1. CELLA Test Administrator Training for High School

2. Test Administrator Responsibilities You are responsible for reading and understanding all relevant sections of the gray Test Administration Manual including the Test Security Statute and Test Security Rule on pages 68-72. You are also responsible for reading and becoming familiar with the relevant sections of the yellow Directions for Administration before the day of the test. Please review the Scoring Guides found in the color-tabbed sections for each test level to become comfortable with the rubrics used to rate the Speaking test.

3. 3 WHY ADMINISTER the CELLA? The CELLA measures the growth of students classified as English Language Learners (ELLS) in mastering the English skills they will need to succeed in school. The CELLA provides evidence of program accountability in accordance with Title I and Title III of No Child Left Behind.

4. 4 Which Students Should be Tested? All current students in grades K-12 classified as ELLs, with a code of “LY” on the first day of the test administration window (Feb. 16 th ). THIS IS NEW!! We no longer test “LF” or “LP” students.

5. Spring 2015 CELLA Volusia Testing Window: Feb. 16 th – April 3 rd 5

6. CELLA What Is New for 2015?

7. 7 “LF” and “LP” designated students will NOT be tested this year. Test Administrators are REQUIRED to print their name and grid the test sections administered on the student’s answer sheet for accountability purposes.

8. IMPORTANT All students are required to take all four subtests to count as “assessed”. If a student is missing one subtest they are considered “Not Tested” and this can negatively affect our Title I funding. Because of this, the “Reason Not Assessed” section has been incorporated on the student’s answer sheet. The “Reason Not Assessed” must be gridded on the Answer Sheets for any student that does not test. If a student is not assessed and the reason is not listed, the Test Administrator must attach documentation of the situation to the CELLA Administration Record/Security Checklist. 8

9. CELLA Testing Levels

11. ALL students in grades 9-12 test in Level D for all four subtests. 11

12. CELLA Test Security

14. CELLA Pre-ID Labels & Student Demographics

15. 15 A PreID label must be placed on the Level D Answer Sheet if the following information is correct on the label: Student’s Last Name Student ID Number District Number School Number (code) Grade Level ELL Status If a PreID label is used: For all levels: Boxes 1-5 and 9 MUST be completed. Box 9 is the TEST DATE… Use any date in the test window. For all levels: Complete Boxes 21-24 only if applicable to the student and the information is available.

16. 16 Complete the following information when a correct PreID label is not available: All levels: Boxes 1-20 MUST be completed. Box 19 is YES for all. For all levels, complete boxes 21-24 if applicable and the information is available. For Box 8, always use the student’s Social Security Number followed by an “X”. If the student does not have a Social Security Number, use the student’s Florida Student Number. NEVER use the student’s Alpha ID. Note: As each school is held accountable for testing all appropriate students on CELLA, it is very important that an adult bubble all appropriate information on CELLA answer documents.

17. CELLA Test Accommodations

18. 18  Test Accommodations for ELLs, Students with Disabilities, and those with 504 plans are located beginning on page 56 of the gray Test Administration Manual. Note: Test administrators should ensure that all ELLs have sufficient time to complete the test. The test administrator may translate only the directions on an individual basis as questions arise. The test administrator may not translate test questions. Directions may be translated for an entire class ONLY if all ELLs in the class speak the same heritage language. No dictionaries may be used.

19. Administering CELLA

20. 20 CELLA Sections Each section may be given at any time that is convenient for the Test Administrator and ensures that every student is tested. All students must take all 4 sections. If a student is absent for a section, a make-up test must be administered. The “Reason Not Assessed” section must be filled in for any student that doesn’t take one or more subtests.

21. ADMINISTERING LEVEL D Individually Administered Section: The Speaking section (10-15 minutes) must be individually administered to all students. Group-Administered Sections: The Listening, Reading, and Writing sections are administered in small groups. Listening (about 25 minutes) Reading (about 45 minutes) Writing (about 70 minutes)

22. LEVEL D Test Materials Level D Student Test Book Levels C1 & D1 Listening CD Level D Answer Sheet Directions for Administration

23. LEVEL D SPEAKING 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: 10–15 minutes per student

24. During the testing session: Read aloud to the student the text in bold print in the Speaking script. Hold the Speaking script so that the student cannot read it. Speaking Test Procedures

25. LEVEL D SPEAKING 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.

26. Probing Questions & Prompts 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.

27. USING RUBRICS TO SCORE THE SPEAKING SECTION The following item types in the Speaking section are scored using rubrics Speech Functions Personal Opinion Story Retelling Graph Interpretation

28. SPEAKING Scoring Practice Before administering the Speaking/One-on-One section, Test Administrators should become familiar with the CELLA rubrics use the Training CDs for Speaking to get practice scoring actual student responses

29. USING RUBRICS TO SCORE THE SPEAKING SECTION What is a rubric? 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.

30. RUBRIC REVIEW Speech Functions Measures a student’s oral response to a specific prompt Criteria include Appropriateness of information Grammatical accuracy Training CD for Speaking tracks Level D: 1–41

31. SCORING PRACTICE Speech Functions

32. RUBRIC REVIEW Personal Opinion 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 D: 42–49

33. SCORING PRACTICE Personal Opinion

34. RUBRIC REVIEW Story Retelling 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 Fluency Training CD for Speaking tracks Level D: 50-67

35. SCORING PRACTICE Story Retelling

36. Rubric for Story Retelling (continued)

37. RUBRIC REVIEW Graph Interpretation Measures student’s ability to orally summarize and interpret a graph Criteria include Summary response Comparison response Vocabulary Grammar Fluency Training CD for Speaking tracks Level D: 68-79

38. SCORING PRACTICE Graph Interpretation

39. Rubric for Graph Interpretation (continued)

40. (Consult your School Testing Coordinator) If an answer document is damaged, please transcribe the student’s answers to another document. Mark the damaged answer document with a large “X” and return it in the brown boxes with “Not To Be Scored” materials. If a child is ill and a document cannot be transcribed, arrange a make-up test within the testing window. Email the serial number of the soiled document to Charlene Sozio and then destroy the document in a secure manner.

41. 41 Verify that all required demographic information is complete on all answer documents. Return all materials to your School Testing Coordinator including  Security Log  Required Administration Information When you are finished with testing: Go to the CELLA website http://www.fldoe.org/aala/CELLA.asp and complete the 2015 CELLA Customer Satisfaction Survey. This feedback from Test Administrators, School Coordinators, and District Coordinators will tell us what went right and what went wrong, and help us improve the process each year. http://www.fldoe.org/aala/CELLA.asp

42. Please contact your School Testing Coordinator with general questions or if you need materials. If you have specific questions about administering a subtest, please contact Charlene Sozio (x20691) or Gianna Acevedo-Alamo (x44745). Questions…???

43. What should you do when you finish testing? CELLABRATE!!!