MIAMI-DADE COUNTY PUBLIC SCHOOLS

DIVISION OF BILINGUAL EDUCATION &

WORLD LANGUAGES

Comprehensive English Language Learning Assessment

CELLA-SecondarySpring 2011

PURPOSE OF CELLA

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CELLA provides evidence of program accountability in accordance with Title I and Title III of No Child Left Behind (NCLB). NCLB mandates schools and districts to meet state accountability objectives for increasing the English-language proficiency of English language learners.

Accountability for ELLs is required under NCLB as measured by annual performance targets.

GENERAL INFORMATIONThe Comprehensive English Language

Learning Assessment (CELLA) is a four-skill language proficiency assessment for English Language Learners (ELL) students.

Testing window March 7– April 8, 2011

AssessmentsListeningReadingWritingSpeaking

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CELLA INFORMATION FOR PARENTS

The Florida Department of Education (FLDOE) provides an informational brochure for parents of ELL students. The brochure is available in eleven (11) different languages.

http://www.fldoe.org/aala/cELLa.asp

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STUDENTS TO BE TESTEDAll ELL students in your school regardless

of the ESOL Level or number of semesters in the ESOL Program.

ESOL Level 5 students who exited the ESOL Program on/or after September 1st, 2010.These students will not be reclassified as

ELLs. They will remain as ESOL Level 5.

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NEW FOR 2011One Test Book for Listening, Speaking,

Reading & WritingStrongly recommended order for testing

all levels:

1. Listening 2. Reading3. Writing Speaking may be administered at any

time.6

MATERIALS NEEDED FOR THE SPEAKING SECTION2011 Directions for Administration

& Scoring Guides (DFA) Level C2 – Purple (Grades 6 through

8) Speaking (Student Book) Blue Answer Sheet

Level D2 – Teal (Grades 9 through 12) Speaking (Student Book) Blue Answer Sheet

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ASSESSORS’ RESPONSIBILITIES

Level C2 – Grades 6 through 8Speaking

Approximate time is 10 to 15 minutes per student

Level D2 – Grades 9 through 12Speaking

Approximate time is 10 to 15 minutes per student

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TEST SECURITY All CELLA testing materials are to be secured

at all times. All CELLA testing materials need to be secured

if the administration of the test stops (e.g., lunch, fire drill.)

Test administrator must be able to account for all materials.

Test administrator will be asked to sign a security form.

Test administrator will be asked to sign materials in and out. 9

ACCOMMODATIONSDOs DON’Ts

Students should be given sufficient time to complete the test.

Students should not be moved to a different location once the test begins.

On an individual basis only, test administrators who speak the heritage language of an ELL student may use that heritage language to translate the directions.

Test administrators may NOT translate directions to entire classes. Do NOT translate any part of the test other than the directions.

Verbal encouragement may be provided.

Verbal encouragement may not be used to cue a student regarding correct/incorrect responses.

No dictionaries are allowed to be used during the test. 12

DFA page 258

BEFORE TESTING

Review the Scoring Guide for the Speaking Section in the DFA.

Read the scripts for administering the test.

Verify that the name on the answer book/sheet belongs to the student being tested.

Post the “Do Not Disturb” sign. 13

DURING TESTINGAdminister the test according to the directions in the DFA.

Make sure students are on task.Students may not use scratch paper,

dictionaries, thesauruses, or any electronic devices.

Students are not timed during testing.Report all problems to the test chairperson.

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AFTER TESTING

Collect, count, and return all test materials to the test chairperson at the end of the day.

Report students who are absent to the test chairperson.

Make sure all sections are completed prior to returning booklets to test chair.

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DIRECTIONS FOR ADMINISTERING THE TEST

Read directions that are in bold type exactly as they are written.

Answer any questions about the directions.

Do NOT give help on specific test questions, and do NOT translate any part of the test other than the directions on an individual basis.

Read the script as clearly as possible and use a normal rate of speech.

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DIRECTIONS FOR ADMINISTERING THE TEST Pronounce underlined words in the

script with added emphasis.

Correct yourself in a comprehensible manner if you make a mistake (e.g., reread item).

Collect and secure the materials when there is an interruption (e.g., lunch, fire drill). 17

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CELLA ASSESSMENT – GRADES 6-12

SPEAKING SECTION

The Speaking section is administered in a one-on-one setting.

The student’s responses are scored by the test administrator, who records the scores on the student’s answer sheet.

Approximate testing time: 10 - 15 minutes per student.

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SPEAKING SECTION Item Types

Oral Vocabulary: The student identifies objects or actions, and states antonyms.

Speech Functions: The student asks a question related to a situation.

Personal Opinion: The student gives reasons to support an opinion.

Story Retelling: The student hears a story and then repeats it.

Graph Interpretation: The student compares and contrasts information displayed on a graph.

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PROBING QUESTIONS & PROMPTS

When administering the Speaking section, it is important to keep in mind the rules regarding prompting:

If the student does not initially understand a prompt, repeat the prompt, varying speed and intonation as appropriate.

If a student’s response is too brief to accurately represent the student’s speaking ability, ask probing questions as appropriate. Probing questions can be used to:get the student started speaking if stuckclarify the question itself if that will helpencourage the student to expand or elaborate

A probing question must NOT introduce a new topic or provide vocabulary needed for a response.

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THE STOPPING RULE

The Stopping Rule is ONLY applicable to the Speaking section.

If the student cannot respond to five (5) questions in a row of a specific item type AND it is clear that the questions are above the student’s proficiency level, the test administrator should stop the administration of that item type only.

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TIPS FOR ADMINISTERING THESPEAKING SECTION

Make the student as comfortable as possible. Create a congenial and positive atmosphere. Allow the student to demonstrate what he/she

knows and can do in English. Review the rubrics again to be sure of the

criteria you will use to assess the student. If a student does not initially understand a

prompt, repeat it varying the speed and intonation.

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TIPS FOR ADMINISTERING THE

SPEAKING SECTION(CONTINUED)

If a student’s response is too brief to accurately assess his/her speaking ability, ask probing questions as appropriate.

Probing questions may be used to: get the student to start speaking if he or she is having

difficulties; clarify the question itself, if it helps, and encourage the student to expand or elaborate his/her

response.

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SPEAKING SECTION

Approximate time is 10 - 15 minutes. If a student does not respond, a score of NR

(No Response) will be issued. NR is given only when a student does not provide the spoken (or pointed) response to a question.

If a student does not respond (NR) to five (5) questions in a row, skip to the next type of question.

If you get minimal response, continue with the assessment of that particular type.

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CELLA LEVEL C2 & D2 GRADES 6-12 (SPEAKING)

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Question No. Item Type Scoring Scale

1 - 6 Oral Vocabulary NR, 0-1 Name the object or action

7 - 10 Speech Functions NR, 0-1-2 Rubric

Respond to a question

11 Personal Opinion NR, 0-1-2 Rubric

Provide and support opinion

12 Story Retelling NR, 0-1-2-3-4 Rubric

Retell story

13 Graph Interpretation NR, 0-1-2-3-4 Rubric

Summarize and make

comparisons

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Get ready to learn about

Rubrics!28

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SPEAKINGSCORING PRACTICE

Before administering the Speaking/One-on-One Section, Test Administrators MUST:

become familiar with the CELLA rubricsuse the Training CDs for Speaking to practice

scoring actual student responseshave completed the CELLA District-developed

training.

SCORING THE SPEAKING SECTION

Comprehensive English Language Learning Assessment (CELLA)

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USING RUBRICS TO SCORE THE

SPEAKING SECTION

Rubrics:

are multi-dimensional scoring guidelines that can be used to provide consistency in evaluating a student’s level or performance.

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 range of criteria.31

SPEECH FUNCTION

Measures a student’s oral response to a specific prompt.

Criteria include:Appropriateness of informationGrammatical accuracy

Training CD for Speaking tracks:Level C: 1-45 (Questions 1-4, DFA

pages 162-163)Level D: 1-41 (Questions 1-4, DFA

pages 224-225)32

SCORING PRACTICE SPEECH FUNCTION

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SPEAKING SECTION LEVEL C2 & D2

PERSONAL OPINIONMeasures student’s ability to orally state and defend an opinion. Criteria include:

Clarity of responseAdequate supportGood control of grammar & adequate

vocabulary

Training CD for Speaking tracks:Level C: 46-58 (Question 5, DFA page 172-173)Level D: 42-49 (Question 5, DFA page 226)

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SCORING PRACTICE PERSONAL OPINION

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STORY RETELLINGMeasures a student’s ability to hear a story (while looking at sequential picture cues) and to then retell it with detail.

Criteria include:Comprehensive responseVocabularyGrammar

Training CD for Speaking tracks:Level C: 59-74 (Question 6, DFA page 174-176)Level D: 50-67 (Question 6, DFA page 235-237)

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Score Rubric for Story Retelling

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The student’s response:• is full and satisfactory• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately)• shows good control of grammar, though it may include an occasional minor error that does not interfere with communication• may display an accent, but any errors of pronunciation or intonation do not interfere with communication• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

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The student’s response:• is satisfactory in completing the task• shows adequate vocabulary resources• may display some grammatical errors that may interfere with communication• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

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The student’s response:• does not fully complete the task• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)• displays numerous grammatical errors that often interfere with communication• may display errors in pronunciation and/or intonation that often interfere with communication

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The student’s response:• does not complete the task• shows limited vocabulary resources• makes numerous grammatical errors that frequently impede communication• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0The student’s response:• shows very limited vocabulary resources• does not demonstrate an understanding of English• is not comprehensible in English

NR No Response

GRAPH INTERPRETATION

Measures student’s ability to orally summarize and interpret a graph.

Criteria include:Summary responseComparison responseVocabularyGrammar

Training CD for Speaking tracks:Level C: 75-86 (Question 7, DFA page168 (graph)&177-

179)Level D: 68-79 (Question 7, DFA page 230 (graph) & 238-

240)38

Score Rubric for Graph Interpretation

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The student’s response:• is full and satisfactory• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately)• shows good control of grammar, though it may include an occasional minor error that does not interfere with communication• may display an accent, but any errors of pronunciation or intonation do not interfere with communication• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

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The student’s response:• is satisfactory in completing the task• shows adequate vocabulary resources• may display some grammatical errors that may interfere with communication• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

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The student’s response:• does not fully complete the task• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)• displays numerous grammatical errors that often interfere with communication• may display errors in pronunciation and/or intonation that often interfere with communication

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The student’s response:• does not complete the task• shows limited vocabulary resources• makes numerous grammatical errors that frequently impede communication• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0The student’s response:• shows very limited vocabulary resources• does not demonstrate an understanding of English• is not comprehensible in English

NR No Response

IMPORTANT REMINDER!

CELLA Score Reports will be sent to all schools:

File in ELL folder which goes inside the student’s cumulative folder. Middle Schools:

Make sure 8th graders’ ELL folders go to the senior high schools with this report.

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HOW WILL RESULTS FROM THE CELLA BE USED?

Results will provide:

information about language proficiency levels of individual students that is used for exiting and ESOL Level update.

data for charting student progress over time. useful information about students’ strengths and

weaknesses in English.

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Grade Cluster

ESOL 1 ESOL 2 ESOL 3 ESOL 4

K-2 -1815 1816-1936 1937-2052 2053+

3-5 -2040 2041-2115 2116-2180 2181+

6-8 -2082 2083-2174 2175-2237 2238+

9-12 -2115 2116-2196 2197-2262 2263+

DETERMINING ESOL LEVEL IS BASED ON CELLA TOTAL SCORES

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Region 1 Olga C. Carballo Ocarballo@dadeschools.net 305-795-1030 Region 2 Deland Innocent Dinnocent@dadeschools.net 305-795-1032

Region 3 Cary M. Pérez Cmpérez@dadeschools.net 305-795-1031

Region 4&5 Lourdes M. Menéndez Lmenéndez1@dadeschools.net 305-795-1033 BISO/IS Toni Miranda Tmiranda@dadeschools.net 305-756-2906

SPED Rosalia Gallo Rgallo@dadeschools.net 305-274-8889

Executive Director: Beatriz C. Pereira Bpereira@dadeschools.net 305-756-2904 (fax)305-756-

2917 Rosa M. Ugalde Rugalde@dadeschools.net 305-756-

2901

Specialized Programs: Multilingual Team Martine DePaul Mdepaul@dadeschools.net 305-795-1043

Contact InformationContact Information

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