words correctly in 30 seconds. May have read haltingly, from word to word, or without meaningfully grouped phrases. May not have indicated punctuation in response. 1 Read between 10 and 20 words correctly in 30 seconds. Frequent long pauses between words. May not have indicated punctuation in response. 0 Read fewer than 10 words correctly in English in 30 seconds. Responded in language other than English. NRNo Response DFA page 51

O NE - ON -O NE S ECTION L EVEL A2 R EADING A LOUD FOR F LUENCY Practice Scoring Question #5 Rubric, page 51 (DFA) Script and reading passage, page 52 (DFA) Scoring sample responses for tracks/items found on page 60 (DFA) Answer key for sample responses, page 64 (DFA) 60

ScoreRubric for Reading Aloud for Fluency (Level B2) 4 Read at least 90 words correctly in 40 seconds. Most often grouped words in meaningful phrases Heeded punctuation. Used intonation and expression. 3 Read between 75 and 89 words correctly in 40 seconds. Usually grouped words in meaningful phrases. Usually heeded punctuation. 2 Read between 61 and 74 words correctly in 40 seconds. May have read haltingly, from word to word, or without meaningfully grouped phrases. may not have indicted punctuation in response. 1 Read between 25 and 60 words correctly in 40 seconds. Included frequent long pauses between words. May not have indicated punctuation in response. 0 Read fewer than 25 words correctly in English in 40 seconds. Responded in a language other than English. NRNo Response DFA page 87

O NE - ON -O NE S ECTION L EVEL B2 R EADING A LOUD FOR F LUENCY Practice Scoring Question #8 Rubric, page 104 Script and reading passage, page 105 Scoring sample responses for tracks/items found on page 117 Answer Key for sample responses, page

ScoreRubric for Graph Interpretation (Level B 2) 4 The student’s response: is full and satisfactory shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately) shows good control of grammar, though it may include an occasional minor error that does not interfere with communication may display an accent, but any errors of pronunciation or intonation do not interfere with communication is produced at an appropriate rate of speed and with sufficient fluency for effective communication 3 The student’s response: is satisfactory in completing the task shows adequate vocabulary resources may display some grammatical errors that may interfere with communication may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication 2 The student’s response: does not fully complete the task displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word) displays numerous grammatical errors that often interfere with communication may display errors in pronunciation and/or intonation that often interfere with communication 1 The student’s response: does not complete the task shows limited vocabulary resources makes numerous grammatical errors that frequently impede communication displays numerous errors in pronunciation, intonation, or stress that interfere with communication 0 The student’s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English NRNo Response DFA page 102

S PEAKING S ECTION L EVEL B2 G RAPH I NTERPRETATION Practice and Scoring Question #7 Rubric, page 102 Graph and script, page 103 Scoring sample responses for tracks/items found on page 115 Answer key for sample responses, page

IMPORTANT REMINDER! CELLA Score Reports will be sent to all schools:  File in ELL Folders which goes inside the Cumulative Folders  Elementary Schools: Make sure 5 th graders’ ELL folders go to the middle schools with this report.  Middle Schools: Make sure 8 th graders’ ELL folders go to the senior high schools with this report. 65

HOW WILL RESULTS FROM THE CELLA BE USED? Results will provide:  information about language proficiency levels of individual students that is used for exiting and ESOL Level update.  data for charting student progress over time.  useful information about students’ strengths and weaknesses in English.  for grade-level placement  for grade promotion or retention decisions CELLA results will NOT be used: 66

Grade Cluster ESOL 1ESOL 2ESOL 3ESOL 4 K D ETERMINING ESOL L EVEL IS B ASED ON CELLA T OTAL S CORES 67

Region 1 Olga C. Carballo Region 2 Deland Innocent Region 3 Cary M. Pérez Region 4&5 Lourdes M. Menéndez BISO/IS Toni Miranda SPED Rosalia Gallo Executive Director: Beatriz C. Pereira (fax) Rosy M. Ugalde Contact Information 68