CELLA |
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The Comprehensive English Language Learning Assessment, CELLA, is a test for Florida students classified as English Language Learners (ELLs). CELLA measures ELLs’ progress in listening, speaking, reading, and writing English language skills.
CELLA is designed to provide:
- Evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which calls for schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners.
- Data useful for charting student progress over time and, for the newly arrived students; charting progress over the first year.
- Information about the 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.
- Diagnostically useful information about students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test.)
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CELLA Testing Window
March 5, 2012 to April 6, 2012
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The Department of Multicultural Education will provide personnel to administer the individually administered Speaking portion of CELLA. School personnel will be responsible for the administration of the Reading, Writing and Listening portions of the test. |
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Annual Measurable Achievement Objectives |
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- AMAO 1: Percent of K-12 ELLs making Progress toward English language acquisition as measured by CELLA
- AMAO 2: Percent of K-12 ELLs who are English Proficient in Listening/Speaking, Reading and Writing as measured by CELLA
- AMAO 3: Percent of K-12 ELLs academically Proficient in Math and Reading as measured by FCAT (AYP)
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The AMAO (Annual Measurable Achievement Objectives) report is intended to provide schools with information on the language proficiency of their ELLs and the achievements of their ESOL program. The AMAOs measure progress and proficiency in English based on CELLA (AMAOs 1 and 2) and FCAT (AMAO 3). Drill-throughs to individual current students' results for each AMAO are provided.
Please contact Kim Thomasson for how to use this report to inform instruction. |
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Planning for Differentiating Instruction |
Step 1: Know the ELLs in the Classroom
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These reports will give you information regarding the English Language Development Level, CELLA Scores, and Language of your students:
Reports to gather this information
- TERMS ELL Report MTS5513p
- EDW Report RTSLA0336 (ELL CELLA Data for Exit and Extension)
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Step 2: English Language Learners have Two Sets of Standards to Attain
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- Content Standards and
- English Language Proficiency Standards
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Note: New English Language Proficiency Standards are being written to align with the Common Core Standards |
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Step 3: Ensure that Classroom Accommodations for ELLs are Aligned to ELL Testing Accommodations
* Accommodations are for LY (active) students only. |
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Below are links to the Parent Notification of Testing Accommodations letter. These letters must go home prior to testing. |
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English
Haitian Creole
Portuguese
Spanish |
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Note: Heritage Language to English / English to Heritage Language dictionaries must be provided to students at the beginning of the school year so that they can use them in the instructional setting before the assessment administration. |
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| Step 4: Analyze Academic Data to Determine Content Needs taking into Consideration the Level of English Proficiency of Each ELL |
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Resources to Differentiate Instruction for English Language Learners |
Oral Language Development should be Occurring in All Content Areas
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General Strategies and Classroom Instructional Model
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- ESOL Classroom Strategies
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- By implementing a Balanced Rotational Instructional Model (BRIM) teachers are able to differentiate instruction and work with students in small groups.
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- BRIM Professional Development can be found at:
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Content Area Specific Resources for English Language Learners
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- Reading Skills Practice for ELLs
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- Translated Student Mini Lessons
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- Translations of Content Area Vocabulary
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