1. CELDT MOVEMENT BY LEVELS
Presented by
MALCOLM BUTLER
Director of Curriculum and Instruction
&
PAULA GARCIA
District English Learner Coordinator

2. English Language Learners
Identified ELs
ID Process
CELDT
Skills Tested
Home Language Survey assists us to identify students whose Primary language is a language other than English-381 active
240 have redesignated over ___ years
Process-CELDT Test provided to these students
CELDT = California English Language Development Test
CELDT test identifies students level of English proficiency
Levels = Beginning, Early Intermediate, Intermediate, Early Advanced or Advanced
Skills tested = Listening, reading comprehension, writing and speaking
Funding: title III and EIA-LEP … proposed law to convert to LCFF
Title III LEP – no expected new funding available to utilize for 13-14
EIA LEP – approximately $500,000 to be available to utilize for 13-14
Title II – approximately $187,240 left to utilize in budget

3. Title III-Annual Measurable Achievement Objectives (AMAO)
AMAO 1 – Percentage of EL students making Annual progress in learning English
AMAO 2 - Percent of Students Attaining English Proficiency on CELDT
AMAO 3 - Adequate Yearly Progress (AYP) for English Learner Subgroup
AMAO 2 changed significantly in 2010 at the request of the United States Department of Education (ED). The biggest change was that the AMAO 2 will include both Initial Identification (non CELDT English Proficient students only) and Annual Assessment results. Further, the AMAO 2 was separated into two cohorts; one which includes students who have received English Language Instruction for less than 5 years and the other containing those receiving English Language Instruction for 5 or more years. Each cohort has a separate target.
The length of time receiving English Language Instruction is defined as the difference between the Date Testing Completed and the English Learner Date First Enrolled in a US School.

4. and the importance of USING the results
CELDT RESULTS
The
IMPORTANCE
of the Results…
and the importance of USING the results
The importance of CELDT results:
Informs us from year to year how our EL students are performing;
Identifies growth patterns … achievement gaps … informs next steps
Positive Results
127 of moved one or more levels … 22 moved 2 levels … 2 students move 3 levels
22 students moved two levels
B. Bilek-Student _____ school _____
Other facts students made no growth … level … 6 -2 levels
Using the Results-Redesignation
CST ELA or pass CAHSEE ELA
CELDT overall EA/A and all sub areas
Writing sample approved by EL Coordinator

5. Our Discoveries Interpretation Next Steps Interpretation:
Students make progress in the early stages of the EL Program
Palo Verde’s Ruth Brown is in the top 10 es schools in the county in moving students in AMAO 1 over a three-year period
Most students nationally make minimal growth after moving from the Beginning or Early Intermediate to the Intermediate 127 students + growth … 151 students neg growth
Moving this group would have significant impact on district
Next steps:
Continue to propose research Best Practices proven to work
Intervention teachers - Title II has approximately $187,000 that is not encumbered and almost half-a-million in EIA-LEP funds that are not encumbered
Continue to focus on first best instruction in the classroom
Continue professional developments presented by RCOE
Follow Alternative Governance Board recommendations
Continue to monitor progress though site professional learning communities

6. The End

7. Total EL Population 2012-2013 TOTAL 381 240 School EL RFEP Appleby 77
Margaret White 71 19
Ruth Brown
107 13
Blythe Middle 48 53
Palo Verde High 61
126
Twin Palms 11 9
Community Day 3
TOTAL
381
240
Here is this year’s total EL population in our district. Please note that of the 621 total EL students, 240 have been exited from the program through redesignation and we have 381 active students who are receiving EL services.

8. Questions