San Leandro USD DELAC Meeting Wednesday, March 21, 2012 6:30 p.m. Andrew Gordon, Facilitator 11/21/2018

Parent Education Tip of the Month PREPARING FOR STANDARDIZED TESTS Students will be taking STAR in April-May. Here are some strategies to help your child prepare for testing: Explain that the tests show how much he/she has learned Encourage your child to do their best Become familiar with The material being tested The format of the test (multiple choice? Essay? Short answer?) How the test is scored and what the score means How the results will be used 11/21/2018

Parent Education Tip of the Month Practice the test format (Use test-released items found on internet) Limit the activities the night before tests Be sure your child gets to bed on time and sets an alarm for the next morning On test day, give your child an energy-boosting breakfast. Try to include both protein (eggs, milk) and carbohydrates (fruit, oatmeal, toast) 11/21/2018

Preliminary Results on AMAO 1 and 2 Based on CELDT 2011 11/21/2018

EL Achievement and AMAOs AMAO = Annual Measurable Achievement Objectives AMAOs highlight level of effectiveness With student’s initial language growth With getting EL students proficient on CELDT and CST With getting EL students to be academically successful 11/21/2018

CELDT and Title III AMAOs For English Learners AMAO (Annual Measurable Achievement Objectives Assessment English Language Proficiency AMAO 1: Percent Making Annual Progress in Learning English CELDT English Language Proficiency AMAO 2: Percent Attaining English Proficiency 11/21/2018

AMAO 1 Is the percent of English learners that move from one overall level to the next as measured by the CELDT A EA I EI 2009 target expectation is 51.6% Lizette B 11/21/2018 7

AMAO 2 Is the percent of English learners that reach proficiency level as measured by the CELDT Any students who have been ELs four years must become proficient. + 2009 AMAO 2 Target Expectation is 30.6% Lori 11/21/2018 8

AMAO Targets: Percentage Met by Year 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 AMAO 1 52.0 48.7 50.1 51.6 53.1 53.6 56.0 57.5 59.0 AMAO 2 31.4 27.2 28.9 30.6 Less than 5 years 17.4 18.7 20.1 21.4 22.8 5 years or more 41.3 43.2 45.1 47.0 49.0 AMAO 3 ELA 23.0 34.0 45.0 67.0 78.0 89.0 100 Math 23.7 34.6 45.5 56.4 67.3 78.2 89.1 11/21/2018

SLUSD Preliminary AMAO Info Annual Measurable Achievement Objective (AMAO) 2011-12 Target Percent Meeting AMAO 2011   Met Target? Percent Meeting AMAO, 2010 Increased by: AMAO 1 56.0% 65.9% YES 49.2% +16.7% AMAO 2, < 5 years 20.1% 26.4% 18.9% +7.5% AMAO 2, 5 years or more 45.1% 45.6% 35% +10.6% 11/21/2018

Neighboring Districts and AMAO Results 2010-11 School District AMAO 1 Met Target? AMAO 2 <5 Years AMAO 2, 5+ years   Albany 76.9 YES Alameda 45.4 74.3 74.5 40.2 Dublin 65.1 71.4 Castro Valley 39.9 61.1 Pleasanton 70.1 38.1 56.1 67.9 Fremont 37.9 53.6 66.4 32.1 52 Sanger 58.2 Emery 28.8 43.2 56 Oakland 23.8 New Haven 43 NO San Lorenzo 55.5 23.5 40.7 54.7 22.8 Hayward 50.9 Newark 21.5 50.5 19.5 Contra Costa 37.7 49.3 San Leandro 18.9 36.8 49.2 18.4 35.1 48.8 16.1 35 11/21/2018

Neighboring Districts and AMAO Results 2011-12 School District AMAO 1 Met Target? AMAO 2 <5 Years AMAO 2, 5+ years   Albany 81.3 YES 44.8 Alameda 72.9 75.4 44.3 70.7 Pleasanton 73.8 Dublin 64.3 Castro Valley 73 44.1 Fremont 57.5 Emery 72.7 43 56.7 71.4 33 56 70.1 Oakland 32.5 New Haven 48.2 San Leandro 65.9 Sanger 29.1 45.6 62.8 26.4 43.2 NO Hayward 61.5 26.2 42.4 59.4 Newark 23.5 41.2 58.2 21.1 41 Contra Costa 20.9 39.4 San Lorenzo 55.6 18.4 38.3 55.2 14.9 37.8 11/21/2018

What Made the Difference? Intervention Classes More Frequent Testing to determine student progress Admin Classroom Visits 3.5 hours a week Pacing Guides in Place at Secondary Increased Focus on EL Instruction across the District Reclassification Ceremonies CELDT Test Chats Training on CELDT High Leverage Strategies Use of Test Release Items Push for ELD every day, starting on the 1st day of school Parent Education on CELDT 11/21/2018

What Do We Remember About CELDT? 11/21/2018

Question 1: What does CELDT stand for? 11/21/2018

California English Language Development Test 11/21/2018

Question 2: Why do EL students take the CELDT? 11/21/2018

To identify students who are English Learners and to monitor progress in learning English 11/21/2018

Question 3: What is tested on CELDT? 11/21/2018

Reading, Writing, Listening, Speaking 11/21/2018

Question 4: What are the different proficiency levels on CELDT? 11/21/2018

Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced 11/21/2018

Question 5: What is reclassification or redesignation? 11/21/2018

When you no longer need English Language support, you are reclassified and called R-FEP (Reclassified-Fluent English Proficient) 11/21/2018

Question 6: How does an EL student get reclassified? 11/21/2018

1. CELDT--Overall CELDT score of 4 or 5 (Early Advanced or Advanced)—with no sub score lower than three: listening, speaking, reading, writing 2. CST Language Arts--Students need to score at the Basic level or above in language arts; CMA Language Arts---Students with a learning disability may also be reclassified if they score basic or higher on the CMA (effective November 2010) 3. Teacher Approval 4. Parent/Guardian Consultation 11/21/2018

Question 7: True or False: After an EL student is reclassified, a school must monitor them for 2 years. 11/21/2018

TRUE! 11/21/2018

Question 8: What is the Home Language Survey? 11/21/2018

The Home Language Survey is a document filled out by new enrollees to the district. It determines if a language other than English is used at home. If there is indication of a primary language other than English, we assess the student with CELDT. 11/21/2018

High Leverage CELDT Strategies CHOOSE AND GIVE REASONS 11/21/2018

SPEAKING: Make a choice and support the choice with 2 reasons I’m going to ask you a question and I want to hear what you think: Suppose that you can go to either a sports event or an amusement park. Which would you choose? Tell me why. Give me at least two reasons. 11/21/2018

CHOOSE AND GIVE REASONS: Practice with Sentence Frames 11/21/2018

SPEAKING: Make a choice and support the choice with 2 reasons I’m going to ask you a question. Which do you like to do more, sing songs or draw pictures? Tell me why. Give me two reasons. 11/21/2018

SPEAKING: Make a choice and support the choice with 2 reasons I’m going to ask you a question. On Saturday, one of your friends invites you to go to the beach and another friend invites you to go to the mountains. Which would you choose? Tell me why and give two reasons. 11/21/2018

SPEAKING: Make a choice and support the choice with 2 reasons I’m going to ask you a question. You are at a school party. What would you rather have: ice-cream or fruit? Tell me why and give two reasons. 11/21/2018

SPEAKING: Make a choice and support the choice with 2 reasons I’m going to ask you a question. You can either take a music class or an art class next semester. Which would you choose? Tell me why and give two reasons. 11/21/2018

Next DELAC Meeting: Wednesday, May 16, 2012 6:30 p.m. 11/21/2018