CELDT Parent Training

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Parent Training
California English
Language Development
Test- CELDT
Elementary Schools
2013-2014
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Objectives:
Know and understand:
1.
2.
3.
4.
5.
6.
The purpose of the California English Language
Development Test– CELDT.
How and why students are identified as English
Learners.
The process of reclassification for English Learners.
The importance of monitoring and supporting
students who are English Learners.
The different sections of the CELDT.
Strategies to assist your child at home.
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Why is it important for me to
understand how to help my child
at home?
Because you
are your child’s
first teacher
and will be
their teacher
for life!
4
“The most accurate predictor of a
student’s achievement in school is not
income or social status, but the extent
to which the family is able to:
• create a home environment that
encourages learning
• express high (but not unrealistic)
expectations for their children’s
achievement and future careers
• become involved in their children’s
education at school and in the
community.” (Henderson & Berla, 1997, p. 1)
The success of English Learners
is one of the highest priorities
of the District!
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LAUSD recognizes that English
Learners have to achieve two
objectives:
1. They must become proficient in
academic English.
2. They must master the academic
content required of all students in
California.
(English Learner Master Plan, 2012, p. 1)
Handout #1
Key Terms
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8
Objective #1
The purpose of the
California English
Language Development
Test- CELDT
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What is the CELDT?
• The CELDT is an assessment of English that is
required of K-12 students
• The CELDT was created to identify students
with limited English proficiency
• The CELDT is used to determine the level of
English language proficiency of English
Learners
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Who takes the CELDT?
New Students
• New students who enroll is LAUSD and who indicate
a language other than English in the Home
Language Survey
Students who are English Learners
• Students who are identified as English Learners and
have not reclassified
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Do students with identified Special
Needs take the CELDT?
• Yes! Students with Special Needs who take the
CELDT can use variations, accommodations or
modifications.
• Students who are disabled and cannot take the
entire CELDT or a section of the test may be
tested with special assistance and/or take
alternate tests. All assistance or alternate tests
must be noted in their individualized education
programs (IEPs) or Section 504 Plans.
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When is the CELDT taken?
New Students
• During the school year, students take the
CELDT within 30 days of enrollment
English Learners
• Annually, during the testing window: for this
year from August 13 to October 18
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Objective #2
How and why students are
identified as English
Learners
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CELDT Levels of Proficiency for the
Educational Service Center – East
Handout #2
Home Language Identification
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Initial Language Identification
Possible English
Learner
English Speaker
California English
Language
Development Test
(CELDT)
English Learner
Initially Fluent
English
Proficient(IFEP)
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Handout #3
How will I be informed that my child will
be assessed for English proficiency?
You will receive a letter
called the “Initial
Notification of
Enrollment in the
Structured English
Immersion Program”
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Handout #4
How will I know if my child is an English
Learner?
You will receive a
letter with the
preliminary
CELDT results
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Now that I know my child is an
English Learner, what happens
next?
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Instructional Program Options
These are the
various kinds of
programs in which
parents of English
Learners can
choose to enroll
their children.
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Objective #3
The process of
reclassification for
English Learners
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You may be asking yourself . . .
What is reclassification?
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English Learner students reclassify
when they have learned sufficient
English to perform successfully in
academic subjects.
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How do I know that my child is
progressing toward reclassification?
Requirements for Reclassification
in the Elementary Grades
Kinder and 1st Grade
2nd Grade
3rd -5th Grade
• CELDT
• Report Card
• Language Periodic
Assessment (LPA)
• DIBELS NEXT
evaluation
• Recommendation
from the Language
Appraisal Team (LAT)
• CELDT
• Report Card
• Language
Periodic
Assessment
(LPA)
• CELDT
• Report Card
• California
Standards
Test(CST) or
California Modified
Assessment
(CMA)
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Handout #5
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CELDT Report
California English Language
Development Test
The student must have:
•
an overall score of Early
Advanced (4) or
Advanced (5)
•
scores of Intermediate(3)
or higher in Listening,
Speaking, Reading and
Writing
Handout # 6
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Parent Notification - Reclassification
Parents must
sign and return
copy of letter to
the school.
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Objective #4
The importance of
monitoring and
supporting students who
are English Learners
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English Language Development Portfolios
The ELD portfolio is
a tool used by
schools to monitor
student progress.
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Notification of Annual Progress of
Elementary Reclassified Students
• Annual CELDT results
• Annual CST results
• Report Card – Language Arts
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Language Appraisal Team (LAT):
The LAT will:
• monitor the progress of English
Learners and Reclassified Fluent
English Proficient (RFEP) students
to ensure adequate progress
• recommend additional support
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Our goal is for students to graduate
college and career-ready!
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Benefits of Reclassification Prior to
Secondary School
Student who reclassify are more
likely to:
•have opportunities to enroll in
elective classes
•enroll in classes leading to college
•graduate on time
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What happens when students do
not reclassify?
Students are defined as
Long Term English Learners (LTEL)
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What does it mean to be a Long
Term English Learner (LTEL)?
LAUSD defines Long Term
English Learners as students
who have been English Learners
for five or more years and have
not reclassified.
Consequences of not reclassifying
• Fewer opportunities to choose
elective classes
• Possible delay in meeting and
exceeding graduation requirements
which affect college admission
• Negative self-image. For example,
LTELs may be intimidated around
other students and may have a
negative academic self-esteem
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Objective #5
The difference sections of the CELDT
Listening-
Speaking-
Reading-
Writing-
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Sections of the CELDT
Listening
• Follow oral instructions
• Teacher Talk (short school scenario)
• Extended Listening Comprehension (oral passages)
• Rhyming (only for grades K-2)
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Sections of the CELDT
Speaking
• Oral Vocabulary
• Speech Functions
• Choose and Give Reasons
• 4-picture Narratives
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Sections of the CELDT
Reading
• Word Analysis
• Fluency and Vocabulary
• Reading Comprehension
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Sections of the CELDT
Writing
• Copying Letters and Words (K-1)
• Writing Words (K-1)
• Punctuation and Capitalization (K-1)
• Grammar and Structure
• Sentences
• Short Composition
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Objective #6
Strategies to assist your child at
home
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We are going to form new groups to
learn strategies to assist our child!
Grades Kinder- 2
Grades 3-5
Handout #7
Activities to support your
child’s learning
• Take a moment to
read the suggested
activities to support
your child’s
learning.
• Work with your
group to brainstorm
additional ideas.
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Handout # 8
Taking Action
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Handout # 9
Parent and Student Resources
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Handout #10
Reflection
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¡Thank you for your
participation in the CELDT
Workshop for Parents!
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