1. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Welcome to the Scoring Training of Trainers Workshop 2009–10 Administration California English Language Development Test

2. Workshop Objectives The purposes of this workshop are to train participants to: 1.Demonstrate an understanding of the scoring process for the one-on-one portions of the CELDT 2.Demonstrate an understanding of how to organize and utilize assessment materials appropriately

3. CELDT Binder  What’s New  Section 1 - Introduction to CELDT  Section 2 - Test Administration  Section 3 - K-1 Reading and Writing  Section 4 - Speech Functions  Section 5 - Choose and Give Reasons  Section 6 - 4-Picture Narrative  Section 7 - Practice Video Samples  CDE Questions and Answers  Section 8 - Writing – Sentences  Section 9 - Writing – Short Compositions  Local Scoring and Placement  Section 10 - Trainer Resources

4. What’s New  K-1 Reading and Writing  New Federal Race and Ethnicity Data Collection  Local Scoring Tool (formerly e-TIP)

5. Who to Contact? CELDT Assessors –Amber Jacobo, 457-3813, amber.jacobo@fresnounified.org amber.jacobo@fresnounified.org –Bon Vang, 457-3895, bon.vang@fresnounified.org bon.vang@fresnounified.org Administering the CELDT Assessment (Look at Roles and Responsibilities page to determine appropriate person) –Cin Rogers, 457-3828, cin.rogers@fresnounified.org cin.rogers@fresnounified.org –Amber Jacobo

6. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 2 – Test Administration California English Language Development Test

7. CELDT Domains

8. CELDT Test Purposes Initial Identification (II)  Students with a primary language other than English on the Home Language Survey who have not been previously assessed for English proficiency  Determine if they are English learners  Year round Annual Assessment (AA)  All previously identified English learners who have not been redesignated  Assess progress in acquiring English proficiency  July 1 through October 31

9. Materials for 2009-10 CELDT Administration – Binder, pg 2-5

10. Materials for 2009-10 CELDT Administration Multiple Forms (previously called “versions”) :  Grades K-1: Forms 1-5  Grades 2-12:Forms 1-11

11. Filling in the CELDT Bio Page  What’s New  Box 13 – Most Recent Previous CELDT Administration  Box 14 – Most Recent Previous Scale Scores  Box 15 – Ethnicity  Examiners must be trained to fill in information that is not captured during Pre-ID.

12. Demographics Examiners Must Bubble When Applicable  Braille (Box B on front)

13. Demographics Examiners Must Always Bubble  Form (Box F on front)

14. Demographics Examiners Must Always Bubble  Date Testing Completed (Box 11 on back)

15. Demographics Examiners Must Bubble When Applicable  Test Variations (Box 22 on back)  Accommodations  Modifications  Alternate Assessment

16. Administer the Test  Test administration procedures are provided for each of the domains.  Practice questions (if present, use for modeling)  Administration (individual or group)  How to mark the answer (student or examiner)  Repeating a question (when allowed)  When to stop the test (stopping markers)  Prompting (when allowed)

17. Quick Reference for Scoring DVD: Administration

18. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 3 – K-1 Reading and Writing California English Language Development Test

19. Background  Education Code Section 60810(b)  Initial item development  Field test of K-1 reading and writing test questions

20. Results Reporting  Standard setting - Performance level descriptors - Cut scores  Use of results - Initial Identification and reclassification - Raw scores only in 2009-10 - Scale scores in 2010-11

21. Sample K-1 Student Report

22. California Educator Participation  Item development  Content reviews  Bias and sensitivity reviews  Field-test administration  Written field-test survey feedback  Oral feedback from field-test focus group DVD: Administration K-1 Reading and Writing

23. 2009-10 K-1 Materials Two Student Books  Listening and Speaking  Reading and Writing Two Examiner’s Manuals  K-2 Listening and Speaking  K-1 Reading and Writing

24. How are K-1 Reading and Writing Sections Presented  20 Reading Items  20 Writing Items  One to two items per page  Item Types: - Multiple-choice (selected response) - Correct / Incorrect / No response - Constructed response

25. How are K-1 Reading and Writing Items Administered?  One-on-one administration  Warm-up information included in the Reading and Writing Examiner’s Manual  Estimated administration time: 15-30 minutes for each domain  Complete the administration of one domain before moving to the next  Administer reading before writing  Take breaks when appropriate

26. How are the K-1 Reading And Writing Items Presented? Sample Items Presented in Binder 3-7, 3-15 to end of section

27. Which ELD Reading Standards Are Tested?  Recognize English phonemes corresponding to those students hear and produce in primary language  Recognize English phonemes not corresponding to sounds students already hear and produce  Recognize and name letters of the alphabet  Recognize sound/symbol relationships  Read simple vocabulary, phrases, and sentences  Use decoding skills to read more complex words  While reading aloud, point out features such as title, table of contents, and chapter headings You can find the standards at: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

28. Which ELD Writing Standards Are Tested?  Copy the English alphabet legibly  Copy words posted and commonly used in the classroom  Write a few words or phrases about an event or character from a story read aloud  Use capitalization to begin sentences or for proper nouns  Use a period or a question mark at the end of a sentence You can find the standards at: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf DVD: Administration Listening and Reading

29. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 4 – Speech Functions California English Language Development Test

30. Speech Functions Administration Procedures

31. Speech Functions Prompts K-2 Sample Items in Binder on 4-11

32. Speech Functions Prompts by Grade Level – Binder pg 4-9 DVD: Administration Speaking through Speech Functions

33. Scoring Rubric Score Point 0  Student does not perform the language function required.  No response [NR].  Response is entirely in another language [AL].

34.  Student performs the language function required.  Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication. Scoring Rubric Score Point 1

35. Scoring Rubric Score Point 2  Student performs the language function required.  Speech is accurate enough not to interfere with communication (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication.)

36. Speech Functions Scoring Anchors Anchor Items listed in Binder, pg 4-7

37. Scoring Practice Procedure

38.  Group Practice Group Practice  Rodolfo, Grade 3  Cecilia, Grade 2  Isabel, Grade 7  Table Practice Table Practice  Marco, Grade 6  Susan, Grade 9  Sania, Grade K  Karen, Grade 7  Muhammad, Grade 9  Neha, Grade 10  Javier, Grade 2  Rajdeep, Grade 9 Speech Functions – Scoring Practice

39.  Final Five Final Five  Allan, Grade K  Rodolfo, Grade 3  Licea, Grade  Prashneet, Grade 5  Alejandro, Grade 7 Speech Functions – Scoring Practice

40. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 5 – Choose and Give Reasons California English Language Development Test

41. Choose and Give Reasons Administration Procedures

42. Choose and Give Reasons Prompts for 3-12 Sample Items, Binder 5-9 DVD: Administration Speaking C&GR, 6-41:16

43. Scoring Rubric Score Point 0  Student does not make choice or does not support choice with a relevant reason.  No response [NR].  Response is entirely in another language [AL].

44. Scoring Rubric Score Point 1  Student makes choice and supports choice with at least one relevant reason.  Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.

45. Scoring Rubric Score Point 2  Student makes choice and supports it with at least two relevant reasons.  Speech is generally accurate (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication).

46. Choose and Give Reasons Anchor Items Anchor Items, Binder 5-7 DVD: Administration Speaking C&GR, 6-41:16

47. Scoring Practice Procedure

48.  Group Practice Group Practice  Cecilia, Grade 2  Denise, Grade 6  Louis, Grade K  Moncerrat, Grade 2  Table Practice Table Practice  Lilyanna, Grade K  Susan, Grade 9  Galilea, Grade 4  Gerson, Grade K  Abigail, Grade 1  Alexa, Grade K  Brian, Grade 7  Nestor, Grade 8 Choose and Give Reasons – Scoring Practice (K-5)

49.  Final Five Final Five  Vivian, Grade 3  Neha, Grade 10  Carmen, Grade 7  Fabian, Grade K  Natalie, Grade 11 Choose and Give Reasons – Scoring Practice (K-5)

50. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 6 – 4-Picture Narrative California English Language Development Test

51. 4-Picture Narrative Administration Procedures

52. Sample Items, Binder 6-11 to 6-14 DVD: Administration Speaking 4 Pic Narrative, 6-43:40

53. Scoring Rubric Score Point 0  No response [NR].  Spoken in another language [AL].  Response is unintelligible.  Response consists entirely of “I don’t know” or “I forget.”

54. Scoring Rubric Score Point 1  Student attempts to tell a story based on the pictures, but does not construct a coherent narrative.  Response displays a very limited range of vocabulary. The student’s speech is often halting or impeded.  Response includes numerous grammatical errors that interfere with communication.  Student’s speech is generally difficult to understand. Pronunciation often interferes with communication.

55. Scoring Rubric Score Point 2  Story is based on pictures but does not clearly express some major event.  Response displays some of the necessary vocabulary, but the student often cannot find the right word.  Response shows control of basic grammatical structures, but includes numerous errors, some of which interfere with communication.  Student’s speech is sometimes difficult to understand. Pronunciation sometimes interferes with communication.

56. Scoring Rubric Score Point 3  Story is coherent and includes explanation of major events, but does not provide much elaboration (e.g., explanations of details and context).  Vocabulary resources are generally adequate to perform the task. The student sometimes cannot find the right word.  Response is generally adequate grammatically. Errors rarely interfere with communication.  Student may have an accent and/or make some errors in pronunciation, but pronunciation is generally accurate and usually does not interfere with communication.

57. Scoring Rubric Score Point 4  Story is coherent and effective, including explanation of major events, with appropriate elaboration (e.g., explanations of details and context). Contains more complex sentence structure.  Vocabulary resources are well developed. The student can almost always find the appropriate word. Uses precise word choice.  Response displays few grammatical errors and contains varied grammatical and syntactical structures. Any errors are minor (e.g., difficulty with articles or prepositions) and do not interfere with communication.  Student may have an accent, but both pronunciation and intonation are generally accurate and do not interfere with communication.

58. 4-Picture Narrative Administration Procedures Anchor Items, Binder 6-7 to 6-8

59. Scoring Practice Procedure

60.  Group Practice Group Practice  Lilyanna, Grade K  Vivian, Grade 3  Cecilia, Grade 2  Table Practice Table Practice  Carlos, Grade 1  Samikshya, Grade 1  Jayline, Grade 4  Prashneet, Grade 5  Adriana, Grade 12 Four Picture Narrative Scoring Practice

61.  Final Five Final Five  Cristobal, Grade 12  Angel, Grade 9  Hannah, Grade 3  Ana, Grade 4  Jarold, Grade 4 Four Picture Narrative Scoring Practice

62. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Section 7 – Video Scoring Practice of Oral Vocabulary California English Language Development Test

63. Oral Vocabulary  Administered individually like the rest of the Speaking test  Cue pictures in the Examiner’s Manual  Scoring:  Correct (C)  Incorrect (I)  No Response (NR)  Target responses in Student Book or Answer Book where examiner records score

64. Video Samples Sample Items, Binder 7-7 K-1 Sample 9-12 Sample DVD: Administration Speaking Scoring Practice