Identification, Assessment and Re-classification of English Learners

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Identification, Assessment and Re-classification
of English Learners

• Initial Identification
• Complete within 30 school days of enrollment

Administer Home Language Survey
English Only
Any Appropriate Program
Primary Language Other Than English
Assess Language Proficiency
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Identification, Assessment and Re-classification
of English Learners

• Home Language Survey
• Which language did your son or daughter learn
  when he or she first began to talk?
• What language does your son or daughter most
  frequently use at home?
• What language do you use most frequently to speak
  to your son or daughter?
• Name the language most often spoken by the adults
  at home

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Identification, Assessment and Re-classification
of English Learners

• Purposes of the CELDT
• Identify students who are English Learners
• Determine their level of English proficiency
• Assess their progress toward acquiring English
  proficiency in listening, speaking, reading and
  writing

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State CELDT Requirements

• English Learners who must be assessed
• Students in kindergarten and grade 1
• Listening and Speaking
• Students in grades 2 through 12
• Listening / Speaking, Reading, and Writing
• Parent Opt Outs are not allowed
• Education Code Section 60810

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District CELDT Requirements

• Conduct initial assessment upon enrollment
• To identify students who are English Learners,
  and to determine the level of English proficiency
• Conduct annual assessment
• To assess the progress of English Learners in
  acquiring listening, speaking, reading, and
  writing skills in English until they are
  re-classified to Fluent English Proficient
• Education Code Section 313

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CELDT Administration

• Test Administrators
• Trained examiners administer score the
  listening / speaking, and reading / writing
  components
• Use of certificated staff for test administration
  / scoring is recommended
• Use of trained paraprofessional, under
  supervision of certificated staff, is allowed
• All examiners must be proficient in English

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CELDT Administration

• Three test components
• Listening / Speaking (grades K-12)
• (Individually administered about 20 minutes per
  student)
• 46 Open Response Items
• Follow oral directions
• Phonemic awareness
• Oral vocabulary
• Phonemic control
• Story retelling
• Reading / Writing (grades 2-12)
• (Group administered about 90 minutes)

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CELDT Administration

• Three test components (cont.)
• Reading (35 Multiple Choice Items)
• Word analysis
• Reading vocabulary
• Synonyms
• Antonyms
• Fluency
• Reading comprehension
• Literary analysis
• Structures
• Writing (23 Multiple Choice/Constructed
  Responses)
• Grammar mechanics and structured items
• Writing sentences
• Writing a story / essay

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CELDT Results 2002-03Annual Assessment (All
Students)
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CELDT Results 2002-03Students Reclassified as
English Proficient (FEP)
Kindergarten 16
1st Grade 28
2nd Grade 16
3rd Grade 13
4th Grade 27
5th Grade 39
6th Grade 33
7th Grade 41
8th Grade 47
9th Grade 42
10th Grade 46
11th Grade 49
12th Grade 52
OVERALL-R/FEP 32
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Reclassification of English Learners

• Comparison of Performance in Basic Skills
• Does the student meet the districts cut point?
• Review CELDT results from the annual assessment
• Does the student score at Early Advanced overall
  and score at Intermediate or higher (upper end of
  Intermediate) in listening / speaking, reading
  and writing?
• Teacher Evaluation
• Does the student meet academic performance
  indicators set by the district?
• Parent Opinion and Consultation
• Monitor the students progress for 2 years once
  s/he is
• Reclassified as FEP

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Generic Lesson Plan Format

• I. CONSIDERATIONS BEFORE THE LESSON
• A. Facts about the Learners
• 1. Who are my students and how do they learn?
• B. Content / Context
• 1. Content area(s) or discipline(s)
• 2. Grade level(s)
• 3. Content standards addressed (INCL. ELD
  STANDARDS)
• 4. Lessons Objectives
• 5. Prior knowledge and skills

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Generic Lesson Plan Format

• I. CONSIDERATIONS BEFORE THE LESSON
• C. Product / Assessments
• 1. In what varied authentic ways will students
  demonstrate accomplishment of the objectives?
• 2. What criteria will you use to judge students
  success for each objective?
• 3. What different levels of mastery will be
  accepted?
• D. Management
• 1. What materials and resources are needed?
• 2. How will you incorporate technology?
• 3. How will you handle student grouping?
• II. OPENING THE LESSON / INTO
• A. Anticipatory Set
• How will you motivate and focus students?
• What vocabulary (if applicable) will be learned
  or reinforced in the lesson?

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Generic Lesson Plan Format

• III. PROCESS / STEPS OF INSTRUCTION / THROUGH
• A. Teacher Input
• 1. How will you describe and model skills? (TPE
  4)
• 2. How will you teach to the objective(s)?
• 3. How will you actively involve all students?
• B. Guided Practice / Independent Practice
• 1. How will students practice alone?
• 2. How will you check for understanding?
• C. Closure
• How will you have students summarizing their
  learning?
• IV. AFTER THE LESSON / BEYOND
• A. Transfer
• 1. How will you structure opportunities for
  students to continue practice and transfer
  learning?

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Administration of the CELDT Video

• Turn to the person next to you and talk for two
  minutes. What is the last video you have seen?
  What made it interesting? What did you like about
  it? What motivated you to watch it?

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Viewing for different purposes

• This video has a different purpose than the one
  you just discussed.
• How do you view this video on administration of
  the CELDT?
• What will you look for?
• Put on your teacher hat. What is the level
  English level of this student? How would she do
  in your class? What does she seem to now well?
  Need help with?

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Post viewing

• What are the difficulties with using an audio
  tape? How might that bias the test? Validate it?
• What do you recommend for SDAIE strategies to
  help Betty?

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