CELDT Training Are We Ready for the CELDT? LAUSD District 6 EL Summit June 6, 2008

CELDT Training Objectives 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 Objective 1 Review the legal requirements and purposes of CELDT Review the legal requirements and purposes of CELDT

CELDT Training Why CELDT? 1)Initial identification 2) Annual Assessment

CELDT Training Initial 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 Annual 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 CELDT Legal Mandates

CELDT Training CELDT Legal Mandates Source: MEM 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 Home Language Survey Newly 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 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 “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 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 CELDT overall score of 1, 2, or 3 CELDT overall 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 Reclassification Criteria Grades 1 & 2Grades 3-5/6 CELDT Overall Level 4 or 5 (skill area scores of 3 or higher) 4 or 5 (skill area scores of 3 or higher) ELA Grades3 or 4 CST (ELA)-Basic or Proficient or Advanced Grade Level Benchmarks At benchmark on 3 consecutive ELA periodic assessments (OCR) 1 st * grade excludes Week 6 - Source: REF (5-4-07)

CELDT Training Overall Proficiency Level Tables K-2 Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (4) Advanced (5) Kinder Grade Grade Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (4) Advanced (5) Grade Grade Grade

CELDT Training Receive Review Question Clarify Review the legal requirements and purposes of the CELDT Let’s Review Objective 1

CELDT Training Objective 2 Review appropriate test preparation, security, and administration

CELDT Training Skill Areas to be Tested Kindergarten & 1 st 2 nd – 12 th Listening Speaking Listening Speaking Reading Writing Source: California Education Code Section 60810

CELDT Training 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 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 classification

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

CELDT Training 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 document.

CELDT Training 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 ◘ 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 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 summarizing. Adapted from: CDE CELDT FAQ

CELDT Training

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

CELDT Training 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 Test 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 Receive Review Question Clarify Review appropriate test preparation, security, and administration Let’s Review Objective 2

CELDT Training Objective 3 Become familiar with test format and scoring rubrics

CELDT Training Writing Sentences 0taking pictures of boot subject or predicate missing 1The kid and his mom ar woching the berg and the bogt. simple subject & simple predicate vocabulary is vague 2The boy is taking a picksher av new york. simple subject & simple predicate vocabulary lacks complexity 3The mom and the boy are looking at the boat. subject and predicate have some syntactical complexity, no spelling errors

CELDT Training Writing Short Compositions 0-4 rubric 2 nd grade has picture cue and a starter sentence 3 rd -5 th 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 ◘ 2 nd grade 3 sentences, 1 “perfect” ◘ 3 rd - 5 th 3 sentences, 2 “perfect” 4Expressive 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 Speech 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 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 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 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 Chelsea - Kindergarten

CELDT Training 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 Objectives □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 Thank You