Silvia C. Dorta-Duque de ReyesSan Diego County Office of Education

CELDT – Dig In

Module 4

This module familiarizes teachers with CELDT and engages them in a step-by-step in depth analysis of the content of the assessment, and its relationship to the ELD and ELA standards. Instructional implications across language domains are explored.

TABLE TALK WARM-UP!

Choose a recorder - Brainstorm - Record Ideas !

What do we already know about the CELDT?

California English Language Development Test

Silvia Dorta Duque de Reyes SDCOE sreyes@sdcoe.net

CELDT: A Closer Look

AGENDA

1. We will be examining CELDT items

2. Brainstorming classroom implications

3. Sharing easy to implement strategies that will promote language acquisition

and student achievement!

Silvia Dorta Duque de Reyes SDCOE sreyes@sdcoe.net

1. Provide access to grade level academic content instruction.

2. Develop students’ academic English Language proficiency.

Districts have a dual obligation to English Learners to:

Accountability System for English Learners in California

External Accounta

bility Source

How Tested

Unit of Accounta

bility

Accountability

Measure

Title I(NCLB)

CSTCAHSEE

School and

District

APIAYP

3 AMAOsNCLB Title I requires schools and districts to:

1. Evaluate EL student progress by measuring student overall achievement

2. Evaluate EL student progress by time in the program

3. Use data to improve programs

Provide access to grade level academic content instruction

External Accounta

bility Source

How Tested

Unit of Accounta

bility

Accountability

Measure

Title III(NCLB)

CELDT Districtand

Schools

AMAOsAnnual

Measurable Achievement

Objectives

NCLB Title III requires states to:

1. Establish English language proficiency standards2. Conduct an annual, standards-based assessment of

English language proficiency3. Define annual measurable achievement objectives for

increasing the percentage of EL’s progressing towards and attaining English proficiency

4. Holds district accountable for meeting the AMAO’s

Develop students’ academic English language proficiency

AMAO #1 AMAO #2 AMAO #3

Annual increases in the number or percentage

of English Learners making progress in learning English

Annual increases in the number or percentage

of English Learners attaining

English language proficiency

by the end of each school year

Meeting the academic achievement targets of

English Learnersproficient or above

in English Language Artsand Mathematics

One level per year

Sustained and Even movement across all

domains

Academic Achievement as measured by the CST

AMAO’s for English Learners Developing and Attaining

English Language Proficiency

CST CELDTPURPOSE

Why is this test given?

POPULATION

Who takes this test?

ADMINISTRATION

Who gives the test ?Under what conditions?

ACCOUNTABILITY

How are the results reported?What do the results show?

California Assessment System for English Learners

Silvia Dorta Duque de Reyes SDCOE sreyes@sdcoe.net

CELDT Components by Domains

Listening:

Following oral directionsListening Comprehension – Teacher TalkExtended Listening ComprehensionRhyming

CELDT Components by Domains

Speaking:

Oral VocabularySpeech FunctionsChoose and Give ReasonsFour Picture Narrative

CELDT Components by Domains

Reading

Word AnalysisFluency and VocabularyReading Comprehension

CELDT Components by Domain

Writing

Grammar and StructureSentencesShort Composition

In grade level groups, we are going to be analyzing CELDT in order to discern:

• Cognitive Task• Language Performance Task• Academic Language• Pre-requisite or assumed skills• Instructional implications

CELDT ANALYSIS ACTIVITY

CELDT Release Question Dig-In

Step 1: Note the Grade Level

Step 2: Identify the ELA standard (domain, strand, sub-strand)

Step 3: Identify the ELD Standard

Step 4: Note the Overall Range of Student Performance

Step 5: Examine the Test Item

Step 6: Identify the Academic Language

Step 7: Identify the Cognitive Task

Step 8: Identify the Language Task

Step 9: Identify Assumed or Pre-requisite Skills

Step 10: What are the instructional implications?

Step 11: How can primary language instruction help accelerate English

language acquisition?

Step by Step Process

1

2

9

5

6, 7, 8

4

3

10

11

Taking it Back Quick-Write!1. Write down questions thoughts, ideas relating to

this module.

2. How relevant is this information to building capacity and increasing student achievement

at your site?

3. Quick pair-share!

1. Write down questions thoughts, ideas relating to

this module.

2. How relevant is this information to building capacity and increasing student achievement

at your site?

3. Quick pair-share!How will your efforts be evidenced?