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Comprehensive English Language Learning Assessment (CELLA). TRAIN THE TRAINER TRAINING SESSIONS -- J anuary 2009. Welcome & Introductions. Lori Rodriguez, Chief, Bureau of Academic Achievement through Language Acquisition Wendy Nucci, ETS CELLA Program Manager

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comprehensive english language learning assessment cella

Comprehensive English Language Learning Assessment(CELLA)

TRAIN THE TRAINER

TRAINING SESSIONS -- January 2009

welcome introductions
Welcome & Introductions
  • Lori Rodriguez, Chief, Bureau of Academic Achievement through Language Acquisition
  • Wendy Nucci, ETS CELLA Program Manager
  • Paul Rybinski, ETS Assessment Development Lead, English Language Learning
  • Zulma Torres, ETS CELLA Program Manager
  • Lorenzo Murolo, Inbound Operations Manager
morning agenda
Welcome & Introductions

Review Content of Tests

Who Should be Tested

Functional Level Testing

What is it?

How is it administered?

Administering Level A

Administering Levels B-D

Morning Agenda
afternoon agenda
What’s New for 2009

2009 Comprehensive Schedule

Training Materials

2009 Supplemental Order Process

Responsibilities

Test Administrator

School Coordinator

District Coordinator

2009 DFAs and Scoring Guides

Answer Docs and Pre-ID Labels

Question and Answers Session

Afternoon Agenda
what is cella
What is CELLA?
  • CELLA provides…
  • evidence of program accountability in accordance to Title III of NCLB
  • data on students over time
  • information about the language proficiency of students across the State
  • diagnostic information about students’ strength and weakness in English
  • fair, reliable, and valid information about ELLs in grades K through 12
how was cella developed
How was CELLA developed?
  • CELLA was funded by a grant from the U.S. Department of Education.
  • A collaboration with AccountabilityWorks and a consortium of five states: Florida, Maryland, Michigan, Pennsylvania, & Tennessee
  • As the grantee, AccountabilityWorks managed the work of the consortium
  • ETS was awarded the subcontract to develop the test, ancillary materials, conduct the field test and develop the scoring programs
  • The State provided substantial input and the majority of field tested students
overview of cella
Overview of CELLA
  • Test Sections:

Listening

Speaking

Reading

Writing

  • Test Levels:

Level A (Grades K-2)

Level B (Grades 3-5)

Level C (Grades 6-8)

Level D (Grades 9-12)

  • Test Format:
    • Listening: All Multiple Choice
    • Speaking: All Constructed Response
    • Reading: All Multiple Choice
    • Writing: Multiple Choice & Constructed Response
slide9

CELLA Item Types

  • Writing Multiple Choice
  • Grammar, structure& written expression
  • Paragraph choices
  • Recognizing errors
  • Reading Vocabulary
    • Synonym
    • Antonym
    • Idiom
    • Root & Affix
  • Listening
  • Listen & Match
  • Picture Description
  • Short Talks
  • Extended Listening
  • Speaking
  • Oral Vocabulary
  • Speech Functions
  • Personal Opinion
  • Story Retelling
  • Graph Interpretation
  • Reading Comprehension
    • Main Idea
    • Detail
    • Inference/Prediction
    • Reference
    • Rhetorical Elements
    • Vocabulary in Context
  • Constructed Response
  • Writing sentences
  • Writing paragraphs
test document configuration on grade level all sections
Test Document Configuration(On Grade Level – ALL Sections)

Level A: Grade K - 2

Level B: Grades 3 - 5

Level C: Grades 6 - 8

Level D: Grades 9 - 12

which students should be tested
Which Students Should be Tested?
  • All students in grades K-12 classified as ELLs, with codes of “LY” or “LP” as of May 31, 2008 and in membership in the district at the time of testing
  • Former ELLs (code of “LF”) that were exited from the ESOL program on or after May 31, 2008 and before April 14, 2009
  • Any student that enrolls after January 16, 2009 and before April 3, 2009, and is classified as an ELL must be assessed
who is not tested
Who is NOT Tested?
  • Students enrolling on or after April 6, 2009, with affirmative responses on the Home Language Survey are NOT included in the 2009 administration of CELLA
what is functional level testing
What is Functional Level Testing?
  • Testing students’ language ability according to what they can actually do and NOT according to what is expected at their grade level
  • Used only for literacy skills (Reading & Writing), which must be learned, and NOT for oral skills (Listening & Speaking), which are more naturally “acquired”
  • Students may take the Reading and Writing sections at a level lower than grade level
why administer functional level testing
Why administer Functional Level Testing?
  • There is a often wide disparity in skill levels of ELLs (especially in the higher grades)
  • To get reliable and accurate test results for students at all proficiency levels within each grade-span would require more test items
  • Test administration time is kept short by giving students only those items most appropriate for their skill level
  • Without functional level testing, measures of growth are inaccurate for very low performing students
benefits of functional level testing to the student
Benefits of Functional Level Testing to the Student
  • Frustration during testing is minimized.
  • Abilities are more accurately reflected by the scores.
  • Interventions are more effectively and appropriately.
  • Results can be compared across districts more accurately.
cella results
CELLA Results
  • Administering the CELLA Reading & Writing sections according to students' functional level does NOT result in an "off-grade" version of the assessment
  • “Off-grade" testing typically indicates that student results are scored and reported against a different, lower standard. This is NOT the case with CELLA
  • Every student in a given grade span (e.g., K-2, 3-5, 6-8, 9-12), regardless of which test level is administered, will be reported as "English Proficient" against the same standard (or "cut-score") on the assessment's vertical scale
how to implement cella functional level testing
How To Implement CELLA Functional Level Testing
  • Teachers and CELLA Test Administrators should use the following tools to determine the correct Reading & Writing level to administer to students classified as ELLs at the time of testing:
  • 2009 CELLA Testing Decision Flowchart, AND
  • 2009 CELLA Functional Level Testing Decision- Making Rubric,
  • -OR-
  • CELLA Online Locator Test
which students should not be tested with functional level testing
Which students should NOT be tested with Functional Level Testing?

Former ELLs (LFs) who exited the ESOL program on or after May 31, 2008 must be tested in Reading & Writing based on their grade level

2009 cella functional level testing decision making rubric
2009 CELLA Functional Level Testing Decision-Making Rubric
  • Developed based on the CELLA test items and the content demands in Reading & Writing required of students to reliably determine their level of English proficiency in these two domains
    • Teachers use a check mark next to the level of the student’s attainment in each of the four English skill areas
    • Students with 3 or 4 check marks in one column should take the test indicated in that column
functional level testing example 1
FUNCTIONAL LEVEL TESTING – Example 1
  • Example: A student in grade 9 will take Level D, Listening and Speaking

The student is eligible to take the Level C, Level B, or Level A Reading & Writing test

OR

OR

ALL student responses are recorded onto the Level B, C, D Answer Document

ALL Student responses are recorded on the Functional Level A Test Book

functional level testing example 2
FUNCTIONAL LEVEL TESTING – Example 2
  • Example: A student in grade 5 will take Level B Listening & Speaking and is eligible to take the Level A Reading & Writing test

AND

ALL student responses are recorded onto

the Functional Level A Test Book

administering level a
Administering Level A
  • The test should be individually administered to students in kindergarten.
  • Grades 1 and 2 may take Listening, Reading and Writing in small groups.
  • The One-on-One section must be individually administered
  • Grade 2 will take additional “extension” items in Reading & Writing
administering level a core and extension
Administering Level A “Core” and “Extension”
  • The Core Section should be taken by all students in Grades K-2
    • Listening & Speaking sections are identical for all students in grades K-2
  • The Extension contains more challenging Reading & Writing items and is administered only to students in Grade 2
    • Students in grades K and 1 receive fewer Reading & Writing items than students in Grade 2
administering level a1
Administering Level A
  • STOPPING POINTSare available for individually administered sections of CELLA:
    • Test administrators should stop the administration of that section only IF the student cannot respond to five questions in a row AND it is clear that the questions are above the student’s proficiency level
level a student responses
Level A Student Responses
  • Please demonstrate how students should mark their responses in their test book:

Correct

Incorrect

slide33

Test Administrators

One-on-One Scoring Section

Page 38 of the Level A Student Test Book

cella speaking one on one administration
Proficiency in English

Thorough understanding of how rubrics “work”

Knowledge of and experience with the specific skills being measured

Practice with rubrics

Objectivity

CELLA Speaking/One-on-One Administration

Knowledge & Skills Needed to be an Effective Evaluator of Language Proficiency

administering level a2
Administering Level A

One-On-One SectionSpeech Functions

  • Measures a student’s oral response to a specific prompt
  • Criteria include:
    • Appropriateness of information
    • Grammatical accuracy
administering level a3
Administering Level A

One-On-One Section Speech Functions

Rubric Review Activity

  • There are a total of 22 training tracks for Speech Functions
  • Refer to the Directions for Administration &Scoring Guides
    • Rubric is on page 49
    • Training Items are on page 56
    • Answer Key is on page 63
  • Activity
      • Listen to training CD Tracks 1-2
      • Discuss why the response scored a 2, referring to the rubric
      • Listen to CD Tracks 3-4
      • Discuss why the response scored a 1 and 0
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level a4
Administering Level A
  • One-On-One SectionPersonal Opinion
  • Measures students ability to orally state and defend an opinion
  • Criteria include:
    • Clarity of response
    • Adequate support
    • Good control of grammar & adequate vocabulary
administering level a5
Administering Level A

One-On-One Section Personal Opinion

Rubric Review Activity

  • There are a total of 9 training tracks for Personal Opinion
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 50
    • Training Items are on page 57
    • Answer Key is on page 64
  • Activity
      • Listen to training CD Tracks 23-24
      • Discuss why the response scored a 2, referring to the rubric
      • Listen to CD Track 27
      • Discuss why the response scored a 1
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level a6
Administering Level A
  • One-On-One SectionStory 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
administering level a7
Administering Level A

One-On-One Section Story Retelling

Rubric Review Activity

  • There are a total of 16 training tracks for Story Retelling
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 51
    • Training Items are on page 58
    • Answer Key is on page 64
  • Activity
      • Listen to training CD Tracks 32-33
      • Discuss why the response scored a 4, referring to the rubric
      • Listen to CD Track 35
      • Discuss why the response scored a 2
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level a8
Administering Level A
  • One-On-One SectionReading Aloud for Fluency
  • Measures reading fluency
  • Criteria include:
          • Rate
          • Accuracy
administering level a9
Administering Level A
  • One-On-One SectionReading Aloud for Fluency
  • Administration - Types of Errors:
    • Substitution
      • e.g., bird instead of bear
    • Mispronunciation
      • e.g., fell instead of fall
      • Words pronounced with an accent are counted as correct if they cannot be confused with other English words
    • Omissions
      • i.e., skipped words
      • If the student stops or struggles with a word for 3 seconds, you may tell the student the word and count it as an error
administering level a10
Administering Level A

One-On-One SectionReading Aloud for Fluency

  • There are a total of 16 training tracks for Reading Aloud for Fluency
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 53
    • Training Items are on page 62
    • Answer Key is on page 66
  • Activity
      • Listen to training CD Tracks 48-49
      • Discuss why the response scored a 4, referring to the rubric
      • Listen to CD Track 53
      • Discuss why the response scored a 0
      • Make sure you LISTEN to student responses, rather than read the transcript
  • Note:
    • If the student makes repeated errors on the same word, count the error only once
    • Repetitions and self-corrections are not counted as errors
administering levels b d listening speaking
Administering Levels B-DListening & Speaking
  • Grades:
    • Level B (3-5)
    • Level C (6-8)
    • Level D (9-12)
  • Test design is identical across levels for Listening & Speaking*
  • Listening all multiple-choice; Speaking all constructed-response
  • Listening is group administered; testing time is about 25 minutes
  • * Level B is the only exception with one additional item
slide46

CELLA B-D

Listening & Speaking Sections

  • Listening
  • Listen and Match
  • Picture Description
  • Short Talks
  • Extended Listening
  • Materials Needed
  • Levels B, C & D Answer Sheet
  • Directions for Administration & Scoring Guides
  • Listening & Speaking test book
  • Listening CD
  • Speaking
  • Oral Vocabulary
  • Speech Functions
  • Personal Opinion
  • Story Retelling
  • Graph Interpretation
  • Materials Needed
  • Levels B, C & D Answer Sheet
  • Directions for Administration & Scoring Guides
  • Listening & Speaking Test Book
  • Training CD for Speaking
administering level c
Administering Level C

Speech Functions

  • Measures a student’s oral response to a specific prompt
  • Criteria include:
    • Appropriateness of information
    • Grammatical accuracy
administering level c1
Administering Level C

Speech Functions

Rubric Review Activity

  • There are a total of 45 training tracks for Speech Functions
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 186
    • Training Items are on page 194
    • Answer Key is on page 204
  • Activity
      • Listen to training CD Tracks 1-2
      • Discuss why the response scored a 2, referring to the rubric
      • Listen to CD Tracks 3-4
      • Discuss why the response scored a 1 and 0
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level c2
Administering Level C
  • Personal Opinion
  • Measures students ability to orally state and defend an opinion
  • Criteria include:
    • Clarity of response
    • Adequate support
    • Good control of grammar & adequate vocabulary
administering level c3
Administering Level C

Personal Opinion

Rubric Review Activity

  • There are a total of 13 training tracks for Personal Opinion
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 188
    • Training Items are on page 197
    • Answer Key is on page 206
  • Activity
      • Listen to training CD Tracks 46-47
      • Discuss why the response scored a 2, referring to the rubric
      • Listen to CD Track 48
      • Discuss why the response scored a 1
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level c4
Administering Level C
  • 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
administering level c5
Administering Level C

Story Retelling

Rubric Review Activity

  • There are a total of 16 training tracks for Story Retelling
  • Refer to the Directions for Administration & Scoring Guides
  • Rubric is on page 198
    • Training Items are on page 200
    • Answer Key is on page 206
  • Activity
      • Listen to training CD Tracks 59-60
      • Discuss why the response scored a 4, referring to the rubric
      • Listen to CD Track 62
      • Discuss why the response scored a 2
      • Make sure you LISTEN to student responses, rather than read the transcript
administering level c6
Administering Level C
  • Graph Interpretation
  • Measures students ability to orally summarize and interpret a graph
  • Criteria include:
      • Summary response
      • Comparison response
      • Vocabulary
      • Grammar
      • Fluency
administering level c7
Administering Level C

Graph Interpretation

  • There are a total of 12 training tracks for Graph Interpretation
  • Refer to the Directions for Administration & Scoring Guides
    • Rubric is on page 201
    • Training Items are on page 203
    • Answer Key is on page 208
  • Activity
      • Listen to training CD Tracks 75-76
      • Discuss why the response scored a 4, referring to the rubric
      • Listen to CD Track 80
      • Discuss why the response scored a 0
      • Make sure you LISTEN to student responses, rather than read the transcript
addition of binder markings on all 2009 test books

1

Addition of Binder Markings on ALL2009 Test Books

Binder Markings

(Numbers will be located on the top of the binding)

going green
Going Green
  • We’re reducing the number of printed materials:
  • The Informational Flyer is available exclusively online at http://www.fldoe.org/aala/cELLa.asp
  • The Interpretive Guide will be printed in English and Spanish only. All languages will be posted on the CELLA website
  • School, District and State Score Reports will be On CD – No paper copies
  • Student Reports Will Continue to be provided in paper version
  • Student Score Report has been revised to include a cut score table.
2009 cella comprehensive schedule
Event:

2009 Train the Trainer for NEW CELLA Administrators

2009 CELLA Update Webinars for the experienced Administrator

Begin Online Locator Test Administration www.awschooltest.com

Date:

January 13, 2009

January 15, 2009

Tuesday January 20

Wednesday January 21

February 16, 2009

2009 CELLA ComprehensiveSchedule
2009 cella comprehensive schedule continued
Event:

Receipt of 2009 Training Materials

Districts Begin Training

Receipt of 2009 CELLA Testing Materials

2009 CELLA Test Administration Window

Date:

By January 31, 2009

February – April 2009

March 30 – April 10, 2009

April 14 – May 15, 2009

2009 CELLA ComprehensiveSchedule continued…
cella test security
CELLA Test Security
  • All CELLA testing materials are to be secured
  • Test administrators must be able to account for ALL materials assigned to them
  • Test administrators will be asked to sign a security form at each school site
  • Test administrators will be asked to sign materials in and out each day
districts can keep non secure materials
Districts Can Keep Non-secure Materials
  • Non-secure materials include:
  • Test Administrators Manual
  • Speaking Training CDs (ONLY)
  • Unused paper bands
  • Unused document count forms
  • Unused return labels
  • Unused non-secure large print materials
  • Note: ALL Secure Material Must Be Returned to ETS.
2009 training materials
2009 Test Administration Manual

2009 Directions for Administration & Scoring Guides

Set of 6 CDs

4 Speaking Training CDs, one per level

2 Listening CDs (A&B and C&D are combined)

Test Book Kit

Level A Student Test Book

Level A Functional Level Test Book

Level A One-on-One Prompt Book

Level B, C, & D Listening & Speaking Test Books

Level B, C, & D Reading & Writing Test Books

Levels B, C, & D Answer Sheet

2009 Training Materials
  • Each district will receive 2 complete sets of the materials below and their orders for additional kits and individual items

2009 Training Manual and CD handouts will be available online

packaging delivery return of training materials
Packaging, Delivery, & Return of Training Materials
  • Training materials
    • Will be sent to districts only
    • They will NOT be packaged by school
    • Delivered by January 31, 2009
  • Training Materials must be returned with the test administration (brown boxes)
  • Reminders:
    • Return labels will be included in the test administration shipments and NOT in the training materials
    • Training test booklets can be used if needed in the administration as overage if used and free of any marks or notes
    • NO SUPPLEMENTAL ORDERS will be processed for training materials.
2009 supplemental order process1
2009 Supplemental Order Process
  • Only District Coordinators can place supplemental orders
  • Orders can only be placed after the initial shipment is received and checked
  • Orders will be placed using the On-line Form: Once completed, print and press submit
  • Orders will be shipped within 48 hours of receipt. Orders received after 2pm are processed on the next business day
materials available for test administration
Materials Available for Test Administration
  • All test books packaged in 10’s
  • 2009 Test Administration Manual
  • Directions for Administration & Scoring Guides
  • Levels B, C & D Answer Sheets packaged in 10’s
  • One-on-One Prompt Book (for Level A only)
  • Listening CDs
  • Pre-ID Labels
  • Return Material Kit
  • White boxes pre-addressed with a return shipping label to ETS
packaging delivery of test materials
Packaging & Delivery of Test Materials
  • Orders are produced based on the Pre-ID file received from the DOE, supplied by the districts in Survey 7
  • Orders are packed by school (and General Service Route if applicable) and shipped to the district for distribution
  • Delivery of materials will be from March 30th through April 10th
  • A packing list of all schools will be provided to the district
  • A comprehensive packing list of all material sent to a school will be in Box 1 of the school boxes
receipt of test materials
Receipt of Test Materials
  • Receipt of Material
    • District box(es) should be opened and checked against the box packing lists
    • Each school should count and verify that all boxes are received using the box count printed on the outside of each box
    • Each school should open the box(es) upon receipt and verify all items listed on the shipping notice are enclosed in the shipment
accommodated format materials material will arrive in an oversized brown box
Large-Print Version:

Large-Print Test Booklet

Large-Print Answer Document for recording responses

Directions for Administration & Scoring Guides

Braille Version:

Braille Test Booklet

Standard Answer Document to record test takers responses

A Standard Test Booklet that matches the Braille level being administered to assist the test administrator

Directions for Administration &Scoring Guides

Return all Large-Print and Braille Materials to ETS

All completed answer documents should be sorted by grade

Complete a header sheet for each grade

Reuse the oversized brown boxes

Apply the pre-addressed shipping labels that is provided

When packing the box, place the unused material on the bottom and any used material on the top

Accommodated Format MaterialsMaterial will arrive in an oversized brown box
damaged answer documents
Damaged Answer Documents
  • If an answer document is damaged either from the initial packaging of the documents or through handling during test administration:
  • For example: torn, folded, marked by a pen, etc.
  • The School Coordinator needs to transcribe all the information from the damaged answer document onto a new document
  • The damaged answer document must be returned to ETS and returned in the brown boxes with the Not To Be Scored materials
  • ALL DNS must be bubbled in on the damaged document (Item #26)
  • The new transcribed answer document should be bundled with the To Be Scored for that grade
damaged answer documents continued
Damaged Answer Documents(continued)
  • If due to a student’s illness -- the School Coordinator should attempt to transcribe the student’s responses onto a new answer document
  • If unable to transcribe, make-up date within the testing window should be arranged
  • District Coordinator must call ETS at 1-866-881-2802 and provide the security number
  • The original document should be destroyed in a secure manner
cella test material returns

CELLATest Material Returns

Lorenzo Murolo

Inbound Operations Manager

functional areas
Functional Areas
  • Test Administrator Responsibilities
    • Required Administration Information
    • Security Log
    • Test Material Sorting
  • School Coordinator Responsibilities
    • Prepare Materials for Return
    • Large Print and/or Braille Materials
    • Packing District Coordinator ONLY Boxes
  • District Coordinator Responsibilities
    • Materials Return List
    • District Coordinator ONLY Boxes
    • Return Material to Contractor
test administrator responsibilities

Test Administrator Responsibilities

What/How to prepare for the School Coordinator

test administrator responsibilities1
Test Administrator Responsibilities
  • Required Administration Information
    • All fields must be accurately filled out
    • Ensure all students have a Test Code Disposition
    • Notify the School Coordinator if secure material is missing
  • Test Codes
test administrator responsibilities2
Test Administrator Responsibilities
  • Security Log
    • Complete this log when entering and exiting the room
test administrator responsibilities3
Test Administrator Responsibilities
  • To Be Scored
    • Verify the DNS has NOT been gridded
    • Group your TO BE SCORED material by GRADE
    • DO NOT insert Answer Sheets INSIDE of the Test Books
    • Notate the TO BE SCORED answer document count BYGRADE for the School Coordinator
  • Test Material Sorting
test administrator responsibilities4
Test Administrator Responsibilities
  • Not To Be Scored
    • Unused Scannable Answer Sheets
    • Used DNS Scannable Answer Sheets

NOTE: Any Used Scannable Answer Sheets mixed with this material WILL NOT BE SCORED

    • All Used and Unused Test Books

NOTE: Used Grade K-2 SCANNABLE Test Books should NOT be included with the Not To Be Scored, UNLESS the DNS is notated

    • Secure Listening CDs
    • Secure 2009 Directions for Administration & Scoring Guides
    • Test Administration Manual
    • Security Log
    • Required Administration Information
  • Test Material Sorting
school coordinator responsibilities

School Coordinator Responsibilities

What/How to prepare for the District Coordinator

school coordinator responsibilities1
School Coordinator Responsibilities
  • TO BE SCORED

CELLA Document Count Form for To Be Scored Answer Sheets

CELLA Answer Document Return Summary Form

Paper Bands

Packaging

school coordinator responsibilities2
School Coordinator Responsibilities
  • Prepare Materials for Return – To Be Scored

Fill out the Document Count Form

NOTE: You must create one PER GRADE and place it ON TOP OF EACH GRADE STACK. Do NOT include Blank Answer Sheet Counts

  • Fields to Populate
school coordinator responsibilities3
School Coordinator Responsibilities
  • Prepare Materials for Return – To Be Scored

Fill out the Answer Document Return Form

NOTE: Grid ALL GRADES TESTED (Box 4) and the TOTAL number of TO BE SCORED Document Counts (Box 5).

  • The document should be placed ON TOP of the first Grade Stack
  • Photocopy the Answer Document Return Summary for your records
  • Fields to Populate
  • * Some schools may received blank documents. These fields must be complete
school coordinator responsibilities4
School Coordinator Responsibilities
  • Prepare Materials for Return – To Be Scored

Paper Band EACH grade SEPARATELY

NOTE: The Document Count Summary (RED) must be UNDER the paper band on top of the first grade level

  • GRADE 3
  • G
  • R
  • A
  • D
  • E
  • 4
  • G
  • R
  • A
  • D
  • E
  • 5
  • G
  • R
  • A
  • D
  • E
  • 6
school coordinator responsibilities5

K2 LOGISTICS

888-886-0780

CELLA 2009

RETURN LABEL

TO BE SCORED

SHIP TO:

RETURNS

200 LUDLOW DRIVE

EWING, NJ 08638

SCHOOL RETURN INFORMATION

Step 1: Box ______ of ______

Step 2: District Number: ________________________

Step 3: District Name: __________________________

Step 4: School Number: _________________________

Step 5: School Name: ___________________________

School Coordinator Responsibilities
  • Prepare Materials for Return – To Be Scored

Package all TO BE SCORED material in the WHITE boxes

If you have MORE THAN ONE To Be Scored box, place the stack containing the Answer Sheet Return Summary in the FIRST WHITE BOX

Securely tape your box on the top and bottom

The Orange TO BE SCORED return label will

already be pre-applied to the WHITE BOX

Fill out ALL steps on the return label

  • Box counts should be labeled 1 of X, 2 of X
  • DO NOT count your BROWN boxes here
  • DO NOT PHOTOCOPY your return label
  • All boxes MUST have a return label

DO NOT place a NOT TO BE SCORED

DOCUMENT COUNT FORM (Green) in this box

Return all boxes to the District Coordinator

school coordinator responsibilities6
School Coordinator Responsibilities
  • NOT TO BE SCORED

CELLA Not To Be Scored Document Count Form

Packaging

school coordinator responsibilities7
School Coordinator Responsibilities
  • Prepare Materials for Return – Not To Be Scored

Fill out the CELLA Not To Be Scored Document Count Form

    • Unused Test Books
    • Used Test Books (Excluding the USEDLevel A Scannable Test Books)
    • Defective Documents
    • ALL DNS gridded documents
    • Secure Listening CDs
    • Secure 2009 Directions for Administration & Scoring Guide

Ensure NO ANSWER SHEETS

  • were placed INSIDE of the
  • TEST BOOKS
  • Fields to Populate
school coordinator responsibilities8

K2 LOGISTICS

888-886-0780

CELLA 2009

RETURN LABEL

TO BE SCORED

SHIP TO:

RETURNS

200 LUDLOW DRIVE

EWING, NJ 08638

SCHOOL RETURN INFORMATION

Step 1: Box ______ of ______

Step 2: District Number: ________________________

Step 3: District Name: __________________________

Step 4: School Number: _________________________

Step 5: School Name: ___________________________

School Coordinator Responsibilities
  • Prepare Materials for Return – Not To Be Scored

Package all NOT TO BE SCORED material in the BROWN boxes

  • Unused Test Books
  • Used Test Books (Excluding the USED Level A Scannable Test Books)
  • Defective Documents
  • ALL DNS gridded documents
  • Secure Listening CDs
  • Secure 2009 Directions for Administration

& Scoring Guide

DO NOT place any TO BE SCORED MATERIAL

in the BROWNboxes

Securely tape your box on the top and bottom

Affix the Green return label on the

BROWN box

Fill out ALL steps on the return label

  • Box counts should be labeled 1 of X, 2 of X
  • DO NOTcount yourWHITEboxes here
  • DO NOT PHOTOCOPYyour return label
  • All boxesMUSThave a return label

Return all boxes to the District Coordinator

school coordinator responsibilities9
School Coordinator Responsibilities
  • Large Print and/or Braille Materials

CELLA Document Count Form for To Be Scored Answer Sheets

CELLA Answer Document Return Summary Form

Packaging

school coordinator responsibilities10
School Coordinator Responsibilities
  • Prepare Materials for Return – Large Print and/or Braille Materials

Fill out the Document Count Form

NOTE: You must create one PER GRADE and place it ON TOP OF EACH GRADE STACK. Do NOT include Blank Answer Sheet Counts

  • Fields to Populate
school coordinator responsibilities11
School Coordinator Responsibilities
  • Prepare Materials for Return – Large Print and/or Braille Materials

Fill out the Answer Document Return Form

NOTE: Grid ALL GRADES TESTED (Box 4) and the TOTAL number of TO BE SCORED Document Counts (Box 5) for Large Print and Braille ONLY.

  • The document should be placed ON TOP of the first Grade Stack
  • Photocopy the Answer Document Return Summary for your records
  • Fields to Populate
  • * Some schools may received blank documents. These fields must be complete
school coordinator responsibilities12

K2 LOGISTICS

888-886-0780

CELLA 2009

RETURN LABEL

TO BE SCORED

SHIP TO:

RETURNS

200 LUDLOW DRIVE

EWING, NJ 08638

SCHOOL RETURN INFORMATION

Step 1: Box ______ of ______

Step 2: District Number: ________________________

Step 3: District Name: __________________________

Step 4: School Number: _________________________

Step 5: School Name: ___________________________

School Coordinator Responsibilities
  • Prepare Materials for Return – Large Print and/or Braille Materials

Package all TO BE SCORED and NOT TO BE SCORED material in the ORIGINAL BROWN boxes it was shipped in

Ensure the DO NOT SCORE HEADER is CORRECTLY placed on the DNS Stack, and placed on the bottom of the box

DO NOT RETURN the Braille and Large Print material with the

Regular Shipments

Securely tape your box on the top and bottom

Affix the White return label on the

ORIGINAL BROWN box it was shipped in

Fill out ALL step on the return label

  • Box counts should be labeled 1 of X, 2 of X
  • DO NOT count your WHITE or REGULAR BROWN

DO NOT SCORE boxes here

  • DO NOT PHOTOCOPY your return label
  • All boxes MUST have a return label

Return all boxes to the District Coordinator

school coordinator responsibilities13
School Coordinator Responsibilities
  • Packing District Coordinator ONLY Boxes

2009 CELLA District Only Check List

Packaging

school coordinator responsibilities14
School Coordinator Responsibilities
  • District Coordinator ONLY Boxes

2009 CELLA District Only Check List

  • 2009 Required Administration Information
  • Security Log(s)
  • Seating Chart (IF Required by your district
  • Packing Slips (IF Required by your districts
  • 2009 Test Administration Manuals
  • Trainings Speaking CDs
  • Unused Level B, C, D Answer Sheets
  • Remaining:
    • Unused TO BE SCORED Document Count Form(s)
    • Unused NOT TO BE SCORED Document Count Form(s)
    • Student Pre-ID Labels
    • Paper Bands
school coordinator responsibilities15
School Coordinator Responsibilities
  • District Coordinator ONLY Boxes

Packaging

Securely tape your box on the top and bottom

Write DISTRICT COORDINATOR ONLY on the side of EACH box

DO NOT place any return labels on these boxes

Return all boxes to the District Coordinator

district coordinator responsibilities

District Coordinator Responsibilities

What/How to prepare for returning material for scoring

district coordinator responsibilities1
District Coordinator Responsibilities
  • Prepare Boxes for Return

Materials Return List

District Coordinator ONLY Boxes

Return Material to Contractor

district coordinator responsibilities2
District Coordinator Responsibilities
  • Materials Return List

Verify the school coordinator correctly labeled and numbered the boxes from the school

  • No photocopied return labels
  • Label counts reflect the CORRECT BOX TYPE
  • Box Types
district coordinator responsibilities3
District Coordinator Responsibilities
  • Materials Return List

Log the quantity of box types you are returning on the Materials Returns List

Make sufficient copies of the Materials Return List

district coordinator responsibilities4
District Coordinator Responsibilities

District Coordinator ONLY Boxes

Open ALL boxes, review the Records of Required Administration, and notify the FDOE if ANY secure CELLA materials are missing

Verify the Security Logs are complete

DO NOT DESTROY any non-secure material, UNTIL SCORES HAVE BEEN REPORTED

Ensure NO SCORABLE or SECURE material are in the boxes

district coordinator responsibilities5
District Coordinator Responsibilities

Return Material to Contractor

Contact K2 Logistics to schedule a pickup, and provide the pick up location and box counts (888-886-0780)

Designate a person to be AVAILABLE at the pickup site on the scheduled date

At the time of pickup, FAX the completed CELLA Materials Return List to ETS Customer Service (866-387-2598)

review of the 2009 test administration manual
Review of the 2009 Test Administration Manual
  • What’s New and Reminders on pages 1-4
  • Functional Level Testing on page 15
  • Test Invalidation and Do Not Score on page 32
  • Package TO BE SCORED Materials for return page 44
  • Required Administration Information Document, Security Log, Materials Return List, and Testing Signs
test accommodations
Test Accommodations
  • Section in DFA to addresses ALL allowable accommodations (begins on page 288)
    • Students with Disabilities with Current IEPs
    • Students with Section 504 Plans
  • Not Permitted Accommodations
    • List of not permitted accommodations is included
  • Guidance on accommodations for Deaf or Hard-of-Hearing
updates to the dfa scoring guides
Updates to the DFA/Scoring Guides
  • Electronic Use Policy added to the first section of each DFA/Scoring Guide Level
  • Clearer instructions and demonstration graphic on how to fill in the responses in the Level A test book included (graphic on page 10 of DFA).
pre identification pre id labels
Pre-Identification (Pre-ID) Labels
  • DOE will provide information about each student taking CELLA using data from the Florida Automated Student Information Database (Survey 7, January 2009)
  • Two (2) labels will be provided for each student:
    • The first label is for the answer sheet for grades 3-12 OR for the Level A Student Test Book for grades K-2
    • The second label is provided as an extra if needed

or

or

pre id label sample
Pre-ID Label Sample

The following information MUST be correct for the student label to be used:

  • Student’s Last Name
  • Student ID Number
  • District Name
  • School Number (code)
  • Grade Level
required demographic information for students that have a pre id label
Required Demographic Information for students that HAVE a Pre-ID Label
  • Even if the student has a preidentified student label, the following information MUST be provided and gridded on the Level A Student Test Book, Level A Functional Level Test Book, or on the Level B, C, and D Answer Sheet:
      • Grid 1 Student Name
      • Grid 2 Test Administrator Name
      • Grid 3 School Name
      • Grid 4 School Number
      • Grid 5 District Name and District Number
      • Grid 14 Test Date
      • Grid 17 Listening/Speaking Test Level
      • Grid 18 Reading/Writing Test Level
      • Grid 25 Accommodations (if applicable)
      • Grid 26 Do Not Score or UNDO Do Not Score (if applicable)
demographic information only for students that do not have a pre id label
Demographic InformationONLY for students that do NOT have a Pre-ID Label
  • Personal and demographic information will be collected for each student:
    • Level A, last two pages of the test book; completed by the Test Administrator
    • Level B-D, first two pages of the answer sheet; assist the student if needed
  • Must Grid 1 – 23 (refer to Test Administration Manual)
receipt of pre id labels
Receipt of Pre-ID Labels
  • Pre-ID labels will be provided to each district
  • Labels are packaged by grade within each school
  • The labels will arrive separate from test materials
  • REMINDERS
    • Do NOT use Pre-ID labels from previous test administrations
    • Do NOT apply a label over another label
slide120

Answer Sheet Levels B-D

Reading/Writing

Item #18 Test Form and Test Level Selection

Form 2 is pregridded

Test Administrator Enters the Level for Reading/Writing

slide121

2009 Answer Sheet –

  • Item #14, Test Date – pregridded 2009, fill in April or May bubbles. Shaded so the Test Administrator knows it’s a required field
  • Item #15, Date of Home Language Survey
  • Item #16, ELL Status
slide122

2009 Answer Sheet –

Continued

  • Item #17, Listening/Speaking Test – pregridded Form 2 – Test Administrator bubbles in Level
  • Item #18, Reading/Writing Test – pregridded Form 2 – Test Administrator bubbles in Level
  • # 23, Exceptional Student Education (Grid Only One)
    • Arranged in Alpha Order
    • Updated Exceptionalities to match FCAT
slide123

2009 Answer Sheet & Level A Test Booklets

  • Item #26, Do not score – contains DNS and UNDO bubbles for each content area
    • If all or part of a student answer sheet for any one of the tests is not to be scored, grid the appropriate DNS bubble(s) for each of the tests.
    • If a test has been invalidated by mistake, erase the DNS bubble(s) and grid the corresponding UNDO bubble(s).
    • If the DNS bubble is gridded for any of the tests (Listening, Speaking, Reading or Writing), that section will not be scored.
    • If all DNS bubbles are gridded, none of the tests will be scored.
    • If the DNS bubble(s) for a test has been erased and the corresponding UNDO bubble(s) has been gridded, that test will be scored unless it is packaged with the NOT TO BE SCORED materials