Download - 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
CELDT Training 2008-2009 2
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
CELDT Training 2008-2009 3
Objective 1Objective 1
Review the legal requirements Review the legal requirements and purposes of CELDTand purposes of CELDT
CELDT Training 2008-2009 4
Why CELDT?Why CELDT?
1) Initial identification2) Annual Assessment
CELDT Training 2008-2009 5
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 Training 2008-2009 6
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.”
CELDT Training 2008-2009 7
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
CELDT Training 2008-2009 8
““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
CELDT Training 2008-2009 9
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)
CELDT Training 2008-2009 10
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)
CELDT Training 2008-2009 11
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
CELDT Training 2008-2009 12
Receive
Review
Question
ClarifyReview the legal
requirements and purposes of the CELDT
Let’s Review Objective 1Let’s Review Objective 1
CELDT Training 2008-2009 13
Objective 2Objective 2
Review appropriate test Review appropriate test preparation, security, preparation, security, and administrationand administration
CELDT Training 2008-2009 14
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
CELDT Training 2008-2009 15
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
CELDT Training 2008-2009 16
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
CELDT Training 2008-2009 17
““Master Plan Roster”Master Plan Roster”Screen 14, Option 15
CELDT Training 2008-2009 18
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.
CELDT Training 2008-2009 19
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
CELDT Training 2008-2009 20
◘ 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
CELDT Training 2008-2009 21
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
CELDT Training 2008-2009 22
CELDT Training 2008-2009 23
Source: CDE, Guidelines on Academic Preparation for State Assessments, April 2004
CELDT Training 2008-2009 24
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.
CELDT Training 2008-2009 25
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
CELDT Training 2008-2009 26
Receive
Review
Question
Clarify
Review appropriateReview appropriatetest preparation,test preparation,security, andsecurity, andadministrationadministration
Let’s Review Objective 2Let’s Review Objective 2
CELDT Training 2008-2009 27
Objective 3Objective 3
Become familiar with test format Become familiar with test format and and
scoring rubricsscoring rubrics
CELDT Training 2008-2009 28
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
CELDT Training 2008-2009 29
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
CELDT Training 2008-2009 30
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
CELDT Training 2008-2009 31
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
CELDT Training 2008-2009 32
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
CELDT Training 2008-2009 33
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
CELDT Training 2008-2009 34
Chelsea - KindergartenChelsea - Kindergarten
CELDT Training 2008-2009 35
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?
CELDT Training 2008-2009 36
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?
CELDT Training 2008-2009 37
Thank YouThank You