Parent Training California English Language Development Test- CELDT

1. 1 Parent TrainingCalifornia English Language Development Test- CELDT Elementary Schools 2013-2014

2. 2 Objectives: Know and understand: • The purpose of the California English Language Development Test– CELDT. • How and why students are identified as English Learners. • The process of reclassification for English Learners. • The importance of monitoring and supporting students who are English Learners. • The different sections of the CELDT. • Strategies to assist your child at home.

3. 3 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!

4. 4 “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)

5. 5 The success of English Learners is one of the highest priorities of the District!

6. 6 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)

7. Handout #1 7 Key Terms

8. Objective #1 8 The purpose of the California English Language Development Test- CELDT

9. 9 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

10. 10 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

11. 11 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.

12. 12 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

13. 13 Objective #2 How and why students are identified as English Learners

14. 14 CELDT Levels of Proficiency for the Educational Service Center – East

15. Handout #2 15 Home Language Identification

16. 16 Initial Language Identification Possible English Learner English Speaker California English Language Development Test (CELDT) English Learner Initially Fluent English Proficient(IFEP)

17. Handout #3 17 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”

18. 18 Handout #4 How will I know if my child is an English Learner? You will receive a letter with the preliminary CELDT results

19. 19 Now that I know my child is an English Learner, what happens next?

20. 20 Instructional Program Options These are the various kinds of programs in which parents of English Learners can choose to enroll their children.

21. 21 Objective #3 The process of reclassification for English Learners

22. 22 You may be asking yourself . . . What is reclassification?

23. 23 English Learner students reclassify when they have learned sufficient English to perform successfully in academic subjects.

24. 24 How do I know that my child is progressing toward reclassification?

25. 25 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)

26. Handout #5 26 CELDT Report California English Language Development Test 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

27. Handout # 6 27 Parent Notification - Reclassification Parents must sign and return copy of letter to the school.

28. 28 Objective #4 The importance of monitoring and supporting students who are English Learners

29. 29 English Language Development Portfolios The ELD portfolio is a tool used by schools to monitor student progress.

30. 30 Notification of Annual Progress of Elementary Reclassified Students • Annual CELDT results • Annual CST results • Report Card – Language Arts

31. 31 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

32. 32 Our goal is for students to graduate college and career-ready!

33. 33 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

34. 34 What happens when students do not reclassify? Students are defined as Long Term English Learners (LTEL)

35. 35 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.

36. 36 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

37. 37 Objective #5 The difference sections of the CELDT Listening- Speaking- Reading- Writing-

38. 38 Sections of the CELDT Listening • Follow oral instructions • Teacher Talk (short school scenario) • Extended Listening Comprehension (oral passages) • Rhyming (only for grades K-2)

39. 39 Sections of the CELDT Speaking • Oral Vocabulary • Speech Functions • Choose and Give Reasons • 4-picture Narratives

40. 40 Sections of the CELDT • Reading • Word Analysis • Fluency and Vocabulary • Reading Comprehension

41. 41 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

42. 42 Objective #6 Strategies to assist your child at home

43. 43 We are going to form new groups to learn strategies to assist our child! Grades Kinder- 2 Grades 3-5

44. Handout #7 44 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.

45. Handout # 8 45 Taking Action

46. Handout # 9 46 Parent and Student Resources

47. Handout #10 47 Reflection

48. 48 ¡Thank you for your participation in the CELDT Workshop for Parents!