CELDT Program Update - California English Languague Development by hnmWNs6D


									Are We Ready for the CELDT?

                  District 6
                EL Summit
                June 6, 2008
    CELDT Training 2008-2009   1
1. Review the legal requirements and
   purposes of CELDT
2. Review appropriate test preparation,
   security, and administration
3. Become familiar with test format and
   scoring rubrics

        CELDT Training 2008-2009          2
     Objective 1

Review the legal requirements
  and purposes of CELDT

  CELDT Training 2008-2009      3
       Why CELDT?

1) Initial identification
2) Annual Assessment
     CELDT Training 2008-2009   4
 CELDT Legal Mandates

Test students who have a home language other than
English within 30 calendar days after the first date
of enrollment in a California public school to
identify potential English learners

Determine the level of English language
performance of pupils who are limited English
proficient from July 1-October 31 for annual
assessment purposes

                        California Education Code, Section 313 CCR, Title 5, Section 11511

        CELDT Training 2008-2009                                                       5
 CELDT Legal Mandates

“The primary language assessment
  timeline has changed from 45
  calendar days to 30 calendar days,
  as per NCLB. Assessment, scoring
  and parent notification of initial
  assessment results must be
  completed within 30 calendar days
  of a student’s initial enrollment
      CELDT Training 2008-2009                                                          6
               Source: MEM 4196.0 Primary Language Assessments for EL (PreK-12), April 21, 2008
Home Language Survey
Newly enrolled students in grades K-12 are to be assessed with the
          • the response to any of the first three questions on the
          HLS is a language other than English OR
          • ALL the conditions listed below are true:
1. Response to each of the first three questions on the HLS is English
2. Response to question number four is other than English
3. There is reasonable doubt as to the student’s proficiency in English

              CELDT Training 2008-2009                            7
      “Reasonable Doubt”
Reasonable doubt is defined as “evidence of significant
non-English background” including, but not limited to,
the following indicators:

Parents need interpreters
Parents use L1 to speak with student
Student initiates interaction with parents in L1
Babysitters only use L1
After 30 days in Mainstream placement student
 lack comprehension of instruction or routines

          CELDT Training 2008-2009                        8
                             Home Language Survey

 Student has access to a language            Only English spoken at home
    other than English at home

                                                Student classified as
     Initial CELDT administered                   EO (English Only)

     CELDT                CELDT
 overall score of     overall score of
    1, 2, or 3             4 or 5

Student classified     Student classified
      as LEP                 as IFEP
 (Limited English        (Initial Fluent
    Proficient)        English Proficient)

Student progresses through
  5 ELD levels as outlined
       in Master Plan

                                             Student classified as RFEP
     Student meets                              (Reclassified Fluent
                    CELDT Training 2008-2009
 reclassification criteria                       English Proficient)       9
    Reclassification Criteria
                      Grades 1 & 2                         Grades 3-5/6
CELDT                      4 or 5                               4 or 5
               (skill area scores of 3 or higher)   (skill area scores of 3 or higher)
ELA Grades                 3 or 4                               3 or 4

CST (ELA)                      -                    Basic or Proficient or
Grade            At benchmark on 3
Level             consecutive ELA                                    -
Benchmarks      periodic assessments
                   1st* grade excludes Week 6

             CELDT Training 2008-2009                                                  10
                                                                 Source: REF-1848.4 (5-4-07)
           Overall Proficiency Level Tables

          Beginning       Early      Intermediate    Early     Advanced
                      Intermediate                  Advanced
             (1)           (2)           (3)           (4)       (5)
Kinder     180-356      357-406        407-455      456-504    505-600

Grade 1    180-356      357-406        407-455      456-504    505-600
Grade 2    215-396      397-446        447-495      496-539    540-635

          Beginning       Early      Intermediate    Early     Advanced
                      Intermediate                  Advanced
             (1)           (2)            (3)          (4)       (5)
Grade 3    230-414      415-459        460-513       514-556   557-700

Grade 4    230-432      433-472        473-530       531-574   575-700

Grade 5    230-437      438-482        483-538       539-586   587-700
                      CELDT Training 2008-2009                         11
  Let’s Review Objective 1

                Review the legal
               requirements and      Review
             purposes of the CELDT

          CELDT Training 2008-2009      12
   Objective 2

Review appropriate test
  preparation, security,
  and administration

 CELDT Training 2008-2009   13
    Skill Areas to be Tested

Kindergarten & 1st                      2nd – 12th
• Listening                  • Listening
• Speaking                   • Speaking
                             • Reading
                             • Writing

       CELDT Training 2008-2009   Source: California Education Code Section 60810
         Scoring Initial CELDT

•   All Initial CELDT tests must first
    be scored locally by trained
    qualified certificated staff members
    to obtain information to use for
    program placement.

•   The application cannot save any
    results, so be sure to print each
    student score sheet

•   File unofficial CELDT results in the
    student’s blue Master Plan folder
    until official scores are received

•   eTIP is found at:

               CELDT Training 2008-2009    15
    Retesting Kinder IFEPs
• Classification in Pre-K is based on the
  English Pre-LAS and is therefore
  considered an interim classification

• Kindergarten students identified as
  IFEP in preschool must take the
  CELDT test to determine their official

        CELDT Training 2008-2009       16
“Master Plan Roster” 15
               Screen 14, Option

       CELDT Training 2008-2009    17
Students with Severe Disabilities

• Attempt to administer all sections of the
  CELDT…record all student responses,
  even “no response,” on the test booklet or
  scannable answer books.

• The demographic pages on the CELDT
  book or answer document must be
  completed and returned as a scorable

         CELDT Training 2008-2009         18
       Informing Parents
• State law requires that we inform
  parents of their child’s language skills
  in English as tested by the CELDT
• In addition, we must inform parents of
  their child’s primary language
  proficiency as tested by LAS Links/LAS
  2000, BINL, or Informal Assessment of
  Home Language Literacy

        CELDT Training 2008-2009             19
◘ Parent notification letters are for initial assessments only
◘ This year parents will receive two letters:
   1) immediately after testing
   2) when the official scores come in

                    CELDT Training 2008-2009                     20
    Does the CELDT measure
      academic language?
• All CELDT questions are developed based on the
  English Language Development (ELD) standards
• the CELDT assesses “basic social conventions,
  rudimentary classroom vocabulary, and ways to
  express personal and safety needs” to assess
  English proficiency
• A portion of CELDT test questions are developed
  to assess student performance at the early
  advanced (4) and advanced (5) proficiency levels
  and as such appropriately incorporate classroom
  language. To this end, CELDT test questions
  engage academic language functions, such
  explaining, questioning, analyzing, and
         CELDT Training 2008-2009                                 21
                                    Adapted from: CDE CELDT FAQ
CELDT Training 2008-2009   22
   Source: CDE, Guidelines on Academic Preparation for State Assessments, April 2004

CELDT Training 2008-2009                                                         23
        ELD Practice Activities
      Developed by Corona Avenue

•For today’s conversation we will be choosing
between zebras and alligators.
•Turn to your elbow partner and pick ONE animal to
explain why you like that animal.
•Give TWO reasons for your choice.
•Discuss for 2 minutes and then allow your partner
to discuss for two minutes.
•Write your results for the last 3 minutes for a total
of 7 minutes.
          CELDT Training 2008-2009                  24
                 Test Security
• CELDT is a highly secure test, therefore
  materials must be kept secure at all
• Anyone who has access to the test
  materials must sign a security affidavit
  to assure the security of the test.
• Only credentialed staff can administer
  the CELDT after having been trained
• Paraprofessionals may only proctor

         CELDT Training 2008-2009          25
   Let’s Review Objective 2

            Review appropriate
            test preparation,        Review
            security, and

          CELDT Training 2008-2009      26
       Objective 3

Become familiar with test format
        scoring rubrics

   CELDT Training 2008-2009        27
Writing Sentences
            0        taking pictures of boot    •subject or

            1        The kid and his mom        •simple subject
                                                & simple
                     ar woching the berg        predicate
                     and the bogt.              • vocabulary is
            2        The boy is taking a        •simple subject
                                                & simple
                     picksher av new york.      predicate
            3        The mom and the boy        •subject and
                                                predicate have
                     are looking at the boat.   some syntactical
                                                •no spelling
   CELDT Training 2008-2009                     errors 28
    Writing Short Compositions
•   0-4 rubric
•   2nd grade has picture cue and a starter sentence
•   3rd-5th grades DO NOT have picture cues or starter sentences
•   3       Competent Communication
    ◘ Response is mostly comprehensible and recognizable as a
       paragraph & contains logical sequencing
    ◘ Response contains three or more complete simple or
       compound sentences
    ◘ 2nd grade     3 sentences, 1 “perfect”
    ◘ 3rd - 5th     3 sentences, 2 “perfect”
•   4     Expressive Communication
    ◘ Response is in paragraph form with topic sentence,
    supporting sentences and may contain a concluding sentence
    ◘ At least three complete sentences one or more of which is
    syntactically complex

             CELDT Training 2008-2009                             29
        Speech Functions
• 0-2 rubric
• Tests communicative functions (i.e.
  asking for information, clarification,
  making a request, asking for a favor,
• Key question: Does the student
  perform the language function?
• Answers may be in a statement or
        CELDT Training 2008-2009       30
    Choose & Give Reasons
•   0-2 rubric
•   Students must:
     1) listen 2) choose 3) support
•   K-2 items have pictures
•   3-5 items DO NOT have pictures
•   Examiner may always ask for a
    second reason

       CELDT Training 2008-2009       31
         4 Picture Narrative
•   0-4 rubric
•   Students must tell a complete story
    starting with the first picture
•   Examiner may prompt
•   Rubric point 4 requires:
    1) elaboration
    2) well-developed vocabulary
    3) varied grammatical & syntactical structures
    4) generally accurate pronunciation & intonation

          CELDT Training 2008-2009                     32
     What is the bigger picture?
• Treat CELDT in similar fashion to CST
  (testing environment, letters to parents,
  bell schedules, attendance incentives)
• Our students take the test as seriously as
  we do
• Focus not just on preparing for this test,
  but building academic vocabulary through
  targeted ELD and content-based ELD

          Quality instruction is the best
            preparation for any test
        CELDT Training 2008-2009               33
Chelsea - Kindergarten

 CELDT Training 2008-2009   34
    Reflections & Next Steps

• Why is it important for teachers to
  know the legal requirements and
  purposes of CELDT?
• How can your school ensure
  appropriate test preparation, security,
  and administration?
• How can teachers impact
  performance on the CELDT through
  classroom instruction?
       CELDT Training 2008-2009        35
□ Did I review the legal requirements
  and purposes of CELDT ?
□ Did I review appropriate test
  preparation, security, and
  administration ?
□ Did I become familiar with test format
  and scoring rubrics?

        CELDT Training 2008-2009        36
       Thank You

CELDT Training 2008-2009   37

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