Are We Ready for the CELDT?

CELDT Training 2008-2009 1

Are We Ready for the CELDT?Are We Ready for the CELDT?

LAUSDDistrict 6

EL SummitJune 6, 2008


ObjectivesObjectives

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


Objective 1Objective 1

Review the legal requirements Review the legal requirements and purposes of CELDTand purposes of CELDT


Why CELDT?Why CELDT?

1) Initial identification2) Annual Assessment


InitialTest 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

AnnualDetermine 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 Legal MandatesCELDT Legal Mandates


CELDT Legal MandatesCELDT Legal Mandates

Source: MEM 4196.0 Primary Language Assessments for EL (PreK-12), April 21, 2008

“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 date.”


Home Language SurveyHome Language SurveyNewly enrolled students in grades K-12 are to be assessed with the CELDT if:

• 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 English2. Response to question number four is other than English 3. There is reasonable doubt as to the student’s proficiency in English


““Reasonable Doubt”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 studentStudent initiates interaction with parents in L1Babysitters only use L1After 30 days in Mainstream placement student lack comprehension of instruction or routines


Home Language Survey

Student has access to a language other than English at home

Only English spoken at home

Student classified as EO (English Only)Initial CELDT administered

CELDToverall score of

1, 2, or 3

CELDToverall score of

4 or 5

Student classified as IFEP

(Initial Fluent English Proficient)

Student classified as LEP

(Limited English Proficient)

Student progresses through 5 ELD levels as outlined

in Master Plan

Student meets reclassification criteria

Student classified as RFEP(Reclassified Fluent English Proficient)


Reclassification CriteriaReclassification CriteriaGrades 1 & 2 Grades 3-5/6

CELDTOverall Level

4 or 5(skill area scores of 3 or higher)

4 or 5 (skill area scores of 3 or higher)

ELA Grades 3 or 4 3 or 4

CST (ELA) - Basic or Proficient or Advanced

GradeLevelBenchmarks

At benchmark on 3 consecutive ELA

periodic assessments (OCR)

1st* grade excludes Week 6

-

Source: REF-1848.4 (5-4-07)


Overall Proficiency Level TablesOverall Proficiency Level Tables

K-2 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(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

3-5 Beginning

(1)

EarlyIntermediate

(2)

Intermediate

(3)

EarlyAdvanced

(4)

Advanced

(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


Receive

Review

Question

ClarifyReview the legal

requirements and purposes of the CELDT

Let’s Review Objective 1Let’s Review Objective 1



Review appropriate test Review appropriate test preparation, security, preparation, security, and administrationand administration


Skill Areas to be TestedSkill Areas to be Tested

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

• Listening• Speaking• Reading• Writing

Source: California Education Code Section 60810


Scoring Initial CELDTScoring 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: www.ctb.com/celdt


Retesting Kinder IFEPsRetesting 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 classification


““Master Plan Roster”Master Plan Roster”Screen 14, Option 15


Students with Severe DisabilitiesStudents 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 document.


Informing ParentsInforming 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


◘ Parent notification letters are for initial assessments only◘ This year parents will receive two letters:

1) immediately after testing2) when the official scores come in


Does the CELDT measure Does the CELDT measure academic language?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 summarizing.Adapted from: CDE CELDT FAQ



Source: CDE, Guidelines on Academic Preparation for State Assessments, April 2004


ELD Practice ActivitiesELD Practice Activities Developed by Corona AvenueDeveloped 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.


Test SecurityTest Security

• CELDT is a highly secure test, therefore materials must be kept secure at all times.

• 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


Receive

Review

Question

Clarify

Review appropriateReview appropriatetest preparation,test preparation,security, andsecurity, andadministrationadministration

Let’s Review Objective 2Let’s Review Objective 2



Become familiar with test format Become familiar with test format and and

scoring rubricsscoring rubrics


Writing SentencesWriting Sentences0 taking pictures of boot •subject or

predicate missing

1 The kid and his mom ar woching the berg and the bogt.

•simple subject & simple predicate• vocabulary is vague

2 The boy is taking a picksher av new york.

•simple subject & simple predicate •vocabulary lacks complexity

3 The mom and the boy are looking at the boat.

•subject and predicate have some syntactical complexity, •no spelling errors


Writing Short CompositionsWriting 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


Speech FunctionsSpeech Functions• 0-2 rubric• Tests communicative functions (i.e.

asking for information, clarification, making a request, asking for a favor, apologizing)

• Key question: Does the student perform the language function?

• Answers may be in a statement or question


Choose & Give ReasonsChoose & 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


4 Picture Narrative4 Picture Narrative• 0-4 rubric• Students must tell a complete story

starting with the first picture• Examiner may prompt• Rubric point 4 requires:

1) elaboration2) well-developed vocabulary3) varied grammatical & syntactical structures4) generally accurate pronunciation & intonation


What is the bigger picture?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


Chelsea - KindergartenChelsea - Kindergarten


Reflections & Next StepsReflections & 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?


ObjectivesObjectives□ 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?


Thank YouThank You

Documents

Are We Ready for the CELDT?