Identification, Assessment and
Re-classification of English Learners

Initial Identification
 Complete
within 30 school days of enrollment
Administer Home
Language Survey
Primary Language
Other Than English
Assess Language
Proficiency
English Only
Any Appropriate
Program
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

Listening and Speaking
 Students


in kindergarten and grade 1
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
CELDT Results: 2002-03
Annual Assessment (All Students)
40%
36%
34%
35%
36%
36%
30%
36%
29%
30%
28%
Beginning
25%
Early Intermediate
20%
17%
10%
Early Advanced
14%
15%
12%
8%
9%
12%
10%
11%
11%
10%
10%
9%
5%
ra
de
12
th
G
ra
de
11
th
G
ra
de
G
10
th
G
ra
de
0%
9t
h
Intermediate
Advanced
CELDT Results: 2002-03
Students Reclassified as English Proficient (FEP)
Kindergarten
16%
1st Grade
28%
2nd Grade
16%
3rd Grade
13%
4th Grade
27%
5th Grade
39%
6th Grade
33%
7th Grade
41%
8th Grade
47%
9th Grade
42%
10th Grade
46%
11th Grade
49%
12th Grade
52%
OVERALL-R/FEP
32%
Reclassification of English Learners
Comparison of Performance in Basic Skills
1.

Review CELDT results from the annual assessment
2.

Does the student score at Early Advanced overall and score
at Intermediate or higher (upper end of Intermediate) in
listening / speaking, reading and writing?
Teacher Evaluation
3.

4.
Does the student meet the district’s cut point?
Does the student meet academic performance indicators set
by the district?
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?
