TraintheTrainer Session Training for Facilitators

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Train-the-Trainer SessionTraining for
Facilitators

• 2008 Comprehensive English Language Learning
  Assessment (CELLA)

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WELCOME
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AGENDA

• Purpose of Training
• Training Objectives
• Overview of CELLA
• Functional Level Testing
• Using Rubrics
• Level A
• Level B
• Level C
• Level D
• Review and Practice

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PURPOSE

• Training focuses on information needed to train
  facilitators who will be training actual test
  administrators
• Training is designed to train those who will be
  assigned to administer the Speaking section of
  CELLA

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TRAINING OBJECTIVES

• Learn general information about the design and
  administration of CELLA and its uses
• Learn how to train test administrators in using
  the Speaking scoring rubrics and scoring guides
• Practice administering and scoring the CELLA
  speaking sections
• Obtain necessary tools for training test
  administrators

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TRAINING MATERIALS

• Participants will receive a complete training
  package
• Packages are to be signed out by each district
  trainer
• Districts will receive a copy of the materials
  distribution list to account for materials
  distributed during workshops
• Facilitator/trainer is required to abide by all
  security procedures and is responsible for
  ensuring the safe handling of any secure
  materials assigned to him/her

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LETS GET STARTED
FLORIDA CELLA
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WHY ADMINISTER CELLA?

• CELLA measures the growth of students classified
  as English Language Learners (ELLs) in mastering
  the skills in English they will need to succeed
  in school
• CELLA provides evidence of program accountability
  in accordance with Title I and Title III of NCLB

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HOW WILL THE RESULTS FROM CELLA BE USED?

• Results will provide . . .
• data for charting student progress over time
• information about language proficiency levels of
  individual students that can be used in making
  decisions regarding placement into, or exit from,
  English for Speakers of Other Languages (ESOL)
  programs
• useful information about students strengths and
  weaknesses in English
• Results will NOT. . . .
• be used for grade level placement
• Grade promotion or retention decisions

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OVERVIEW OF CELLA

• Test Levels
• Level A (Grades K-2)
• Level B (Grades 3-5)
• Level C (Grades 6-8)
• Level D (Grades 9-12)

• Test Sections
• Listening
• Speaking
• Reading
• Writing

Test Format Listening All Multiple Choice
(MC) Speaking All Constructed Response
(CR) Reading All MC Writing Combination MC and
CR
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CELLA TEST ADMINISTRATOR REQUIREMENTS

• Individuals assigned to administer CELLA MUST
  complete CELLA Training
• (Either the ETS/FDOE developed or
  district-developed training)
• Individuals assigned to administer CELLA MUST
  have sufficient proficiency in listening,
  speaking, reading and writing English to
  effectively apply the scoring rubric and evaluate
  students responses in English
• (The proficiency of test administrator(s) is to
  be determined by the District CELLA Coordinator)

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CELLA TEST SECURITY

• All CELLA testing materials are to be secured
• Test administrators must be able to account for
  ALL test 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

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RESPONSIBILITIESTest Administrators for
Speaking Sections

• Level A for Kindergarten
• All sections Listening, Reading, Writing, and
  One-on-One/Speaking approx. time 60 minutes
• Level A for grades 1 and 2
• One-on-One/Speaking approx. time 15 minutes
• Level B through D for grades 3 through 12
• One-on-One/Speaking approx. time 15 minutes

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TEST DOCUMENT CONFIGURATION(ON GRADE LEVEL ALL
SECTIONS)

• The table below details what testing material is
  used for students who are to be tested in all
  four modalities on grade level

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TEST BOOKLET 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
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CELLA FUNCTIONAL LEVEL TESTING

• The Comprehensive English Language Learning
  Assessment (CELLA) was designed to provide a
  high-quality, reliable assessment that would
  efficiently evaluate the very wide range of
  English language skills of English Language
  Learners (ELLs).
• Functional level testing is for Reading Writing
  sections of the test only.
• Functional level testing allows students in
  grades 3 through 12 to take a lower level of the
  Reading and Writing test if their literacy skills
  are at a more basic level.

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WHY IMPLEMENT FUNCTIONAL LEVEL TESTING?

• Administering the most appropriate level of
  Reading and Writing to each student ensures that
  test items are administered which reflect every
  student's skill level, resulting in a highly
  accurate score on the CELLA vertical scale, as
  well as pertinent diagnostic information.
• Administering the most appropriate level of
  Reading and Writing ensures accurate
  identification and implementation of
  interventions for students.
• District wide uniform implementation of
  functional level testing provides accurate and
  reliable results of assessment of ELLs and
  ensures fairness in comparing comparison student
  of results across schools.

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HOW TO IMPLEMENT CELLA FUNCTIONAL LEVEL TESTING?

• Teachers and CELLA Test Administrators should use
  the following tools to determine the correct
  Reading and Writing level of CELLA to administer
  to students classified as English language
  learners (ELLs) at the time of testing
• 2008 CELLA Testing Decision Flowchart, and
• 2008 CELLA Functional Level Testing
  Decision-Making Rubric, or
• CELLA Locator Test, Directions for Administering
  Locator Test and Locator Test Answer Sheet

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WHAT ABOUT ELLs FOR WHOM WE HAVE DATA ON THEIR
LITERACY LEVEL?

• Teachers and CELLA Test Administrators do not
  need to administer the CELLA Locator Test or use
  the 2008 CELLA Functional Level Testing
  Decision-Making Rubric for students classified as
  ELLs (LYs LPs) that have been in an approved
  ESOL program for one year or more and that have
  attained a scale score of 660 or above on the
  prior years CELLA test in reading and writing.
• These students would be considered as functioning
  near the English proficient level and should be
  tested using the appropriate level reading and
  writing test based on their grade.

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WHAT ABOUT FORMER ELLs?

• Former ELLs (LFs) who exited the ESOL program
  after May 27, 2007 and before April 22, 2008 must
  be tested using the appropriate level of reading
  and writing test based on their grade.

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2008 CELLA FUNCTIONAL LEVEL TESTING
DECISION-MAKING RUBRIC

• Rubric was developed based on the CELLA test
  items and the content demands in reading and
  writing required of a student to reliably
  determine his/her level of English proficiency in
  these two domains.
• Teachers use a check mark next to the level of
  the students 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.

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2008 CELLA FUNCTIONAL LEVEL TESTING DECISION-MAKIN
G RUBRIC
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Test Document Configuration (FUNCTIONAL LEVEL
TESTING)

• The table below details what testing material is
  used for students who are to be tested using
  functional level testing

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FUNCTIONAL LEVEL TESTING

• 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 and 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
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Functional Level Testing

• Example A student in grade 5 will take Level B
  Listening and Speaking and is eligible to take
  the Level A Reading and Writing test

AND
ALL student responses are recorded onto the
Functional Level A Test Book
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REVIEW FUNCTIONAL LEVEL TESTING

• Things to remember
• Functional level testing ONLY applies to the
  Reading and Writing sections.
• It does NOT apply to the Listening and Reading
  sections. Students should take the Listening and
  Speaking sections on their actual grade level.
• Students should NEVER take any section at a
  higher level than their actual grade level.

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CELLA ITEM TYPES LISTENING SPEAKING

• Listening
• Listen Match
• Picture Description
• Short Talks
• Extended Listening

• Speaking
• Oral Vocabulary
• Speech Functions
• Personal Opinion
• Story Retelling
• Graph Interpretation

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CELLA ITEM TYPES READING

• Vocabulary
• Synonym
• Antonym
• Idiom
• Root Affix

• Comprehension
• Main Idea
• Detail
• Inference/Prediction
• Reference
• Rhetorical Elements
• Vocabulary in Context

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CELLA ITEM TYPES WRITING

• Multiple Choice
• Grammar, structure written expression
• Paragraph choices
• Recognizing errors

• Constructed Response
• Writing sentences
• Writing paragraphs

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CELLA SPEAKING SECTION
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Knowledge Skills Needed to be an Effective
Evaluator of Language Proficiency

• Proficiency in English
• Thorough understanding of how rubrics work
• Knowledge of and experience with the specific
  skills being measured
• Practice with rubrics
• Objectivity

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CELLA SCORING RUBRICSOVERVIEW

• What is a scoring rubric?
• What knowledge, skills and abilities does a test
  administrator/scorer need?

FORMULA FOR SUCCESS Accurate and Effective Use
of Scoring Guides Accurate and Effective Use
of Scoring Rubric VALID AND RELIABLE RESULTS
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WHAT IS A SCORING RUBRIC?

• Rubrics
• are multidimensional sets of scoring guidelines
  that can be used to provide consistency in
  evaluating a students level of performance or
  work.
• spell out scoring criteria so that multiple
  teachers, using the same rubric for a student,
  would arrive at the same score.
• are based on the sum of a full range of criteria,
  rather than a single numerical score.
• help teachers monitor student learning in an
  authentic way and also help a teacher develop
  and/or revise an instructional plan.

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BENEFITS OF USING A RUBRIC

• Standards and criteria are clearly spelled out.
• Well-trained reviewers apply the same criteria
  and standards that allows assessment to be more
  objective and consistent.
• Benchmarks to measure and document progress are
  provided.
• Rubrics are criterion-referenced, rather than
  norm referenced.
• Allow for the results to be compared and may be
  used to determine growth, trends, identify best
  practices, etc.