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Parent Training California English Language Development Test- CELDT
Elementary Schools 2013-2014
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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.
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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!
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“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)
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The success of English Learners is one of the highest priorities
of the District!
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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)
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Key Terms Handout #1 7
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Objective #1 The purpose of the California English
Language Development Test- CELDT
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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
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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
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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.
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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
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Objective #2 How and why students are
identified as English Learners
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CELDT Levels of Proficiency for the Educational Service Center – East
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Home Language Identification Handout #2 15
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California English Language
Development Test (CELDT)
English Learner
English Speaker Possible English Learner
Initially Fluent English Proficient
(IFEP)
Initial Language Identification 16
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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
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You will receive a letter with the preliminary CELDT results
How will I know if my child is an English Learner?
Handout #4 18
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Now that I know my child is an English Learner, what happens next?
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Instructional Program Options
These are the various kinds of programs in which parents of English Learners can choose to enroll their children.
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Objective #3 The process of
reclassification for English Learners
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You may be asking yourself . . . What is reclassification?
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English Learner students reclassify when they have learned sufficient English to perform successfully in academic subjects.
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How do I know that my child is progressing toward reclassification?
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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)
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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
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Parent Notification - Reclassification
Parents must sign and return copy of letter to the school.
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Objective #4 The importance of
monitoring and supporting students who
are English Learners
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English Language Development Portfolios
The ELD portfolio is a tool used by schools to monitor student progress.
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Notification of Annual Progress of Elementary Reclassified Students
• Annual CELDT results
• Annual CST results
• Report Card – Language Arts
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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
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Our goal is for students to graduate college and career-ready!
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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
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What happens when students do not reclassify?
Students are defined as Long Term English Learners (LTEL)
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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.
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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
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Objective #5 The difference sections of the CELDT
Listening- Speaking-
Reading- Writing-
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Sections of the CELDT
Listening
• Follow oral instructions
• Teacher Talk (short school scenario)
• Extended Listening Comprehension (oral passages)
• Rhyming (only for grades K-2)
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Sections of the CELDT
Speaking
• Oral Vocabulary
• Speech Functions
• Choose and Give Reasons
• 4-picture Narratives
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Sections of the CELDT
Reading • Word Analysis • Fluency and Vocabulary • Reading Comprehension
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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
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Objective #6
Strategies to assist your child at home
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We are going to form new groups to learn strategies to assist our child!
Grades Kinder- 2 Grades 3-5
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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.
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Taking Action
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Parent and Student Resources 46 Handout # 9
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Reflection 47 Handout #10
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¡Thank you for your participation in the CELDT
Workshop for Parents!
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