1. CELDT Training 2008-2009 1 Are We Ready for the CELDT? LAUSD District 6 EL Summit June 6, 2008

2. CELDT Training 2008-2009 2 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

3. CELDT Training 2008-2009 3 Objective 1 Review the legal requirements and purposes of CELDT Review the legal requirements and purposes of CELDT

4. CELDT Training 2008-2009 4 Why CELDT? 1)Initial identification 2) Annual Assessment

5. CELDT Training 2008-2009 5 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 11511 CELDT Legal Mandates

6. CELDT Training 2008-2009 6 CELDT 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.”

7. CELDT Training 2008-2009 7 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

8. CELDT Training 2008-2009 8 “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

9. 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 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)

10. CELDT Training 2008-2009 10 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-1848.4 (5-4-07)

11. CELDT Training 2008-2009 11 Overall Proficiency Level Tables K-2 Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (4) Advanced (5) Kinder180-356357-406407-455456-504505-600 Grade 1180-356357-406407-455456-504505-600 Grade 2215-396397-446447-495496-539540-635 3-5 Beginning (1) Early Intermediate (2) Intermediate (3) Early Advanced (4) Advanced (5) Grade 3230-414415-459460-513514-556557-700 Grade 4230-432433-472473-530531-574575-700 Grade 5230-437438-482483-538539-586587-700

12. CELDT Training 2008-2009 12 Receive Review Question Clarify Review the legal requirements and purposes of the CELDT Let’s Review Objective 1

13. CELDT Training 2008-2009 13 Objective 2 Review appropriate test preparation, security, and administration

14. CELDT Training 2008-2009 14 Skill Areas to be Tested Kindergarten & 1 st 2 nd – 12 th Listening Speaking Listening Speaking Reading Writing Source: California Education Code Section 60810

15. CELDT Training 2008-2009 15 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: www.ctb.com/celdt

16. CELDT Training 2008-2009 16 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

17. CELDT Training 2008-2009 17 “Master Plan Roster” Screen 14, Option 15

18. CELDT Training 2008-2009 18 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.

19. CELDT Training 2008-2009 19 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

20. CELDT Training 2008-2009 20 ◘ 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

21. CELDT Training 2008-2009 21 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

22. CELDT Training 2008-2009 22

23. CELDT Training 2008-2009 23 Source: CDE, Guidelines on Academic Preparation for State Assessments, April 2004

24. CELDT Training 2008-2009 24 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.

25. CELDT Training 2008-2009 25 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

26. CELDT Training 2008-2009 26 Receive Review Question Clarify Review appropriate test preparation, security, and administration Let’s Review Objective 2

27. CELDT Training 2008-2009 27 Objective 3 Become familiar with test format and scoring rubrics

28. CELDT Training 2008-2009 28 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

29. CELDT Training 2008-2009 29 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

30. CELDT Training 2008-2009 30 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

31. CELDT Training 2008-2009 31 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

32. CELDT Training 2008-2009 32 4 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

33. CELDT Training 2008-2009 33 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

34. CELDT Training 2008-2009 34 Chelsea - Kindergarten

35. CELDT Training 2008-2009 35 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?

36. CELDT Training 2008-2009 36 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?

37. CELDT Training 2008-2009 37 Thank You