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Are We Ready for the CELDT?. LAUSD District 6 EL Summit June 6, 2008. Objectives. Review the legal requirements and purposes of CELDT Review appropriate test preparation, security, and administration Become familiar with test format and scoring rubrics. Objective 1.

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are we ready for the celdt

Are We Ready for the CELDT?

LAUSD

District 6

EL Summit

June 6, 2008

CELDT Training 2008-2009

objectives
Objectives
  • Review the legal requirements and purposes of CELDT
  • Review appropriate test preparation, security, and administration
  • Become familiar with test format and scoring rubrics

CELDT Training 2008-2009

objective 1

Objective 1

Review the legal requirements and purposes of CELDT

CELDT Training 2008-2009

why celdt
Why CELDT?
  • Initial identification
  • 2) Annual Assessment

CELDT Training 2008-2009

slide5

CELDT Legal Mandates

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 Training 2008-2009

slide6

CELDT Legal Mandates

“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

Source: MEM 4196.0 Primary Language Assessments for EL (PreK-12), April 21, 2008

home language survey
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 2008-2009

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 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 2008-2009

slide9

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 LEP

(Limited English

Proficient)

Student classified

as IFEP

(Initial Fluent

English Proficient)

Student progresses through

5 ELD levels as outlined

in Master Plan

Student classified as RFEP

(Reclassified Fluent

English Proficient)

Student meets

reclassification criteria

CELDT Training 2008-2009

reclassification criteria
Reclassification Criteria

CELDT Training 2008-2009

Source: REF-1848.4 (5-4-07)

overall proficiency level tables
Overall Proficiency Level Tables

CELDT Training 2008-2009

let s review objective 1
Let’s Review Objective 1

Receive

Review the legal requirements and purposes of the CELDT

Review

Clarify

Question

CELDT Training 2008-2009

objective 2

Objective 2

Review appropriate test preparation, security,

and administration

CELDT Training 2008-2009

skill areas to be tested
Skill Areas to be Tested

CELDT Training 2008-2009

Source: California Education Code Section 60810

scoring initial celdt
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

CELDT Training 2008-2009

retesting kinder ifeps
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 2008-2009

master plan roster
“Master Plan Roster”

Screen 14, Option 15

CELDT Training 2008-2009

students with severe disabilities
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 2008-2009

informing parents
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 2008-2009

slide20

◘ 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 2008-2009

does the celdt measure academic language
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 2008-2009

slide23

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

CELDT Training 2008-2009

eld practice activities developed by corona avenue
ELD Practice ActivitiesDeveloped 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

test security
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 2008-2009

let s review objective 2
Let’s Review Objective 2

Receive

Review appropriate

test preparation,

security, and

administration

Review

Clarify

Question

CELDT Training 2008-2009

objective 3

Objective 3

Become familiar with test format

and

scoring rubrics

CELDT Training 2008-2009

writing sentences
Writing Sentences

CELDT Training 2008-2009

writing short compositions
Writing 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

speech functions
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 2008-2009

choose give reasons
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 2008-2009

4 picture narrative
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

CELDT Training 2008-2009

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

chelsea kindergarten
Chelsea - Kindergarten

CELDT Training 2008-2009

reflections next steps
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 2008-2009

objectives36
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 2008-2009

thank you
Thank You

CELDT Training 2008-2009