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Maximizing Language Development Through CELDT Analysis and Instructional Strategies

This presentation provides guidance on using CELDT data to inform instructional decisions for language development. It includes an analysis of three-year performance trends, monitoring rosters, side-by-side grade level comparisons, and strategies to maximize language development opportunities. Teachers are encouraged to identify student progress, assess domain components, and foster academic interactions to enhance language skills. Participants will engage in activities to build skills assessed on the CELDT and share ideas for enriching language development throughout the instructional day.

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Maximizing Language Development Through CELDT Analysis and Instructional Strategies

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  1. Raising the Bar:Using CELDT Data to Guide Instructional Decisions for Language DevelopmentLD West Elementary EL Designee Meeting February 2016

  2. CELDT Data

  3. Three-Year Performance TrendAnnuals – Reading Domain

  4. Three-Year Performance Trend Annuals – Writing Domain

  5. Three-Year Performance TrendAnnuals – Reading Domain

  6. Three-Year Performance Trend Annuals – Writing Domain

  7. Step 1: CELDT Analysis First My Students…

  8. CELDT Analysis

  9. EL Monitoring Roster

  10. CELDT Analysis • First, tally the number of students who met each domain with a score of a 3, 4 or 5. • Next write the names of the students who did not met each domain with the score of a 2 or a 1. For now, just do the reading and writing domain. (If time permits, go back to the listening and speaking domain.) • For 1st, 2nd and 5thgrade teachers, knowing that there is enormous drop in the number of students making gains between 1st and 2nd, 2nd and 3rd and 5th and 6th as they grapple with a more difficult assessment, please write down the names of the student who received 3s, especially in reading and writing. Moises Moises Pablo Zoila Zoila Pablo

  11. Step 2:Side-by-Side Grade Level CELDT Analysis

  12. Compare Domain Components Grade Level to Grade Level 1st Grade 2ndGrade

  13. Note Expectations for One Grade Compared to the Next - Reading

  14. And Writing

  15. Step 3: Maximizing Language Development OpportunitiesHow am I maximizing opportunities all day long and all year long for my students to develop the language skills I know will be assessed on the next grade level’s CELDT? 1st 2nd 2nd  3rd 5th  6th

  16. Maximizing Opportunity to Develop Language Skills

  17. Walk and Talk with a Partner • Consider: • what activities/lessons throughout the year you already do to build the skills assessed on the next grade level’s CELDT • what ideas you have regarding what you could do in addition to maximize the opportunity to develop those skills over the course of the instructional day • how Fostering Academic Interactions (Constructive Conversation Skills), Using Complex Text (Deconstructing a Mentor Text during Designated ELD) and Fortifying Complex Output (having student think, speak and write in connected sentences) supports language development • Document your ideas on the posters and on your graphic organizer.

  18. Gallery Walk

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