1. California English Language Development Test (CELDT)
California English Language Development Test (CELDT)

2. Annual Measurable Achievement Outcomes (AMAO) 1, 2, 3
Used through NCLB to monitor EL progress
Title III guidelines monitor EL progress
CELDT achievement is crucial for AMAO 1 & 2
CELDT must be given with fidelity and efficacy so students can achieve the optimum score
AMAO
Target 1
K-12 students gaining a proficiency level per year 2
K-12 students meeting and maintaining proficiency 3
EL students scoring proficient CST English and math

3. CELDT Components & Purpose
Initial Identification
Who: Students with a Home Language Survey language other than English who have not been assessed for English proficiency (within 30 calendar days)
When: Year round
Why: To determine if they are English Learners and their levels of English proficiency
Annual Assessment
Who: All previously identified English Learners who have not been re-designated
When: July 1 – October 31
Why: To assess progress in acquiring English proficiency

4. CELDT Importance High-Stakes assessment
Schools must work as a team to ensure optimum testing conditions:
Consistency (training)
Environment (location)
Positive Demeanor (Examiner’s attitude)

5. Test Security Tests and test items must be kept secure
Do not expose test questions or content to students prior to testing
Assume responsibility for maintaining strict security of CELDT documents
Security Affidavits
Anyone handling or has access to materials

6. CELDT Highlights
Grayed out fields for data extracted from CALPADS
Student’s primary language
Primary disability
Date first enrolled in a USA school
Ethnicity/Race
Program participation
Students receiving Special Education services at a NPS
NPS code
County/District of residence

7. 2014-2015 CELDT Highlights (cont.)
Students WITH Pre-ID label – Fill in ALL asterisked items at the time of testing:
Teacher, school, district, local use
Date testing completed
Testing irregularities
Test variations
Students WITHOUT Pre-ID label – Fill in ALL appropriate fields, including asterisked items.
No Field Testing in the edition
Examiner’s Manual (K-12) – Directions to students now reads “put away” rather than “stow away”

8. 2014-2015 CELDT Highlights (cont.)
Test Materials – Color Scheme Change
Grades K-1
Brown
Grade 2
Green
Grades 3-5
Purple
Grades 6-8
Blue
Grades 9-12
Red
ASSESS (individually):
Listening (25 min)
Speaking (15 min)
Reading (20 min)
Writing (20 min)
ASSESS:
Listening – Group (20 min)
Speaking - Individual (15 min)
Reading - Group (50 min)
Writing - Group (2 sessions, 30 minutes each)
Examiner’s Manuals contain Scoring Guides
One Answer Book per student
One Test Book per student
No.2 pencils with erasers for examiner and students.
“Do Not Disturb” Sign
Note: There are NO time limits; CDE suggests allowing as much time as is reasonable. Add an additional 5 minutes to each domain to read direction and administer practice questions.
For K-1: 5x8 card or folded 8 ½ x 11 in. paper.

9. Responsibilities of Test Personnel
CELDT District Coordinator
Manage overall testing process
Ensure all correct testing procedures have been followed
Ensure all test results are reported accurately
CELDT Site Coordinator
Ensure test examiners receive appropriate training to administer and score the test
Ensure test examiners sign security affidavit
Ensure an optimum testing environment
Ensure ALL eligible students take and complete the entire CELDT

10. Responsibilities of Test Personnel (cont.)
CELDT Test Examiner
Attain required level of calibration to score the Speaking items during administration, and to facilitate local scoring of Writing responses
Be a proficient speaker of English
Have command of pronunciation, intonation, and fluency
Have the ability to correctly pronounce the full range of American phonemes
CELDT Proctor
Assists test examiner before and during test administration to groups of 20 students or more
Prepare testing room
Distribute materials
Observe students

11. Preparing for the Test
Ensure all group administrators are trained and calibrated
Create a testing schedule (see Slide 8 for Average Testing Time by Domain)
No time limitations for general administration
Makeup sessions
Testing variations
Eliminate distractions - select a quiet area to administer the test
Prepare rooms for group testing
Post testing signs
Cover all academic materials: bulletin boards, whiteboards, charts, etc.
Designate proctors to assist when testing groups of 20 or more students
Never administer tests where others are being tested or where students might overhear test items.

12. Preparing for the Test (cont.)
Allow for sufficient time to fill in required demographic information (see Slides 6 & 7)
Until Pre-ID labels arrive, the following information must be filled in:
Field 1 – Student Name (write; do not bubble)
Field 3 – Date of Birth (write; do not bubble)
Field 8 – Test Purpose (bubble either Initial or Annual)
Field 9 – Date Testing Completed
Confirm testing variations, accommodations, and modifications (if applicable)
Any extra bubbles can invalidate the Pre-ID labels.

13. Follow Standardized Testing Procedures
Administer using only directions contained in the appropriate Examiner’s Manual
Avoid testing before/after vacations, holidays, or important school functions
Do not give hits or clues – Consult Administration Procedures Table 4 of Examiner’s Manual for allowed prompts
Students may not use books, electronic devices, or other reference materials during testing

14. CELDT Test Administration

15. Individual (I) vs. Group (G) Administration
Grades K-1 and 2
* Administered individually or in small groups (2+) depending on perceived maturity level
Grades 3-12
Component Order K 1 2
Teacher Talk I
I/G* G
Extended Listening Comprehension
Following Oral Directions
Rhyming
p. 3-6 in STOT binder
Component Order
Administration
Following Oral Directions G
Teacher Talk
Extended Listening Comprehension

16. Before Testing Prepare testing room
Post testing signs
Cover bulletin boards, whiteboards, or charts that could be used by students to help answer test questions
Follow EXACTLY the Test Administration Procedures in the Examiner’s Manual for the administration of each test component (Table 4)
Make sure student has only his/her test booklet/answer booklet
Encourage students to do their best and answer every item on each page, but not to spend too much time on any one item
p. 13 of Examiner's Manual

17. During Testing
Have access to the Examiner’s Manual, Test Book, and Answer Book for use during administration
Follow Test Administration Procedures (Table 4)
Administer all items in the order presented without breaking up testing within components
Directions and Practice Items
All directions and practice items may be repeated
Model correct responses for all practice items
Demonstrate how to mark and change responses
Remind students to mark only inside provided spaces in Answer Book
Use a neutral voice throughout testing
Ask students to repeat their response if not heard
pp of Examiner's Manual

18. Coaching, Guessing, & Other Concerns
Do not show or correct answers EXCEPT for sample items
Give neutral responses if student asks about test item
Do not coach students – Consult Administration Procedures Table 4 of Examiner’s Manual for allowed prompts
Encourage students to do their best on all sections of the assessment
Discourage talking
Avoid any unusual interruptions, distractions, or loud noises that might affect testing
Report any testing irregularities to CELDT Site Coordinator
Testing Irregularities and Security Breach Report Form – Appendix A in Test Site Coordinator’s Manual (p. 35)
p. 14 of Examiner's Manual

19. After Testing
Check answer books to ensure circles are marked appropriately
Collect all test materials
Instruct students not to discuss the test items after each testing session
Turn in test materials to CELDT Site Coordinator

20. CELDT Overview CELDT Domains Listening Speaking Reading Writing
Following Oral Directions
Teacher Talk
Extended
Comprehension
Rhyming
(Grades K-2)
Oral Vocabulary
Speech
Functions
Choose & Give
Reasons
4-Picture
Narrative
Word Analysis
Fluency &
Vocabulary
Grade K-1
Copying Letters
& Words
Writing Words
Punctuation &
Capitalization
Grades 2-12
Grammar and
Structure
Sentences
Short
Compositions

21. K-1 Early Literacy Overview
Listening and Speaking domains the same as Grade 2
Same “Before Testing” procedures (slide 16)
Testing Warm-Up (see Examiner’s Manual)
For questions dealing with letter sounds, make sure to say the SOUND of the letter, not the letter name (e.g. /t/ versus t, /s/ versus s)
Specific Reading and Writing domain directions
Special Directions for Reading and Writing (p. 57 & p.84)

22. K-1 Early Literacy: Specific Reading and Writing Directions
Reading (p. 57)
Writing (pp )
Examiner’s Manual
To read items aloud
To show items to students
Answer Book
For Examiner to record responses
For students to look at items and write responses
No. 2 Pencil w/Eraser
For Examiner
For Student
5 x 8 in. card or
folded 8 ½ x 11 in. paper
To cover questions not being administered
“Do Not Disturb” Sign
Posted

23. CELDT Scoring MUST be done by CELDT Coordinator or designee
Manual Scoring Guides located in Examiner’s Manual
Local Scoring Tool – Online
Input Scores – Calculates raw scores, scale scores, and proficiency levels

24. Questions