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2008-2009 Edition Version 1-11

2008-2009 Edition Version 1-11

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2008-2009 Edition Version 1-11

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  1. 2008-2009 Edition Version 1-11 Presented by Language Acquisition Branch

  2. Objectives • Understand the purpose of the California English Language Development Test (CELDT) • Understand the CELDT Student Performance Level Report • Notifying Parents • Explaining the Student Proficiency Level Report

  3. Objective 1 Understand the purpose of the CELDT

  4. What is the CELDT? • State laws require that school districts administer a state test of English language proficiency to: • newly enrolled students whose primary language is not English; and • English learners as an annual assessment CaliforniaEducation Code sections 313 and 60810 Title III of the NCLB Act of 2001

  5. 2008-09 CELDT Versions 1-11 Grades K-12

  6. Purpose of the CELDT The 3 purposes of the CELDT are to: • identify new students who are limited English proficient (LEP), or English learners (ELs) • determine the level of English language proficiency of English learners (ELs) • assess the progress of ELs in acquiring the skills of listening, reading, speaking, and writing in English CELDT is one criteria used to determine reclassification eligibility of students

  7. CELDT Purpose – Initial or Annual Initial CELDT • assessment results are used to identify pupils who are limited English proficient (English learners) Annual CELDT • Annual assessment results are used to: • determine the level of English-language proficiency of pupils who are limited English proficient • assess the progress of limited-English-proficient pupils in acquiring the skills of listening, reading, speaking, and writing in English Students may not be exempted from testing

  8. Initial CELDT Who is assessed? • All students, including students with disabilities, whose primary language is not English, based on the Home Language Survey (HLS), must take the CELDT within 30 calendar days after initial enrollment

  9. Home Language Survey (HLS) Newly enrolled students in grades K-12 are to be assessed if: • the response to any of the first three questions on the HLS is a language other than English • ALL the conditions listed below are true, the student must be assessed with the CELDT • Response to each of the first three questions on the HLS is English, and • Response to question number four is other than English, and • There is reasonable doubt as to the student’s proficiency in English

  10. Annual CELDT Who is assessed? • All students, including students with disabilities, already identified as an English learner (EL) must be administered the CELDT annually until the student reclassifies to fluent English proficient (RFEP)

  11. Annual CELDT ELs who are assessed with the Annual CELDT are: • retained kindergartners and students in grade 1 in listeningandspeaking • students in grades 2-12 in listening, speaking, reading,andwriting

  12. Objective 2 Understand the CELDT Performance Level Report

  13. Notifying Parents • Schools are responsible for sending one copy of the CELDT Student Performance Level Report to parents/guardians within 20 days of delivery

  14. Copies of the Student Performance Level Report One copy should be sent to parents/guardians within 20 calendar days of delivery One copy should be retained in the Master Plan Folder

  15. Explaining the Student Performance Level Report • The CELDT is required by California law to assess the English language proficiency of all students who have a primary language other than English • The test is aligned with the English Language Development standards approved by the State Board of Education

  16. CELDT Student Performance Level Report • Two copies of the CELDT Student Performance Level Report are provided for each student • The report displays a bar graph illustrating the student’s performance in each of the skill areas, the scale scores, and the overall Proficiency Level • The scores that fall within a Performance Level indicate that the student can perform the majority of skills for that level and the levels below

  17. CELDT 2008-09 Edition Test Interpretation Guide Handout #1 http://www.ctb.com/celdt/

  18. Student Performance Level Report BACK FRONT

  19. CELDT Performance Levels Student’s name and grade Advanced Domains assessed by CELDT Early Advance Scale Score for each Domain and Overall Intermediate Purpose of report Early Intermediate Beginning How to Read This Report Student Performance Level Report District and school information

  20. Sample Student Performance Level Report

  21. Speaking – Advanced Students who perform at this level on the CELDT typically use extensive vocabulary and complex syntax appropriate to setting and purpose, tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. Writing – Early Advanced Students who perform at this level on the CELDT typically use their knowledge of grammar and mechanics to identify the appropriate word to complete a complex sentence, write a sentence in response to a picture prompt (may contain minor errors in grammar and mechanics), and write a composition that clearly communicates a series of events or ideas based on a prompt (has relevant details connected by accurate transitions and may contain few errors in grammar and mechanics). Reading - Intermediate Students who perform at this level on the CELDT typically begin to identify the number of syllables in some words of simple structure, recognize synonyms and antonyms, use context clues to select the correct word to complete a sentence or short passage and to identify simple words with multiple meanings, match more difficult vocabulary words to pictures, answer factual comprehension questions, identify events, draw conclusions, or make inferences based on a given text. Overall Student Performance Level – Early Advanced Listening - Advanced Students performing at this level of English language proficiency begin to use English in cognitively demanding situations and for learning in content areas. They can identify and summarize most concrete details and abstract concepts during unmodified instruction in most content areas. Oral and written productions contains fully-developed paragraphs and compositions. Errors rarely complicate communication. Students who perform at this level on the CELDT typically understand extensive vocabulary and complex syntax, without significant problems in comprehension, they understand and follow all oral directions. Student Performance Level Report

  22. Determining Language Classification

  23. Objectives • Understand the purpose of the California English Language Development Test (CELDT) • Understand the CELDT Student Performance Level Report • Notifying Parents • Explaining the Student Proficiency Level Report

  24. CELDT Assessment Results School, school district, county, and state test results are posted on the California Department of Education (CDE) website each year • Assessment results are generally posted in February/March following the closure of the testing window

  25. Related Resources • CTB CELDT Help Desk, (800) 994-8594 • CTB CELDT Website, http://www.ctb.com/celdt • Student Testing Unit, 213.241.4104 • School Information Branch, 213.241.2450 • Division of Special Education, 213.241.6701 • Language Acquisition Branch, 213.241.5582

  26. Related Resources (continue) • The “2008-09 Edition Guides to Test Interpretation” from the CTB web-site is http://ctb.com/celdt (Outside Source) under “Reporting and Interpretation Materials.” • MEM-4580.1, Annual and Initial CELDT Reports, 2008-2009 Edition, dated December 12, 2008 • • The CDE CELDT web-site is http://www.cde.ca.gov/ta/tg/el/ • BUL-3448.1, Master Plan Documentation for English Learners, K-12, dated January 5, 2009 • Cumulative Record Handbook for Elementary Schools • Cumulative Record Handbook for Secondary Schools