Parent Training California English Language Development Test- CELDT

Elementary Schools 2013-2014

1

Objectives:

Know and understand: 1.  The purpose of the California English Language

Development Test– CELDT. 2.  How and why students are identified as English

Learners. 3.  The process of reclassification for English Learners. 4.  The importance of monitoring and supporting

students who are English Learners. 5.  The different sections of the CELDT. 6.  Strategies to assist your child at home.

2

Why is it important for me to understand how to help my child at home?

Because you are your child’s first teacher and will be their teacher for life!

3

“The most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which the family is able to:

•  create a home environment that encourages learning

•  express high (but not unrealistic) expectations for their children’s achievement and future careers

•  become involved in their children’s education at school and in the community.” (Henderson & Berla, 1997, p. 1)

4

The success of English Learners is one of the highest priorities

of the District!

5

LAUSD recognizes that English Learners have to achieve two objectives:

1. They must become proficient in academic English. 2. They must master the academic content required of all students in California. (English Learner Master Plan, 2012, p. 1)

6

Key Terms Handout #1 7

Objective #1 The purpose of the California English

Language Development Test- CELDT

8

What is the CELDT?

•  The CELDT is an assessment of English that is required of K-12 students

•  The CELDT was created to identify students with limited English proficiency

•  The CELDT is used to determine the level of English language proficiency of English Learners

9

Who takes the CELDT?

New Students •  New students who enroll is LAUSD and who indicate

a language other than English in the Home Language Survey

Students who are English Learners •  Students who are identified as English Learners and

have not reclassified

10

Do students with identified Special Needs take the CELDT?

•  Yes! Students with Special Needs who take the CELDT can use variations, accommodations or modifications.

•  Students who are disabled and cannot take the entire CELDT or a section of the test may be tested with special assistance and/or take alternate tests. All assistance or alternate tests must be noted in their individualized education programs (IEPs) or Section 504 Plans.

11

When is the CELDT taken?

New Students

•  During the school year, students take the CELDT within 30 days of enrollment

English Learners

•  Annually, during the testing window: for this year from August 13 to October 18

12

Objective #2 How and why students are

identified as English Learners

13

CELDT Levels of Proficiency for the Educational Service Center – East

14

Home Language Identification Handout #2 15

California English Language

Development Test (CELDT)

English Learner

English Speaker Possible English Learner

Initially Fluent English Proficient

(IFEP)

Initial Language Identification 16

How will I be informed that my child will be assessed for English proficiency? You will receive a letter called the “Initial Notification of Enrollment in the Structured English Immersion Program”

Handout #3 17

You will receive a letter with the preliminary CELDT results

How will I know if my child is an English Learner?

Handout #4 18

Now that I know my child is an English Learner, what happens next?

19

Instructional Program Options

These are the various kinds of programs in which parents of English Learners can choose to enroll their children.

20

Objective #3 The process of

reclassification for English Learners

21

You may be asking yourself . . . What is reclassification?

22

English Learner students reclassify when they have learned sufficient English to perform successfully in academic subjects.

23

How do I know that my child is progressing toward reclassification?

24

Requirements for Reclassification in the Elementary Grades

Kinder and 1st Grade

•  CELDT •  Report Card •  Language Periodic

Assessment (LPA) •  DIBELS NEXT

evaluation •  Recommendation

from the Language Appraisal Team (LAT)

2nd Grade

•  CELDT •  Report Card •  Language

Periodic Assessment (LPA)

3rd -5th Grade

•  CELDT •  Report Card •  California

Standards Test(CST) or California Modified Assessment (CMA)

25

The student must have:

•  an overall score of Early Advanced (4) or Advanced (5)

•  scores of Intermediate(3) or higher in Listening, Speaking, Reading and Writing

CELDT Report

California English Language Development Test

26 Handout #5

Parent Notification - Reclassification

Parents must sign and return copy of letter to the school.

27 Handout # 6

Objective #4 The importance of

monitoring and supporting students who

are English Learners

28

English Language Development Portfolios

The ELD portfolio is a tool used by schools to monitor student progress.

29

Notification of Annual Progress of Elementary Reclassified Students

• Annual CELDT results

• Annual CST results

• Report Card – Language Arts

30

Language Appraisal Team (LAT):

The LAT will: • monitor the progress of English Learners and Reclassified Fluent English Proficient (RFEP) students to ensure adequate progress

• recommend additional support

31

Our goal is for students to graduate college and career-ready!

32

Benefits of Reclassification Prior to Secondary School

Student who reclassify are more likely to:

• have opportunities to enroll in elective classes

• enroll in classes leading to college • graduate on time

33

What happens when students do not reclassify?

Students are defined as Long Term English Learners (LTEL)

34

What does it mean to be a Long Term English Learner (LTEL)?

LAUSD defines Long Term English Learners as students who have been English Learners for five or more years and have not reclassified.

35

Consequences of not reclassifying • Fewer opportunities to choose

elective classes

• Possible delay in meeting and exceeding graduation requirements which affect college admission

• Negative self-image. For example, LTELs may be intimidated around other students and may have a negative academic self-esteem

36

Objective #5 The difference sections of the CELDT

Listening- Speaking-

Reading- Writing-

37

Sections of the CELDT

Listening

•  Follow oral instructions

•  Teacher Talk (short school scenario)

•  Extended Listening Comprehension (oral passages)

•  Rhyming (only for grades K-2)

38

Sections of the CELDT

Speaking

•  Oral Vocabulary

•  Speech Functions

•  Choose and Give Reasons

•  4-picture Narratives

39

Sections of the CELDT

Reading •  Word Analysis •  Fluency and Vocabulary •  Reading Comprehension

40

Sections of the CELDT

Writing • Copying Letters and Words (K-1) • Writing Words (K-1) • Punctuation and Capitalization (K-1) • Grammar and Structure • Sentences • Short Composition

41

Objective #6

Strategies to assist your child at home

42

We are going to form new groups to learn strategies to assist our child!

Grades Kinder- 2 Grades 3-5

43

Activities to support your child’s learning

•  Take a moment to read the suggested activities to support your child’s learning.

•  Work with your group to brainstorm additional ideas.

44 Handout #7

Taking Action

45 Handout # 8

Parent and Student Resources 46 Handout # 9

Reflection 47 Handout #10

¡Thank you for your participation in the CELDT

Workshop for Parents!

48