1. CELDT Training 2009-2010 Edition

2. WELCOME  Training :Times  Official Completion certificates will be distributed at the conclusion of today’s training upon completion of evaluations.

3. Norms This is a half-day version of the full-day training. In order to accomplish this task we ask that the following norms be followed:  Cell phones - Please turn off or place on silent. Please do not leave the room to take a call unless it is an emergency.  You must be here for the entire training. If you must leave early, you will not receive a certificate of completion, as you have not completed the training.  Please return promptly from breaks.  Questions – Please use the index cards.  No side-bars.  Calibration exercises – Scores should be discussed, but not disputed. This is the purpose of the calibration exercises.  CELDT training packets contain SECURE materials.

4. Quick Overview of Agenda  Welcome and introductions  Overview  Test Administration Your responsibilities  K-1  Video Presentation  Speech Functions  Choose and Give Reasons  4-picture narrative  Practice Scoring  Resources

5. Objectives for today’s training  To prepare trainers to take today's information and experience back to their schools and prepare other examiners to administer and score the CELDT accurately.  To attain a high standard of examiner reliability though modeling and practice of calibration exercises.  To provide information about the 2009-2010 edition.  To give trainers every tool and experience possible which will enable them to maintain their high quality standards as trainers.

6. Test Security  Secure Documents  Affidavits

7. What’s new in 2009-2010 edition New Contractor – Educational Data Systems CELDT website: www.celdt.orgwww.celdt.org CELDT Live K-1 Reading and Writing New Federal Race and ethnicity data collection

8. Purpose of the CELDT  Initial Identification: Students with a primary language other than English on the Home Language Survey who have not been previously assessed for English Proficiency are given the CELDT to determine if they are English learners, and if so, their level of English proficiency. This occurs year round.  Annual Assessment: All previously identified English learners who have not been redesignated are given the CELDT annually for assessing their progress in acquiring English proficiency. This occurs from July 1 through October 31.

9. CELDT Domains

10. Materials for CELDT

11. Materials for 2009-10 CELDT Administration Multiple Forms (previously called “versions”):  Grades K-1:Forms 1-5  Grades 2-12:Forms 1-11 Forms are pre-assigned by district. To avoid excessive materials charges, continue to use forms 2-11 beyond the Annual Assessment window.

12. 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.

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

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

15. 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

16. 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

17. How are K-1 Reading and Writing Items Administered?  One-to-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

18. 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

19. Which ELD Writing Standards Are Tested?  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/englangde vstnd.pdf

20.  Sample 17 - Muhammad, Grade 4 (1:37)  Sample 19 - Jayline, Grade 4 (1:40)  Sample 21 - Carlos, Grade 1 (1:2)  Sample 22 - Jonathan, Grade 1 (1:10)  Sample 24 - Samiksha, Kindergarten (1:7)  Sample 26 - Mariela, Grade 5 (1:34)  Sample 23 - Xitalitl, Grade 7 (2:7) Speech Functions – Scoring Practice

21.  Sample 17 - Muhammad, Grade 4 (1:37) 2  Sample 19 - Jayline, Grade 4 (1:40) 0  Sample 21 - Carlos, Grade 1 (1:2) 2  Sample 22 - Jonathan, Grade 1 (1:10) 0  Sample 24 - Samiksha, Kindergarten (1:7) 1  Sample 26 - Mariela, Grade 5 (1:34) 1  Sample 23 - Xitalitl, Grade 7 (2:7) 2 Speech Functions – Scoring Practice

22.  Sample 9 – Jayline, Grade 4 (1:47)  Sample 10 – Carlos, Grade 1 (1:13)  Sample 11 – Kimberly, Kindergarten (1:17)  Sample 12 – Carlos, Grade 1 (1:18)  Sample 13 – Erik, Grade 2 (1:19)  Sample 21 – Alexis, Grade 8 (2:17)  Sample 23 – Xitalitl, Grade 7 (2:12)  Sample 25 – Nonunbolor (Mona), Grade 8 (2:18) Choose and Give Reasons – Scoring Practice (K-5)

23.  Sample 9 – Jayline, Grade 4 (1:47) 2  Sample 10 – Carlos, Grade 1 (1:13) 1  1Sample 11 – Kimberly, Kindergarten (1:17) 1  Sample 12 – Carlos, Grade 1 (1:18) 1  Sample 13 – Erik, Grade 2 (1:19) 2  Sample 21 – Alexis, Grade 8 (2:17) 0  Sample 23 – Xitalitl, Grade 7 (2:12) 1  Sample 25 – Nonunbolor (Mona), Grade 8 (2:18) 1 Choose and Give Reasons – Scoring Practice (K-5)

24.  Sample 8 – Alexandra, Grade 1 (1:26)  Sample 9 – Allan, Kindergarten (1:27)  Sample 14 – Cesar, Grade 3(1:60)  Sample 15 – Licea, Grade 4 (1:61)  Sample 16 – Rodolfo, Grade 3 (1:62)  Sample 26 – Nestor, Grade 8 (2:26)  Sample 27 – Alexis, Grade 8 (2:27)  Sample 28 – Hector, Grade 8 (2:28) 4-Picture Narrative – Scoring Practice (K-5)

25.  Sample 8 – Alexandra, Grade 1 (1:26) 3  Sample 9 – Allan, Kindergarten (1:27) 2  Sample 14 – Cesar, Grade 3(1:60) 2  Sample 15 – Licea, Grade 4 (1:61) 3  Sample 16 – Rodolfo, Grade 3 (1:62) 2  Sample 26 – Nestor, Grade 8 (2:26) 3  Sample 27 – Alexis, Grade 8 (2:27) 1  Sample 28 – Hector, Grade 8 (2:28) 2 4-Picture Narrative – Scoring Practice (K-5)

26. 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

27. Video Scoring Practice Gloria Grade K Tomas Grade 4 Lonre Grade 7

28. Questions Evaluations

29. THANK YOU