Transcript Scoring - Oakland Unified School District

2014-2015
California English Language
Development Test (CELDT)
Elementary K-5
TRAINING GOALS
• Score the Listening and Speaking sections
accurately and reliably.
• Standardize the administration of the CELDT.
• Schedule and conduct CELDT training at my
school site.
• Prepare and pack materials for the Check-In.
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AGENDA
3:30 – 3:35
Introductions
3:35 – 4:40
Calibration of CELDT Sections K-5
•
Sample Scoring for Listening
•
Scoring for Speaking
 Speech Functions Quiz
 Choose & Give Reasons Quiz
 4-Picture Narrative Quiz
 Oral Vocabulary Name & Tell
4:40 – 5:20
5:20 – 5:30
CELDT Scoring Logistics & Administration
•
Before Testing
•
During Testing
•
After Testing Check-In Process
Questions and Evaluation
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Calibration of CELDT Components
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CELDT Domains and Scoring Overview
This table shows when each CELDT
component is scored (i.e., during or after
administration) and how it is scored (e.g.,
NR, I, C; 0-2; answer key
Note:
NR = no response
I = Incorrect
C= correct
For K-1 Writing, Writing Words, there are
two rubrics: one for writing words stated
by examiner using a picture prompt and
one for writing words in response to a story
read by the examiner.
OUSD does not score the
Writing Section. The writing
section is scored by the state.
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READY – SET – LET’S CALIBRATE
Please have your clickers on and ready to go.
We need your full participation – choose an answer then click.
CELDT Domains:
CELDT Components:
Speaking
•
•
•
•
Listening
• Following Oral Directions
Oral Vocabulary
Speech Functions
4 Picture Narrative
Choose and Give Reasons
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Students
4 Picture Narrative: Scoring
1:1 Administration
Approximately 15 minutes
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4 Picture Narrative: Scoring
Boy Gardening
Dirty Dog
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4 Picture Narrative : Calibration
Arturo - Grade 3
1. Score: 1
2. Score: 2
3. Score: 3
4. Score: 4
5. Score: 0
100%
0%
1
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0%
0%
2
3
0%
4
5
4 Picture Narrative: Calibration
Matthew - Grade 5
100%
1. Score: 1
2. Score: 2
3. Score: 3
4. Score: 4
5. Score: 0
1
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0%
0%
2
3
0%
0%
4
5
4 Picture Narrative: Scoring
Maria - Grade 2
1. Score: 1
2. Score: 2
3. Score: 3
4. Score: 4
5. Score: 0
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4 Picture Narrative: Extra Scoring
Hector – Grade K
1. Score: 1
2. Score: 2
3. Score: 3
4. Score: 4
5. Score: 0
100%
0%
1
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0%
2
3
0%
4
0%
5
4 Picture Narrative: Extra Scoring
Lisa – Grade 5
1. Score: 1
2. Score: 2
3. Score: 3
4. Score: 4
5. Score: 0
100%
0%
1
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0%
2
3
0%
4
0%
5
Listening
Grades K-2: 1:1 Administration
Grades 3-5: Group Administration
Administration of the Listening domain takes 15 to 20
minutes, depending on grade level.
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Listening: Scoring
Which of the following
examples would
receive a Correct (C)?
Which of the following
examples would
receive an Incorrect (I)?
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Oral Vocabulary
1:1 Administration
Approximately 15 minutes
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Oral Vocabulary: Sample Answer
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Oral Vocabulary:
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OV: Name and Tell Scoring
Mustafa - Grade 1
100%
1. Score:1
2. Score:2
3. Score:0
0%
1
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2
0%
3
OV: Name and Tell Scoring
Travis – Grade 5
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
- 19 -
0%
2
3
OV: Name and Tell Scoring
Alejandra – Grade 2
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
OV: Name and Tell Extra Scoring
Gersy – Grade 2
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
OV: Name and Tell Extra Scoring
Benito – Grade 1
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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2
0%
3
Speech Functions
1:1 Administration
Approximately 15 minutes
http://moodle.celdt.org/pluginfile.php/15773/mod_resource/content/2/story.html
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Speech Functions: Scoring
Akash – Grade 2
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Speech Functions: Scoring
Hector – Grade K
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Speech Functions: Scoring
Amy – Grade 1
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Speech Functions: Extra Scoring
Desiree – Grade 2
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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2
0%
3
Speech Functions: Extra Scoring
Aram – Grade 1
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Choose and Give Reasons
1:1 Administration
Approximately 15 minutes
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Choose and Give Reasons: Scoring
Jose – Grade 4
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Choose and Give Reasons: Scoring
Amy – Grade 1
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Choose and Give Reasons: Scoring
Denise – Grade 4
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Choose and Give Reasons: Extra Scoring
Brett – Grade 4
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
Choose and Give Reasons: Extra Scoring
Ashley – Grade 5
100%
1. Score: 1
2. Score: 2
3. Score: 0
0%
1
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0%
2
3
CELDT SCORING
SAVE FOR: Nicole EL dpt – in case she wants to include
infor
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CELDT Logistics
& Administration
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Purpose of the CELDT
1. Initially identify students who are limited English
proficient (LEP) as English Learners (Els).
2. Determine the level of English language proficiency.
1.
2.
3.
4.
5.
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
3. Assess annual English language proficiency growth.
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CELDT Assessments
Initial Assessment (IA) Administer the CELDT to all students
whose home language is not English within 30 calendar days
after they enroll for the first time in a California public
school.
- Student Assignments Office administers all Initial CELDT testing.
- Location: Lakeview Campus - Phone: (510). 273.-1600
Annual Assessment (AA) Administer the CELDT each year
the student is categorized as an English Learner (EL) until
they are reclassified as fluent English proficient (RFEP).
- Schools sites administer the Annual CELDT Assessment.
- Schools must share the Annual CELDT results to parents (February).
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New
ELPAC TO REPLACE CELDT
English Language Proficiency Assessments for California (ELPAC)
The California Department of Education
proposes to replace the California
English Language Development Test
(CELDT) with the English Language
Proficiency Assessments for California
(ELPAC) system by 2016–17, provided
additional funding is secured for new
test development activities.
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New
Demographic Page Changes
•
Do not need to be filled in the Answer
booklet by the district:
•
Student’s primary Language
•
Primary Disability Data
•
First Enrolled in a USA School
•
Ethnicity/Race
•
Program Participation
•
Students receiving Special Ed at a NPS
•
NPS Code
•
County/District of Residence
• No Field Test. Only Form 1 materials will be administered.
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CELDT Timeline
SEPTEMBER
OCTOBER
8/25 to 9/4
CELDT
materials to
arrive to
schools
September
Excel testing
roster emailed
?
Sept: 2, 4, 8, 11
Attend CELDT Training
Annual CELDT Opens 9/15:
Ends October 24
October 10
Last day to request
material
Pick up Pre ID labels
First wk of October
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Check In
Oct. 29, 30, 31
Role and Responsibility of the Site Coordinator
1.
Establish a time/date/place for testing.
•
•
2.
Keep test materials secure at all times.
•
•
3.
Limit access to tests to pupils and employees directly involved in testing.
Do NOT copy test questions for any purposes- i.e. enlargement.
Establish a time/date/place for training.
•
•
4.
Plan testing schedule and announce test dates to school staff.
Monitor test administration.
Collect signed Affidavit forms from test examiners & proctors during training.
Do not distributing tests to anyone who does not have a signed Affidavit.
Manage test booklets and answer documents.
• Fill out all required information fields accurately.
• Count and pack all scorables and nonscorables accurately, and
deliver to the warehouse at your school’s Check-In time.
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Before Testing: when Materials Arrive
A Test Coordinator’s Kit will be delivered to each school site and will contain:
1. A Test Coordinator’s Manual (1 copy)
2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code
3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
STEP 1:
Report Shortages to
District Coordinator.
Inventory all test materials against
the school packing list immediately.
Report any shortages or the receipt
of the wrong material to
[email protected] within two
working days. If additional materials
are needed fill out the form and
email/fax it ASAP.
STEP 4:
Make Copies of the
School/Group List
Use resources provided by
District. Ensure that test
examiners and proctors
understand the security
requirements. Communicate with
teachers of special needs
students.
STEP 2:
Retain ALL CELDT Boxes
and Store Materials in a
SECURE LOCATION
Keep all test materials in the
boxes they were delivered in.
The same boxes will be used to
return materials to the district
after testing at Check-In.
STEP 5:
Discuss Security with Test
Examiners and Proctors
Ensure that test examiners and
proctors know the security
requirements for keeping all test
materials in a secure location prior
to, during, and after testing.
Instructions for School Group List – Testing Coordinator’s Manual page 34
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Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33
STEP 3:
Prepare for Training Staff
Notify staff of training date.
Make a testing schedule.
Use Moodle resources
Review DFA.
STEP 6:
Distribute Materials
Obtain signed Security
Affidavits before distributing
the materials.
Retain signed original
Affidavits to return to District
Coordinator during Check –In.
Before Testing: Reporting shortage
• After inventorying
your materials,
please report
shortages/overage
of materials to:
[email protected]
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Ordering Additional Materials
Access form at:

Click here
 Fax: 510- 531-6539
 Email: [email protected]
 Pick materials at
Tilden room #10
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Before Testing: When Materials Arrive
A Test Coordinator’s Kit will be delivered to each school site and will contain:
1. A Test Coordinator’s Manual (1 copy)
2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code
3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
STEP 1:
Report Shortages to
District Coordinator.
Inventory all test materials against
the school packing list immediately.
Report any shortages, overages, or
the receipt of the wrong material to
[email protected] within two
working days. If additional materials
are needed fill out the form and
email/fax it ASAP.
STEP 4:
Make Copies of the
School/Group List
Use resources provided by
District. Ensure that test
examiners and proctors
understand the security
requirements. Communicate with
teachers of special needs
students.
STEP 2:
Retain ALL CELDT Boxes
and Store Materials in a
SECURE LOCATION
Keep all test materials in the
boxes they were delivered in.
The same boxes will be used to
return materials to the district
after testing at Check-In.
STEP 5:
Discuss Security with Test
Examiners and Proctors
Ensure that test examiners and
proctors understand the security
requirements for keeping all test
materials in a secure location prior
to, during, and after testing.
Instructions for School Group List – Testing Coordinator’s Manual page 34
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Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33
STEP 3:
Prepare for Training Staff
Review the Coordinator’s
Manual and the Examiner’s
Manuals in their entirety.
Make a testing schedule.
STEP 6:
Distribute Materials
Obtain signed Security
Affidavits before distributing
the materials.
Retain signed original
Affidavits to return to District
Coordinator during Check –In.
Before Testing: Training Staff
A Test Coordinator’s Kit will be delivered to each school site and will contain:
1. A Test Coordinator’s Manual (1 copy)
2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code
3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not
pre-coded
STEP 1:
Report Shortages to
District Coordinator.
Inventory all test materials against
the school packing list immediately.
Report any shortages, overages, or
the receipt of the wrong material to
[email protected] within two
working days. If additional materials
are needed fill out the form and
email/fax it ASAP.
STEP 4:
Make Copies of the
School/Group List
Use resources provided by
District. Ensure that test
examiners and proctors
understand the security
requirements. Communicate with
teachers of special needs
students.
STEP 2:
Retain ALL CELDT Boxes
and Store Materials in a
SECURE LOCATION
Keep all test materials in the
boxes they were delivered in.
The same boxes will be used to
return materials to the district
after testing at Check-In.
STEP 5:
Discuss Security with Test
Examiners and Proctors
Ensure that test examiners and
proctors understand the security
requirements for keeping all test
materials in a secure location prior
to, during, and after testing.
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -47-
Community Schools, Thriving Students
STEP 3:
Prepare for Training Staff
Review the Coordinator’s
Manual and the Examiner’s
Manuals in their entirety.
Make a testing schedule.
STEP 6:
Distribute Materials
Obtain signed Security
Affidavits before distributing
the materials.
Retain signed original
Affidavits to return to District
Coordinator during Check –In.
Logistics - Schedule
• Timing
• Individual
administration
• Group
administration
• Make-Up testing
lists.
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Site Testing Schedule sample
Individual
Grades
Administration
Week 1
Tues
Week 1
Wed
Week 1
Thur
Total
6 students/
90 minutes
6 students/
90 minutes
6 students/
90 minutes
18 students
Week 2
6/90
Week 2
6/90
Week 2
6/90
Week 3
6/90
Week 3
6/90
Week 3
6/90
Grades
Week 2
Tues
Week 2
Wed
Week 3
Thur
Week 3
Fri
2nd
3rd
20students/
30 minutes
20students/
30 minutes
20students/
30 minutes
20students/
30 minutes
4th
5th
20/30
20/30
20/30
20/30
Speaking Domain:
K-1
•15 minutes
p/student.
2nd
3rd
Group
Administration
Writing Domain:
•120 minutes
• 2 parts
•1 class = 20
students.
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3 Weeks =
54 students
Before Testing: Logistics
A Test Coordinator’s Kit will be delivered to each school site and will contain:
1. A Test Coordinator’s Manual (1 copy)
2. A pre-printed School/Group List (SGL)* showing the school name, district name, and CDS code
3. Pre-coded Group Identification Sheets (GIS)*; six per grade enrolled. Note that the grade is not pre-coded
STEP 1:
Report Shortages to
District Coordinator.
Inventory all test materials against
the school packing list immediately.
Report any shortages, overages, or
the receipt of the wrong material to
[email protected] within two
working days. If additional materials
are needed fill out the form and
email/fax it ASAP.
STEP 4:
Provide CELDT Training
Use resources provided by
District. Ensure that test
examiners and proctors
understand the security
requirements. Communicate
with teachers of special needs
students.
STEP 2:
Retain ALL CELDT Boxes
and Store Materials in a
SECURE LOCATION
Keep all test materials in the
boxes they
were delivered in.
Before Testing:
The same boxes will be used to
return materials to the district
after testing at Check-In.
STEP 5:
Make Copies of the School/Group
List
Make several photocopies of the
Group Identification Sheets from the
school Test Coordinator’s Kit to have
on hand in case they are needed.
Instructions for School Group List – Testing Coordinator’s Manual page 34
Instructions for Group Identification Sheet – Testing Coordinator’s Manual page 33 -50-
Community Schools, Thriving Students
STEP 3:
Prepare for Training
Review the Coordinator’s
Manual and the Examiner’s
Manuals in their entirety.
Make a testing schedule.
STEP 6:
Distribute Materials
Obtain signed Security
Affidavits before distributing
the materials.
Retain signed original
Affidavits to return to District
Coordinator during Check –In.
BEFORE TESTING: Id students with special needs
Refer to the
h/c in your
folder.
- 51 -
Security Activity
•
•
•
•
•
Read
Ask Questions
Get Answers
Sign & Collect
Submit all signed forms
at Check-In.
Link:
http://www.ousd.k12.ca.us/Page/10333
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Heightened Security
State and District Security Audits
1.
2.
3.
4.
At randomly selected schools and district offices
Before, during, or after testing
Are materials secure, accounted for, and
locked up when not in use?
Are correct administrative procedures being followed?
For example:
 Instructional materials have been removed or covered.
 Students are not being coached through the exams.
 Only appropriate accommodations and/or modifications are being
provided, et. al.
 Room signs and testing posters with reminder of no unauthorized
electronic devices are being used.
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Heightened Security
Door Signs and Testing Posters
1.Posted in clear view of students
2.Available on-line. Can be downloaded and photocopied.
http://www.ousd.k12.ca.us/cms/lib07/CA01001176/Centricity/Domain/132/Testing%20Poster.pdf
Proctors
Assists the test examiner during test
administrations groups of 20 or more.
Prepare the room for testing
Distribute test materials
Observe students during testing
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Heightened Security
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Materials for 2014-15
Grades
K-1
(Brown)
Grade
2
(Green)
Grades
3-5
(Red)
Grades
6-8
(Blue)
Grades
9-12
(Red)
Examiner’s Manual
Examiner’s Manual
Examiner’s Manual
Examiner’s Manual
Examiner’s Manual
One Answer Book
per student
One Answer Book
per student
One Test Book per
student*
One Test Book per
student*
One Test Book per
student*
One Answer Book
per student
One Answer Book
per student
One Answer Book
per student
No. 2 Pencils with erasers for examiner and student(s)
“Testing Poster” include website
For K-1: 5” by 8” card or folded 8.5” x 11” paper (to cover questions visible but not being administered).
* Unmarked Test Books may be reused in grades 3-12
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CELDT – Special Education Students
Review IEP and 504 Plans with the teacher
for accommodations & modifications that
must be made available to students.
Answer Book Back Cover
Hand-grid Box 15 AFTER
testing only if the
student actually used
the accommodation or
modification.
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Demographic Section: Fill-In *2, *9
Students with Pre-ID label: Fill in all asterisked items: *2 Teacher’s name, school, district, *9 Date test completed
For students without a Pre-ID label, fill out all appropriate fields. See Manual pgs 23-27
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After Testing: Steps 1, 2 & 3
1)
Complete GIS Form
Preprinted
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1 GIS per Grade Level
After Testing: Steps 1, 2 & 3
Write
total # of
students
tested
1)
Write the
grade
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1 GIS per Grade Level
Complete GIS Form
After Testing: Steps 1, 2 & 3
1)
2)
3)
1 GIS per Grade Level
Complete GIS Form
Package grade level groups & label bags
Place GIS on the last bag, i.e. Grade 2 - 2 of 2,
2
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After Testing: Step 4 Packing
• Complete the scannable
School/Group List SGL
(one per school).
• Keep a photo copy of the
completed SGL.
• See manual pgs 34-35
Write the exact # of
students tested in the grade
row. This number must
match the # on the GIS.
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After Testing: - Final Step Box it & Check-In
•
•
•
•
Place scorable
materials by grade
level in boxes.
Place SGL on top of
the baggies in box 1 of
your total shipment.
Label your boxes.
Arrive on time at the
warehouse (900 High
Street, Oakland) for
final Check-In.
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Check-In October 29, 30, and 31
•
•
•
•
Each school has a
designated station, date,
& time to return all the
testing materials.
Arrive at your schedule
time.
Submit all signed Security
Affidavits.
Bring all your scorables
and nonscorables boxed.
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Where do I go for help?
Please send ALL CELDT testing questions to:
[email protected]
Assessment team members will answer your email:
Ramona Burton [email protected]
Cecilia Larkin (510) 336-7532
Liliana Vaananen (510) 336-7542
Please send English learner questions to: E.L.L. Office:
Nicole Knight, ELL Director
[email protected]
Opus Wilson, Coordinator
[email protected]
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Thank You for attending the CELDT training!
Q&A
Get a copy of the Check-In Schedule
Helps us get better at serving you – turn in the
Evaluation Form
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