Transcript San Leandro USD DELAC Meeting

EPL Level Change from 2010-2011 based on CELDT
School
SLHS
Bancroft
Garfield
Jefferson
Lincoln
Madison
McKinley
Monroe
Muir
Roosevelt
Washington
Wilson
Grand
Total
-2
-1
1
1
147
86
42
80
14
35
47
31
78
25
45
86
113
70
51
93
7
44
65
49
62
33
71
124
2
3
4
Grand Total Went Down
21
5
29
45
2
24
22
17
12
4
18
71
2
3
2
1
9
1
311
172
131
237
23
106
150
106
158
70
142
304
8 103 716 782 268
31
2
1910
2
1
1
3
27
11
5
8
2
0
12
6
6
8
8
10
* Does not include initials on CELDT
4
9
* Stayed same #s may include those who remained at 4 or 5
Stayed
Same
Went Up
28
11
5
10
2
0
13
7
6
8
8
13
147
86
42
80
14
35
47
31
78
25
45
86
136
75
84
147
7
71
90
68
74
37
89
205
111
716
1083

SUPPORTING STRONG ACADEMICS
› Talk to the person sitting next to you and
 Explain what you think academic means
 Describe how you support your child’s
academics

Find out about academics
› Attend Back to School nights and learn what
›
›
›
›
students are being asked to do
Make appointments with your child’s teacher to
discuss his/her progress
Ask your child about the timing of important
exams, reports or presentations
Make sure your child understands assignments
and test materials. Make sure your child spends
enough time preparing
Seek help persistently from school if your child
needs it. Don’t take no for an answer

Discuss your expectations
› Be clear that you expect all homework to be
complete, legible and turned in on time
› Be clear that you expect your child to give
their best effort at all times
› Tell your child when he or she must be home
from school and how to contact you if there
is a delay
› Be clear about your family values and how
you expect your child to uphold them

Make Your Limits Clear
› Make sure your child doesn’t watch more than
1-2 hours of TV a day
› Set limits on computer use for activities other
than homework (e.g. Facebook, games). Also,
keep the computer in a common area of the
house so you can monitor its use.
› Have a nightly cutoff when your child can no
longer make, receive telephone calls, or text
message
› Limit the amount of time your child can play
video games and always check the game’s
rating

Learn About Standardized Tests
› Find out about the tests your child is expected to
take and when they are given (benchmark exams,
CELDT, CST)
› Be sure your child attends school on test days—and
regularly!
› Find out how the school is preparing students for
these exams or if they are taking any practice tests
› Become familiar with




The material being tested
The format of the test, such as multiple choice or essay
How the test is scored and what the score means
How the results will be used

What do we think we
already know about
the CELDT?

What do we want to
know more about
regarding the
CELDT?
California English Language Development
Test
PURPOSE:
 to identify students who are English
Learners
 to monitor progress in learning English
 to document English proficiency
It helps teachers know his/her English
strengths.
 It demonstrates an EL student’s yearly
English growth.
 It shows how close an EL student is to
proficiency and redesignation.

Four Skill Areas
 Reading
 Writing
 Listening
 Speaking

Word analysis
› How are English words created?

Vocabulary development
› What is the best word to use?

Reading comprehension
› What happens in the story?

Literary response and analysis
› How is the story structured?

Strategies and applications
› How is a sentence, paragraph or essay
created?

English–language conventions
› What is the correct structure of sentences?

Strategies and applications
› Do you understand words, sentences and
paragraphs?

Strategies and applications
› Can you speak using words, sentences and
paragraphs?
Practice English throughout the summer
 Learn CELDT High Leverage Strategies
 Use Released-Test Items provided by the
state
 Read and write English using resources
on the computer, at the library or on the
television
 Know the importance of the test

AMAO = Annual Measurable
Achievement Objectives
 AMAOs highlight level of effectiveness

› With student’s initial language growth
› With getting EL students proficient on CELDT
and CST
› With getting EL students to be academically
successful
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AMAO (Annual Measurable
Achievement Objectives
Assessment
English Language Proficiency
AMAO 1: Percent Making Annual
Progress in Learning English
CELDT
English Language Proficiency
AMAO 2: Percent Attaining English
Proficiency
CELDT
A
EA
I
EI
B
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20
Percent of Students to Meet Annual
Growth Targets
AMAO 1 Targets
70
This year’s target
60
50
40
30
20
10
0
Series1
2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 201304
05
06
07
08
09
10
11
12
13
14
51
51.5
52
48.7
50.1
51.6
53.1
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54.6
56
57.5
59
21

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Is the percent of English learners that reach proficiency level as measured by
the CELDT
Any students who have been ELs four years must become proficient.
+
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Listening
Original
Responses
Speaking
Reading
Advanced
Writing
Academic
Language
Early Advanced
REDESIGNATION GOAL
Intermediate
Early
Intermediate
Beginning
Memorized
Responses
Social
Language
Someone who
 understands a few details
 speaks and writes in simple words and
phrases with help
 speaks and writes in disconnected words
and uses memorized statements and
questions
Someone who
 identifies and understands more details
 responds with more easily to more
communication with less errors
 speaks and writes in short phrases and
memorized statements and questions
Someone who
 identifies and understands more details and
some higher level thinking in English
 speaks more with a variety of vocabulary
with a reduced number of errors
 speaks and writes in sentences, paragraphs,
and original statements and questions
Someone who
 identifies and summarizes most details
and higher level thinking in English with
some help
 speaks with a variety of academic and
informal vocabulary
 writes in fully-developed paragraphs and
compositions
Someone who
 identifies and summarizes details and higher
level thinking in English in all classes
 speaks with a variety of academic and
informal vocabulary appropriate for every
situation
 writes in fully-developed paragraphs and
compositions, using appropriate content
area vocabulary
When you no longer needs English
language support, you are no longer
called EL.
 Now you are known as an R-FEP
(Reclassified--Fluent English Proficient)


Students need to fulfill the following requirements to
be reclassified as fluent English Proficient
› CELDT--Overall CELDT score of 4 or 5 (Early Advanced or
›
›
›
›
›
Advanced)—with no sub score lower than 3: listening, speaking,
reading, writing
Students in grades 10-12, with an overall score at the upper
intermediate range (level 3) on CELDT, may be reclassified as well if
they pass the CAHSEE language arts test
CST Language Arts--Students need to score at the Basic level or
above in language arts
CMA Language Arts---Students with a learning disability may also be
reclassified if they score basic or higher on the CMA (effective
November 2010)
Teacher Approval
Parent/Guardian Consultation
Now an EL student does not take the
CELDT, just the CST
 BUT teachers monitor student progress for
2 years to see if you still need support.
 EL’s count in the EL subgroup for CST until
they score proficient 3x on the ELA CST

The Difference Between
CELDT and CST
CST-Spring
CELDT--Fall

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
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Given in Sept-Oct
Focus on ELD Standards
ASSESSES PROGRESS of EL
students in acquiring BASIC
ENGLISH COMMUNICATION
SKILLS
AMAO 1 and 2
Measure Language Acquisition
Tests 4 domains:
1.Reading
2. Writing
3. Listening
4.Speaking
Administered K-12
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Given in April-May
Focus on Grade level content
stanards
ASSESSES GRADE LEVEL
CONTENT STANDARDS
AMAO 3
Academic Language
Vocabulary, Analyze
Literature, Reading
Comprehension, Writing,
Punctuation
ALL MULTIPLE CHOICE a) b) c)
d) e)
Administered 2-11
With a partner, discuss 2
things that you learned
tonight about the CELDT

Dates: March 14th and March 27, 7:00
p.m.
› March 14: Bancroft, Jefferson, McKinley,
Roosevelt, Washington, Lincoln, SLHS
› March 27: Muir, Garfield, Madison, Monroe,
Wilson, Adult School, Lincoln, SLHS
› Refreshments Only…
› Need help with setup, greeting parents,
cleanup, serving desserts
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