1 / 18

CELLA Accommodations

CELLA Accommodations. Tonya Mass Testing & Evaluation 2013. Read Appendix A: Pages 53-63. 2. CELLA Administration Accommodations. Arrangements for implementing accommodations must be made prior to the administration dates. Appendix A in the TAM provides:

leighton-ace
Download Presentation

CELLA Accommodations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CELLA Accommodations Tonya Mass Testing & Evaluation 2013

  2. Read Appendix A: Pages 53-63 2

  3. CELLA Administration Accommodations Arrangements for implementing accommodations must be made prior to the administration dates. Appendix A in the TAM provides: • List of permissible and non-permissible test administration accommodations • ALL allowable accommodations for students with disabilities who have current IEP or 504 Plans • Omitted questions and notes to Test Administrators for special documents

  4. CELLA Test Accommodations The following guidelines should be followed by School Coordinators and Test Administrators when making accommodation decisions for administering the CELLA: • Accommodations should facilitate an accurate demonstration of the English Language Learner’s (ELL’s) ability to use the English language. • Accommodations should not advantage the ELL unfairly and thus compromise the validity of the test results. • Accommodations used during testing should be similar to those used by the ELL to complete classroom activities and assessments. • Accommodations must be necessary for enabling ELLs to demonstrate their ability to use the English language.

  5. CELLA Test Accommodations(continued) • Because ELLs can vary widely in their level of English proficiency, some students may need more time than others to complete the test. Test administrators should ensure that all ELLs are given sufficient time to complete the test. This accommodation may be provided to all ELLs, regardless of whether they have a disability or have a Section 504 Plan. • If a test administrator can speak the heritage language of an ELL, the administrator MAY use the heritage language of the ELL to translate the directions if translating is an effective means of helping the ELL understand what is expected. • Assistance by way of an ELL’s heritage language should be provided on an individual basis as questions arise. • Verbal encouragement (e.g., “keep working,” “make sure to answer every question”) may be provided; however, it may not be used to cue a student regarding correct/incorrect responses.

  6. CELLA NON-PERMISSIBLETEST ACCOMMODATIONS The following accommodations are NOT permissible for any ELLs when administering the CELLA: • Accommodations may not include the use of an English-to-heritage language translation dictionary and/or a heritage language-to-English translation dictionary, since the CELLA is designed specifically to measure the English language skills of ELLs. • Test administrators may NOT give ELLs help in the ELLs’ heritage language on specific test questions NOR translate any part of the test other than the directions. • If there are ELLs in the class whose heritage language the administrator does not speak, test administrators may NOT translate directions to the entire class.

  7. Deaf/Hard of Hearing • May NOT respond to writing prompts through signed language • May NOT respond to a signed interpretation of the Listening items. ELLs who are unable to hear may be exempted from the Listening section. • May NOT respond to Speaking questions through signing. ELLS who are unable to speak may be exempt from the Speaking section. • Test Administrators May NOT sign the oral portion of the Reading and Writing items at Level A

  8. Allowable Accommodations

  9. Presentation • May use magnification devices • May use available means to maintain visual attention to test items • Portions of the test may be masked • Colored transparencies/overlays may be used • Papers may be secured to work area • Positioning tools (reading stand) may be used • Student may highlight key words or phrases • Test directions repeated, clarified, or summarized • May demonstrate understanding of directions (repeating/paraphrasing) • White noise during Reading and Writing

  10. Responding • On multi choice, may use varied methods to respond- written, signed and verbal responses. A scribe may transcribe the student’s responses directly onto an answer sheet • For responding to constructed response items in Writing section: can use writing guides, special paper (has to be transcribed after), dictating responses into tape recorder (has to be transcribed after)

  11. Other Considerations for Responding If providing typed responses in Writing: • Response must be transcribed onto answer sheet • Student should be shown/told the amount of space provided for the answer • Response must not be edited in any way • Must not be translated - written exactly as is • Transcribed response must fit in the answer space provided • No spelling or grammar check program • If typed on the computer or recorded, originals must be erased or destroyed after transcribed

  12. Other Considerations for Responding If providing oral responses to Writing questions: • Student should be shown/told the amount of space provided for the answer • Response must not be edited in any way • Must not be translated - written exactly as is • Transcribed response must fit in the answer space provided • No spelling or grammar check programs • If typed on the computer or recorded, originals must be erased or destroyed after transcribed

  13. Other Considerations for Responding If providing typed responses in Writing: • Student should be shown/told the amount of space provided for the answer • Response must be transcribed onto answer sheet • Response must not be edited in any way • Student must indicate punctuation and spelling of words if uncertain that the student can spell • Must not be translated - written exactly as is • Student may review the written materials and direct the Test Administrator on editing

  14. Scheduling • Split into several brief sessions with frequent breaks • Specific time of day to test • Additional time (however must complete one session before going to next) • Tested over several days as long as: not permitted to change responses from previous day and closely monitored on an individual basis

  15. Setting • A student may get any section individually or in small group • Special lighting • Adaptive furniture • Special acoustics to enhance sound or rooms to decrease auditory distractions • Opportunities for movement • Stimuli reduced • Test in familiar place

  16. Assistive Devices • Visual magnification • Assistive technology for Writing without spelling or grammar check applications • Other assistive technology typically used by the student in the classroom instruction may be used provided the purpose of the testing is not violated.

  17. Visually Impaired Accommodations & Deaf or Hard of Hearing • See page 59 in the TAM for specific accommodations • Braille and LP versions of CELLA differ from the standard version. Some questions have been omitted from the Braille. See pages 92-93 in the TAM for eliminated questions. If you have Braille, VI or DHH students to take CELLA: Contact wickerp@lake.k12.fl.us for further instruction

  18. Questions and Concerns??? • Contact Tonya Mass masst@lake.k12.fl.us 483-9204

More Related