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

P URPOSE OF CELLA 2 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.

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 THE S PEAKING S ECTION 2011 Directions for Administration & Scoring Guides (DFA) Level C2 – Purple (Grades 6 through 8) Speaking ( Student Book ) Blue Answer Sheet Level D2 – Teal (Grades 9 through 12) Speaking ( Student Book ) Blue Answer Sheet 7

A SSESSORS ’ R ESPONSIBILITIES Level C2 – Grades 6 through 8 Speaking Approximate time is 10 to 15 minutes per student Level D2 – Grades 9 through 12 Speaking Approximate time is 10 to 15 minutes per student 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

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. 12 DFA page 258

B EFORE T ESTING Review the Scoring Guide for the 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. 13

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 are not timed during testing. Report all problems to the test chairperson. 14

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. 15

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 on an individual basis. Read the script as clearly as possible and use a normal rate of speech. 16

D IRECTIONS FOR A DMINISTERING THE T EST Pronounce underlined words in the script with added emphasis. 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). 17

18 CELLA A SSESSMENT – G RADES 6-12

S PEAKING S ECTION The Speaking section is administered in a one-on-one setting. The student’s responses are scored by the test administrator, who records the scores on the student’s answer sheet. Approximate testing time: minutes per student. 19

S PEAKING S ECTION Item Types Oral Vocabulary: The student identifies objects or actions, and states antonyms. Speech Functions: The student asks a question related to a situation. Personal Opinion: The student gives reasons to support an opinion. Story Retelling: The student hears a story and then repeats it. Graph Interpretation: The student compares and contrasts information displayed on a graph. 20

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. 21

T HE S TOPPING R ULE The Stopping Rule is ONLY applicable to the Speaking section. If the student cannot respond to five (5) questions in a row of a specific 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. 22

T IPS FOR A DMINISTERING THE S PEAKING S ECTION 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. If a student does not initially understand a prompt, repeat it varying the speed and intonation. 23

T IPS FOR A DMINISTERING THE S PEAKING S ECTION ( 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. 24

S PEAKING S ECTION 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. 25

CELLA L EVEL C2 & D2 G RADES 6-12 (S PEAKING ) 26 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

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Get ready to learn about Rubrics! 28

29 SPEAKING SCORING PRACTICE Before administering the Speaking/One-on-One Section, Test Administrators MUST: become familiar with the CELLA rubrics use the Training CDs for Speaking to practice scoring actual student responses have completed the CELLA District-developed training.

S CORING THE S PEAKING S ECTION Comprehensive English Language Learning Assessment (CELLA) 30

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. 31

S PEECH F UNCTION Measures a student’s oral response to a specific prompt. Criteria include:  Appropriateness of information  Grammatical accuracy Training CD for Speaking tracks:  Level C: 1-45 (Questions 1-4, DFA pages )  Level D: 1-41 (Questions 1-4, DFA pages ) 32

S CORING P RACTICE S PEECH F UNCTION 33

S PEAKING S ECTION L EVEL C2 & D2 P ERSONAL O PINION Measures student’s ability to orally state and defend an opinion. Criteria include: Clarity of response Adequate support Good control of grammar & adequate vocabulary Training CD for Speaking tracks: Level C: (Question 5, DFA page ) Level D: (Question 5, DFA page 226) 34

S CORING P RACTICE P ERSONAL O PINION 35

S TORY R ETELLING 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 Training CD for Speaking tracks: Level C: (Question 6, DFA page ) Level D: (Question 6, DFA page ) 36

ScoreRubric for Story Retelling 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

G RAPH I NTERPRETATION Measures student’s ability to orally summarize and interpret a graph. Criteria include: Summary response Comparison response Vocabulary Grammar Training CD for Speaking tracks: Level C: (Question 7, DFA page168 (graph)& ) Level D: (Question 7, DFA page 230 (graph) & ) 38

ScoreRubric for Graph Interpretation 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

IMPORTANT REMINDER! CELLA Score Reports will be sent to all schools:  File in ELL folder which goes inside the student’s cumulative folder.  Middle Schools: Make sure 8 th graders’ ELL folders go to the senior high schools with this report. 40

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. 41

Grade Cluster ESOL 1ESOL 2ESOL 3ESOL 4 K D ETERMINING ESOL L EVEL IS B ASED ON CELLA T OTAL S CORES 42

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) Rosa M. Ugalde Specialized Programs: Multilingual Team Martine DePaul Contact Information 43