CELLA
Test Administrator
Training
for
High School
Test Administrator Responsibilities
You are responsible for reading and understanding all
relevant sections of the gray Test Administration
Manual including the Test Security Statute and Test
Security Rule on pages 68-72.
You are also responsible for reading and becoming
familiar with the relevant sections of the yellow
Directions for Administration before the day of the
test. Please review the Scoring Guides found in the
color-tabbed sections for each test level to become
comfortable with the rubrics used to rate the
Speaking test.
WHY ADMINISTER the CELLA?
• The CELLA measures the growth of
students classified as English Language
Learners (ELLS) in mastering the English
skills they will need to succeed in school.
• The CELLA provides evidence of program
accountability in accordance with Title I and
Title III of No Child Left Behind.
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Which Students Should be
Tested?
• All current students in grades K-12 classified
as ELLs, with a code of “LY” on the first day
of the test administration window (Feb. 16th).
THIS IS NEW!! We no longer test “LF” or “LP”
students.
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Spring 2015 CELLA
Volusia Testing Window:
Feb.
th
16 –
April
rd
3
5
CELLA
What Is New
for 2015?
• “LF” and “LP” designated students
will NOT be tested this year.
• Test Administrators are
REQUIRED to print their name
and grid the test sections
administered on the student’s
answer sheet for accountability
purposes.
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IMPORTANT
• All students are required to take all four subtests to
count as “assessed”. If a student is missing one
subtest they are considered “Not Tested” and this
can negatively affect our Title I funding. Because of
this, the “Reason Not Assessed” section has been
incorporated on the student’s answer sheet. The
“Reason Not Assessed” must be gridded on the
Answer Sheets for any student that does not test.
If a student is not assessed and the reason is not
listed, the Test Administrator must attach
documentation of the situation to the CELLA
Administration Record/Security Checklist.
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CELLA
Testing Levels
ALL students in grades 9-12
test in Level D for all four
subtests.
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CELLA
Test Security
CELLA
Pre-ID Labels
& Student
Demographics
A PreID label must be placed on the Level D Answer
Sheet if the following information is correct on the
label:
Student’s Last Name
 Student ID Number
 District Number
 School Number (code)
 Grade Level
ELL Status
If a PreID label is used:
For all levels: Boxes 1-5 and 9 MUST be completed.
Box 9 is the TEST DATE… Use any date in the
test window.
For all levels: Complete Boxes 21-24 only if applicable
to the student and the information is available.
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Complete the following information when a correct
PreID label is not available:
All levels: Boxes 1-20 MUST be completed.
Box 19 is YES for all.
For all levels, complete boxes 21-24 if applicable and the
information is available.
For Box 8, always use the student’s Social Security
Number followed by an “X”. If the student does not
have a Social Security Number, use the student’s Florida
Student Number. NEVER use the student’s Alpha ID.
Note: As each school is held accountable for testing
all appropriate students on CELLA, it is very
important that an adult bubble all appropriate
information on CELLA answer documents.
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CELLA
Test
Accommodations
 Test Accommodations for ELLs, Students with
Disabilities, and those with 504 plans are located
beginning on page 56 of the gray Test Administration
Manual.
Note:
• Test administrators should ensure that all ELLs
have sufficient time to complete the test.
• The test administrator may translate only the
directions on an individual basis as questions arise.
• The test administrator may not translate test
questions.
• Directions may be translated for an entire class
ONLY if all ELLs in the class speak the same
heritage language.
• No dictionaries may be used.
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Administering
CELLA
CELLA Sections
•Each section may be given at any time that is
convenient for the Test Administrator and ensures
that every student is tested.
•All students must take all 4 sections.
•If a student is absent for a section, a make-up test
must be administered.
•The “Reason Not Assessed” section must be filled
in for any student that doesn’t take one or more
subtests.
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ADMINISTERING LEVEL D
• Individually Administered Section:
The Speaking section (10-15 minutes) must be
individually administered to all students.
• Group-Administered Sections:
The Listening, Reading, and Writing sections are
administered in small groups.
Listening (about 25 minutes)
Reading (about 45 minutes)
Writing (about 70 minutes)
LEVEL D
Test Materials
•
•
•
•
Level D Student Test Book
Levels C1 & D1 Listening CD
Level D Answer Sheet
Directions for Administration
LEVEL D SPEAKING
• The Speaking section is administered in a oneon-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
Speaking Test Procedures
During the testing session:
• Read aloud to the student the text in bold
print in the Speaking script.
• Hold the Speaking script so that the
student cannot read it.
LEVEL D SPEAKING
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.
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 stuck
clarify the question itself if that will help
encourage the student to expand or elaborate
A probing question must NOT introduce a new topic
or provide vocabulary needed for a response.
USING RUBRICS TO SCORE
THE SPEAKING SECTION
• The following item types in the Speaking section
are scored using rubrics
Speech Functions
Personal Opinion
Story Retelling
Graph Interpretation
SPEAKING
Scoring Practice
• Before administering the Speaking/One-on-One
section, Test Administrators should
become familiar with the CELLA rubrics
use the Training CDs for Speaking to get practice
scoring actual student responses
USING RUBRICS TO SCORE
THE SPEAKING SECTION
• What is a rubric? 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.
RUBRIC REVIEW
Speech Functions
• Measures a student’s oral response to a specific
prompt
• Criteria include
Appropriateness of information
Grammatical accuracy
• Training CD for Speaking tracks
Level D: 1–41
SCORING PRACTICE
Speech Functions
RUBRIC REVIEW
Personal Opinion
• Measures student’s ability to orally state
and defend an opinion
• Criteria include
Clarity of response
Adequate support
Good control of grammar & adequate
vocabulary
• Training CD for Speaking tracks
Level D: 42–49
SCORING PRACTICE
Personal Opinion
RUBRIC REVIEW
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
• Training CD for Speaking tracks
Level D: 50-67
SCORING PRACTICE
Story Retelling
SCORING PRACTICE
Story Retelling
Rubric for Story Retelling (continued)
RUBRIC REVIEW
Graph Interpretation
• Measures student’s ability to orally
summarize and interpret a graph
• Criteria include
Summary response
Comparison response
Vocabulary
Grammar
Fluency
• Training CD for Speaking tracks
Level D: 68-79
SCORING PRACTICE
Graph Interpretation
SCORING PRACTICE
Graph Interpretation
Rubric for Graph Interpretation (continued)
(Consult your School Testing Coordinator)
If an answer document is damaged, please transcribe
the student’s answers to another document.
Mark the damaged answer document with a large “X”
and return it in the brown boxes with “Not To Be
Scored” materials.
If a child is ill and a document cannot be transcribed,
arrange a make-up test within the testing
window. Email the serial number of the soiled
document to Charlene Sozio and then destroy the
document in a secure manner.
When you are finished with testing:
• Verify that all required demographic information is
complete on all answer documents.
• Return all materials to your School Testing
Coordinator including
 Security Log
 Required Administration Information
•Go to the CELLA website
http://www.fldoe.org/aala/CELLA.asp and complete
the 2015 CELLA Customer Satisfaction Survey. This
feedback from Test Administrators, School Coordinators, and
District Coordinators will tell us what went right and what
went wrong, and help us improve the process each year.
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Questions…???
Please contact your School Testing
Coordinator with general questions or if
you need materials.
If you have specific questions about
administering a subtest, please contact
Charlene Sozio (x20691) or Gianna
Acevedo-Alamo (x44745).
What should you do when
you finish testing?
CELLABRATE!!!