2. Silvia C. Dorta-Duque de Reyes San Diego County Office of Education
Module 4
CELDT – Dig In
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.
Silvia C. Dorta-Duque de Reyes
San Diego County Office of Education

3. What do we already know about the CELDT?
TABLE TALK WARM-UP!
What do we already know about the CELDT?
California English Language Development Test
Choose a recorder - Brainstorm - Record Ideas !
Silvia Dorta Duque de Reyes SDCOE

4. Silvia Dorta Duque de Reyes SDCOE sreyes@sdcoe.net
AGENDA
CELDT: A Closer Look
We will be examining CELDT items
Brainstorming classroom implications
3. Sharing easy to implement strategies
that will promote language acquisition
and student achievement!
Silvia Dorta Duque de Reyes SDCOE

5. Accountability System for English Learners in California
Districts have a dual obligation to
English Learners to:
Provide access to grade level academic content
instruction.
2. Develop students’ academic English Language proficiency. 5

6. Provide access to grade level academic content instruction
External Accountability Source
How
Tested
Unit of Accountability
Accountability
Measure
Title I
(NCLB)
CST
CAHSEE
School
and
District
API
AYP
3 AMAOs
NCLB 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 6

7. Develop students’ academic English language proficiency
External Accountability Source
How
Tested
Unit of Accountability
Accountability
Measure
Title III
(NCLB)
CELDT
District
and
Schools
AMAOs
Annual Measurable Achievement Objectives
NCLB Title III requires states to:
Establish English language proficiency standards
Conduct an annual, standards-based assessment of English language proficiency
Define annual measurable achievement objectives for increasing the percentage of EL’s progressing towards and attaining English proficiency
Holds district accountable for meeting the AMAO’s 7

8. AMAO’s for English Learners Developing and Attaining
English Language Proficiency
AMAO #1
AMAO #2
AMAO #3
Annual increases in the number or percentage
of English Learners
making progress
in learning English
attaining
English language proficiency
by the end of each school year
Meeting the academic achievement targets of
English Learners
proficient or above
in English Language Arts
and Mathematics
One level
per year
Sustained and Even movement across all domains
Academic Achievement as measured by the CST 8

9. California Assessment System for English Learners
CST
CELDT
PURPOSE
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?
Silvia Dorta Duque de Reyes SDCOE

10. CELDT Components by Domains
Listening:
Following oral directions
Listening Comprehension – Teacher Talk
Extended Listening Comprehension
Rhyming
SDCOE: SB 472- ELPD 10

11. CELDT Components by Domains
Speaking:
Oral Vocabulary
Speech Functions
Choose and Give Reasons
Four Picture Narrative
SDCOE: SB 472- ELPD 11

12. CELDT Components by Domains
Reading
Word Analysis
Fluency and Vocabulary
Reading Comprehension
SDCOE: SB 472- ELPD 12

13. CELDT Components by Domain
Writing
Grammar and Structure
Sentences
Short Composition
SDCOE: SB 472- ELPD 13

14. CELDT ANALYSIS ACTIVITY
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

15. Step by Step Process 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?

16. 1 2 5 3 4
6, 7, 8 9

17. 10

18. 11

19. Taking it Back Quick-Write!
Write down questions
thoughts, ideas relating to this module.
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?