1. Language Assessment/ SELA
Presentation to the CALPADS Network Meeting July 26, 2017
Language Assessment/ SELA
Carmel Acosta-Cooper, Ed.D.
Senior Program Evaluator
Riverside Unified School District
Research, Assessment and Evaluation (RAE)
Assessment Center (AC): Liz Vu, Susana Ruiz, Pat Gaeta

2. Assessment Center’s primary role:
10/28/ :36 PM
Assessment Center’s primary role:
State/federally-required English proficiency testing and classification
Primary language (L1) testing
Parent notification of testing results and initial program placement
Support of school sites/parents
Direct student testing
School enrollment personnel training
CALPADS record updates/monitoring
Research archival records
School compliance support
Collaborate with district’s Family Resource Center
Parent information & support
Monitor data entry, student referrals
ELPAC Field Test Examiners
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3. English proficiency (L2) testing
All students with a language other than English on HLS completed at enrollment are referred to the AC.
Student is tested at the AC
Parent (summer) goes to the FRC (next door) for an orientation
Children receive a 1st 5 California book, and back-to-school gift pack
Tests are scored, results/placement are explained to parents

4. Primary Language (L1) Testing
RUSD continues to follow the CDE “best practice” recommendation for L1 testing.
Values a child’s first language/culture.
Assists understanding of L2 assistance and informs decisions about other strategies to use.
Supports 6 DLI programs, including a Spanish language preschool
Supports placement of students in middle school AP Spanish courses in RUSD.

5. CALPADS SELA Support by AC
All SELA data entry first in Aeries (SIS)
All SELA record are researched/monitored (supervisor is LCEN Coordinator).
Communicate with other districts via RUSD’s CALPADS coordinator for record corrections
The U.S. school enter date, student national origin data is monitored
AC provides 1:1 support of site personnel in training, data entry and referral/follow ups

6. Support of Language Assessment and SELA
Maintain contact with principal, co-administrators, site EL contacts, enrollment personnel about testing, outcomes, data entry.
Closely monitor enrollments and compliance with the 30-day test requirement
Training/retraining of new/continuing personnel through our own training or as guests in other dept trainings
Regular and frequent data comparisons: Aeries to CALPADS

7. Impact of ELPAC RUSD is a field test district
AC staff are ELPAC FT examiners
Knowledge gained so far is assisting ELD implementation, staff development, and yet student outcomes (after its 1st administration in Spring 2018)
It affects the reclassification process
Will be using CELDT as needed

8. Impact of ELPAC – Lessons Learned
Understanding the ELPAC can be a powerful support to the implementation of integrated ELD.
Examiners have a few more rubrics to be trained/calibrated on; thorough training is crucial
Information to parents/students about ELPAC and details can positively impact their empowerment to success.

9. Impact of ELPAC - Reclassification
If an EL “Level 3” student meets all other district reclassification criteria except CELDT, the CELDT may be re-administered in
If an EL student who is already proficient on CELDT also now ( as of EOY 16-17) meets the other district criteria, that student may be reclassified. Retesting is optional.