ELAC Meeting 2
CELDT SCORES AND MOVING FORWARD
JANUARY 26, 2016 SARAH ANSARI, ELD, AMADOR ELEMENTARY SCHOOL
Official CELDT Scores
•
The CELDT is a test of English skills in the following areas:
 Listening
 Speaking
 Reading
 Writing

Purpose Of CELDT Test:
-Identify students who are English Learners
-Determine the level of English level proficiency
-Assess the progress of English Learner students
When a student is given the CELDT test for the first
time, he/she is designated as one of the following:
Initial Assessment
Given to students first entering
a California public school, if
another home language has
been identified by parent or
guardian.
Early Advanced and
Advanced initial scores result
in Initially Proficient,
Beginning, Early Intermediate
and Intermediate scores result
in English Learner designation.
•
Not Limited English Proficient
(English Fluent)
(if a n Early Advanced/Advanced CELDT
score is achieved)
•
English Learner/Limited English
Proficient (LEP)
(until all reclassification requirements have
been met)
*Note: Kindergarteners, 1st, and 2nd graders will
continue to be designated as English learners until
they take the CELDT test in 3rd grade, even if they are
performing well academically.
RECLASSIFICATION
2016 Reclassification process
will begin after 2nd trimester
report cards are issued.
In order for a student to be
reclassified as English proficient,
all of the following requirements
must be met:
•
•
Passing score on CELDT(early advanced or
advanced overall, and intermediate or
above in each sub-category)
Academic performance at or above gradelevel standards
•
Teacher recommendation
•
Parent notification and consultation
This process can begin as early as 2nd grade.
Supporting our EL Students
At School:
Teachers at Amador Elementary School are trained to work
with and support English Learners (CLAD certification)
Pull-out small group instruction for students who qualify
(CELDT scores and/or teacher recommendation) with parent
permission
Push-in groups in DK, 1st, 3rd grades
Supporting our EL Students
At home:
 Read, tell stories, sing songs, ask questions…
It is best when families speak their native language at home. It is better
for children to hear fluent native language with a rich vocabulary than to
hear imperfect, simple English. When students learn academic concepts
in their native language, it helps them acquire English. -Judie Haynes
Supporting our EL Students
At home:
Online Resources: http://www.dublinusd.org/Page/9343
http://www.dublinusd.org/Page/9270
Dublin Public Library: Homework Help for Grades 3 to 8
Free Homework Help is available Monday - Thursday from 3:30 to 5:30 pm. Teen volunteers assist children in
grades 3 to 8 with their daily school assignments. The first time your child uses the Homework Help program, we
ask you to fill out a permission slip. Once the permission slip is on file, your student just needs to sign in and sign
out with the Homework Help Coordinator. Homework Help focuses on daily assignments and is not a substitute
for professional tutoring, nor should it be used as child care.
Homework assistance is also available from the library's website at http://guides.aclibrary.org/homework
Contact Dublin Library 925-803-7252
tinyurl.com/litforall2015handout
Helping your child with reading
comprehension at home:
It is important to
activate our
schema
(background
knowledge)
before, during,
and after reading.
Examples of making connections
•Text-to-Self (T-S) -- connections made between the text and the reader's personal experience, feelings, or life.
•I can relate to this book because...
•The text says... which reminds me of...
•The same thing happened to me and...
•I know how the character feels because...
•That made me think of the time...
•This story reminds me of...
Text-to-Text (T-T) -- connections made between a text being read to a text that was previously read.
•The character in this book is similar to the character in...
•I read another book where...
•These two stories are alike because...
•This part is just like...
•This setting is the same as...
•This is similar to...
Text-to-World (T-W) -- connections made between a text being read and something that occurs in the world.
•This happened in real life...
•This event was like the real event...
•I think this happened in history before...
•This reminds me of something I heard on the news...
Other comprehension strategies:
Importance of School Attendance
A key ingredient for ensuring success in school is helping children — at the beginning of their academic
careers — get into the habit of attending school every day. While going to school regularly will not by
itself ensure that children learn, missing extended periods of school, especially when children are
acquiring the basic academic skills that lead to becoming proficient readers, certainly puts a child at
risk. The research shows: • All children, regardless of socio-economic background, do worse
academically in 1st grade if they are chronically absent (missing 10 percent or more of school including
excused and unexcused absences) in kindergarten. A recent study in California found that only 17
percent of children chronically absent in both kindergarten and 1st grade were proficient readers by the
end of 3rd grade as compared to 64 percent of their peers who attended regularly(missing less than 5
percent of school.)• Going to school regularly in the early years is especially critical for children living in
poverty, who are less likely to have the resources to make up for lost time in the classroom. Among poor
children, chronic absence in kindergarten predicts the lowest levels of educational achievement at the
end of 5th grade.• Available well before the results of standardized tests — typically in 3rd grade —
chronic absence can be an important early warning sign that intervention may be needed to ensure a
child is on the path to success.
Questions? Comments? Concerns?
Suggestions?
I’d love to hear from you!
Please feel free to call, email, stop
by, leave a note!
Sarah Ansari, C-103
307-1950 x6719
ansarisarah@dublinusd.org