2008-2009 Edition Version 1-11

Presented byLanguage Acquisition Branch

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Objectives

1. Understand the purpose of the California English Language Development Test (CELDT)

2. Understand the CELDT Student Performance Level Report

Notifying Parents Explaining the Student Proficiency Level

Report

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Objective 1

Understand thepurpose of the CELDT

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What is the CELDT?

State laws require that school districts administer a state test of English language proficiency to: newly enrolled students whose primary

language is not English; and English learners as an annual

assessment

California Education Code sections 313 and 60810Title III of the NCLB Act of 2001

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2008-09 CELDT

Versions 1-11Grades K-12

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Purpose of the CELDT

The 3 purposes of the CELDT are to:1. identify new students who are limited

English proficient (LEP), or English learners (ELs)

2. determine the level of English language proficiency of English learners (ELs)

3. assess the progress of ELs in acquiring the skills of listening, reading, speaking, and writing in English

CELDT is one criteria used to determine reclassification eligibility of students

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CELDT Purpose – Initial or Annual

Initial CELDT assessment results are used to identify

pupils who are limited English proficient (English learners)

Annual CELDT Annual assessment results are used to:

determine the level of English-language proficiency of pupils who are limited English proficient

assess the progress of limited-English-proficient pupils in acquiring the skills of listening, reading, speaking, and writing in English

Students may not be exempted from testing

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Initial CELDT

Who is assessed? All students, including students with

disabilities, whose primary language is not English, based on the Home Language Survey (HLS), must take the CELDT within 30 calendar days after initial enrollment

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Home Language Survey (HLS)Newly enrolled students in grades K-12 are tobe assessed if: the response to any of the first three questions on the HLS

is a language other than English ALL the conditions listed below are true, the student must

be assessed with the CELDT 1. Response to each of the first three questions on the HLS is

English, and2. Response to question number four is other than English, and3. There is reasonable doubt as to the student’s proficiency in

English

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Annual CELDT

Who is assessed? All students, including students with

disabilities, already identified as an English learner (EL) must be administered the CELDT annually until the student reclassifies to fluent English proficient (RFEP)

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Annual CELDT

ELs who are assessed with the AnnualCELDT are: retained kindergartners and

students in grade 1 in listening and speaking

students in grades 2-12 in listening, speaking, reading, and writing

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Objective 2

Understand the CELDT Performance Level Report

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Notifying Parents

Schools are responsible for sending one copy of the CELDT Student Performance Level Report to parents/guardians within 20 days of delivery

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Copies of the Student Performance Level Report

One copy should be retained in

the Master Plan Folder

One copy should be sent to

parents/guardians within 20 calendar

days of delivery

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Explaining the Student Performance Level Report

The CELDT is required by California law to assess the English language proficiency of all students who have a primary language other than English

The test is aligned with the English Language Development standards approved by the State Board of Education

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CELDT Student Performance Level Report

Two copies of the CELDT Student Performance Level Report are provided for each student

The report displays a bar graph illustrating the student’s performance in each of the skill areas, the scale scores, and the overall Proficiency Level

The scores that fall within a Performance Level indicate that the student can perform the majority of skills for that level and the levels below

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CELDT 2008-09 Edition Test Interpretation Guidehttp://www.ctb.com/celdt/

Handout #1

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Student Performance Level Report

FRONT

BACK

22Student Performance Level Report

Student’s name and grade

Purpose of report

District and school

information

CELDT Performance Levels

Early Intermediate

Beginning

Intermediate

Early Advance

Advanced

Domains assessed by CELDT

Scale Score for each Domain and Overall

How to Read This Report

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Sample Student Performance Level Report

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Student Performance Level Report

Writing – Early Advanced

Students who perform at this level on theCELDT typically use their knowledge of grammar and mechanics to identify theappropriate word to complete a complexsentence, write a sentence in response toa picture prompt (may contain minor errorsin grammar and mechanics), and write acomposition that clearly communicates aseries of events or ideas based on a prompt(has relevant details connected by accurate transitions and may contain few errors in

grammar and mechanics).

Reading - Intermediate

Students who perform at this level on theCELDT typically begin to identify the numberof syllables in some words of simplestructure, recognize synonyms and antonyms, use context clues to select thecorrect word to complete a sentence or shortpassage and to identify simple words withmultiple meanings, match more difficultvocabulary words to pictures, answerfactual comprehension questions, identifyevents, draw conclusions, or makeinferences based on a given text.

Speaking – Advanced

Students who perform at this level on theCELDT typically use extensive vocabularyand complex syntax appropriate to settingand purpose, tell a coherent and detailed story based on a picture sequence,using complete and complex sentences.

Listening - Advanced

Students who perform at this level on theCELDT typically understand extensivevocabulary and complex syntax, withoutsignificant problems in comprehension,they understand and follow all oraldirections.

Overall Student Performance

Level – Early Advanced

Students performing at this level of Englishlanguage proficiency begin to use Englishin cognitively demanding situations and forlearning in content areas. They can identifyand summarize most concrete details andabstract concepts during unmodifiedinstruction in most content areas. Oral andwritten productions contains fully-developedparagraphs and compositions. Errorsrarely complicate communication.

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Determining Language Classification

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Objectives

1. Understand the purpose of the California English Language Development Test (CELDT)

2. Understand the CELDT Student Performance Level Report

Notifying Parents Explaining the Student Proficiency Level

Report

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CELDT Assessment Results

School, school district, county, andstate test results are posted on theCalifornia Department of Education(CDE) website each year

Assessment results are generally posted in February/March following the closure of the testing window

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Related Resources

CTB CELDT Help Desk, (800) 994-8594

CTB CELDT Website, http://www.ctb.com/celdt

Student Testing Unit, 213.241.4104

School Information Branch, 213.241.2450

Division of Special Education, 213.241.6701

Language Acquisition Branch, 213.241.5582

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Related Resources (continue)

• The “2008-09 Edition Guides to Test Interpretation” from the CTB web-site is http://ctb.com/celdt (Outside Source) under “Reporting and Interpretation Materials.”

• MEM-4580.1, Annual and Initial CELDT Reports, 2008-2009 Edition, dated December 12, 2008

• The CDE CELDT web-site is http://www.cde.ca.gov/ta/tg/el/

• BUL-3448.1, Master Plan Documentation for English Learners, K-12, dated January 5, 2009

• Cumulative Record Handbook for Elementary Schools

• Cumulative Record Handbook for Secondary Schools