Identification, Assessment and Re-classification of English Learners Initial Identification Complete within 30 school days of enrollment Administer Home.
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Presentation on theme: "Identification, Assessment and Re-classification of English Learners Initial Identification Complete within 30 school days of enrollment Administer Home."— Presentation transcript:
Identification, Assessment and Re-classification of English Learners Initial Identification Complete within 30 school days of enrollment Administer Home Language Survey English Only Any Appropriate Program Primary Language Other Than English Assess Language Proficiency
Identification, Assessment and Re-classification of English Learners Home Language Survey Which language did your son or daughter learn when he or she first began to talk? What language does your son or daughter most frequently use at home? What language do you use most frequently to speak to your son or daughter? Name the language most often spoken by the adults at home:
Identification, Assessment and Re-classification of English Learners Purposes of the CELDT Identify students who are English Learners Determine their level of English proficiency Assess their progress toward acquiring English proficiency in listening, speaking, reading and writing
State CELDT Requirements English Learners who must be assessed: Students in kindergarten and grade 1 Listening and Speaking Students in grades 2 through 12 Listening / Speaking, Reading, and Writing Parent “Opt Outs” are not allowed Education Code Section 60810
District CELDT Requirements Conduct initial assessment upon enrollment: To identify students who are English Learners, and to determine the level of English proficiency Conduct annual assessment: To assess the progress of English Learners in acquiring listening, speaking, reading, and writing skills in English until they are re-classified to Fluent English Proficient Education Code Section 313
CELDT Administration Test Administrators: Trained examiners administer & score the listening / speaking, and reading / writing components Use of certificated staff for test administration / scoring is recommended Use of trained paraprofessional, under supervision of certificated staff, is allowed All examiners must be proficient in English
CELDT Administration Three test components: Listening / Speaking(grades K-12) (Individually administered – about 20 minutes per student) 46 Open Response Items Follow oral directions Phonemic awareness Oral vocabulary Phonemic control Story retelling Reading / Writing (grades 2-12) (Group administered – about 90 minutes)
CELDT Administration Three test components (cont.): Reading (35 Multiple Choice Items) Word analysis Reading vocabulary Synonyms Antonyms Fluency Reading comprehension Literary analysis Structures Writing (23 Multiple Choice/Constructed Responses) Grammar mechanics and structured items Writing sentences Writing a story / essay
Reclassification of English Learners 1. Comparison of Performance in Basic Skills Does the student meet the district’s cut point? 2. Review CELDT results from the annual assessment Does the student score at Early Advanced overall and score at Intermediate or higher (upper end of Intermediate) in listening / speaking, reading and writing? 3. Teacher Evaluation Does the student meet academic performance indicators set by the district? 4. Parent Opinion and Consultation Monitor the student’s progress for 2 years once s/he is Reclassified as FEP
Generic Lesson Plan Format I. CONSIDERATIONS BEFORE THE LESSON A. Facts about the Learners 1. Who are my students and how do they learn? B. Content / Context 1. Content area(s) or discipline(s) 2. Grade level(s) 3. Content standards addressed (INCL. ELD STANDARDS) 4. Lesson’s Objectives 5. Prior knowledge and skills
Generic Lesson Plan Format I. CONSIDERATIONS BEFORE THE LESSON C. Product / Assessments 1. In what varied authentic ways will students demonstrate accomplishment of the objectives? 2. What criteria will you use to judge students’ success for each objective? 3. What different levels of mastery will be accepted? D. Management 1. What materials and resources are needed? 2. How will you incorporate technology? 3. How will you handle student grouping? II. OPENING THE LESSON / INTO A. Anticipatory Set 1.How will you motivate and focus students? 2.What vocabulary (if applicable) will be learned or reinforced in the lesson?
Generic Lesson Plan Format III. PROCESS / STEPS OF INSTRUCTION / THROUGH A. Teacher Input 1. How will you describe and model skills? (TPE 4) 2. How will you teach to the objective(s)? 3. How will you actively involve all students? B. Guided Practice / Independent Practice 1. How will students practice alone? 2. How will you check for understanding? C. Closure 1.How will you have students summarizing their learning? IV. AFTER THE LESSON / BEYOND A. Transfer 1. How will you structure opportunities for students to continue practice and transfer learning?
Administration of the CELDT: Video Turn to the person next to you and talk for two minutes. What is the last video you have seen? What made it interesting? What did you like about it? What motivated you to watch it?
Viewing for different purposes This video has a different purpose than the one you just discussed. How do you view this video on administration of the CELDT? What will you look for? Put on your teacher hat. What is the level English level of this student? How would she do in your class? What does she seem to now well? Need help with?
Post viewing What are the difficulties with using an audio tape? How might that bias the test? Validate it? What do you recommend for SDAIE strategies to help Betty?