AUSD BOARD OF EDUCATION

UPDATE ON THE

CALIFORNIA ENGLISH LANGUAGE

DEVELOPMENT TEST

(CELDT)

Presented by Suzanne Bryant, Acting Coordinator

K-12 English Language Development and

Community-Based English Tutoring Programs

April 10, 2007

CELDT Includes Grade Level Content and

Is Aligned with ELD Standards in

Four Grade Spans:

  • Kindergarten through Second Grade
  • Third Grade through Fifth Grade
  • Sixth Grade through Eighth Grade
  • Ninth Grade through Twelfth Grade

Language Domains Tested on CELDT:

  • Listening (Grades K-12)

Following Oral Directions

Teacher Talk

Extended Listening Comprehension

  • Speaking (Grades K-12)

Oral Vocabulary

Speech Functions

Choose and Give Reasons

4-Picture Narrative

  • Reading (Grades 2-12)

Word Analysis

Fluency and Vocabulary

Reading Comprehension and Literary Analysis

  • Writing(Grades 2-12)

Grammar and Structure

Writing - Sentences

Writing - Short Compositions

Current AUSD Students Who Have Been Tested

for English Language Proficiency

2006-2007 K-12 English Language Learners = 2,249

ALL Fluent English Proficient (I-FEP) Students = 1,042

ALL Reclassified/Redesignated (R-FEP) Students = 709

TOTAL = 4,000 Students in AUSD with a

Language Other Than English Spoken at Home

2005-2006 Title III (NCLB)

Accountability Report:

Annual Measurable Achievement Objectives

AMAO 1 - Percent of Students Making Annual Progress in Learning English (the percentage of ELs making “annual progress” on the CELDT) by either an:

- Increase of at least one proficiency level OR

- Achieving proficient level as defined by State OR

- Maintaining proficient level already achieved

2005-2006 State Target = 52.0%

Alameda USD = 80.8% (1,432 out of 1,775 CELDT Takers)

This is beyondthe goal of 64% set by the State forLEA achievement by School Year2013-2014.

AMAO 2 - Percent of Students Attaining English Proficiency on CELDT (based on a cohort of ELLs who met 4 criteria for students who could reasonably be expected to reach the State-defined “English proficient level”on the 05-06 CELDT)

2005-2006 State Target = 31.4%

Alameda USD = 56.1% (312 of 556 CELDT Takers in Cohort)

Again, this is beyondthe goal of 46% set by the State for LEA achievement by School Year 2013-2014.

AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA Level (NCLB academic achievement targets specifying the % of ELs that must be proficient or above in ELA and Math based on CST, CAPA, and CAHSEE data)

English-Language Arts (ELA)

-AUSD met the 2006 AYP participation rate of 95.0%.

-AUSD met or exceeded the 23% proficient target for our EL Subgroup.

Mathematics

-AUSD met the 2006 AYP participation rate of 95.0%.

-AUSD met or exceeded the 23.7% proficient target for our EL Subgroup.

NCLB consequences for not meeting the AMAOs include informing parents within 30 days, developing an improvement plan addendum, and eventually could require modifying curriculum, program and methods; loss of funding; and/or replacing personnel

relevant to the failure to meet these objectives.

CHANGES TO CELDT--MAY AFFECT 06-07 AMAOs

  • Separateand revised Listening and Speaking sections
  • ShorterReading and Writing sections
  • Increased(from 4 to 7) number of scale scores reported
  • Shows growth in English language skills from grade to grade and across adjacent grade spans
  • Allows comparison of scale scores within and across adjacent grade spans
  • Revised performance levels and cut scores = more rigorous
  • Only 05-06 scores will be recalibrated to compare to 06-07.
  • Therefore, meeting AMAOs next year may be more difficult.

CELDT PROFICIENCY LEVELS

  • Level 5 = Advanced (440 ELLs, 20%)
  • Level 4 = Early Advanced(703 ELLs, 31%)
  • Level 3 = Intermediate (645 ELLs, 29%)
  • Level 2 = Early Intermediate (346 ELLs, 11%)
  • Level 1 = Beginning (215 ELLs, 9%)

The individual Student Proficiency Level Report displays these levels for each language domain and overall in a bar graph that includes scale scores, combined Listening and Speaking scores, and Listening/Reading Comprehension scores. These reports are sent home to families with overall proficiency level descriptors for the appropriate grade levels displayed on the back for Grades K-1, 2, 3-5, 6-8, and 9-12.

AUSD STUDENTS TESTED ON CELDT 2006-2007

Initial Assessments (New Students) = 735

  • 571 identified as English Learners
  • 164 identified as Fluent English Proficient (FEP)

Annual Assessments (Ongoing Students) = 1,790

  • Elementary = 859
  • Middle School = 408
  • High School = 523

Total Number of Students Tested on CELDT to Date = 2,525

How many different languages are spoken in AUSD?

English Learners = 57Different Languages

Their Major Languages:

  • Cantonese = 659
  • Spanish = 428
  • Tagalog (Filipino) = 265
  • Vietnamese = 236
  • Farsi = 111
  • Korean = 96
  • Mandarin = 68

Including Fluent English Proficient (FEP) students increases the total number of languages spoken in AUSD to 72.

How do we meet the needs of English Learners?

-By involving their families in meaningful ways:

  • District English Learner Advisory Committee (DELAC)
  • Site English Learner Advisory Committees (ELACs)
  • ELAC parent/guardian reps to School Site Councils
  • PTA outreach to and involvement of ELL families
  • Community-Based English Tutoring Program classes

-By seeking teachers who represent the languages and ethnicities of our students

-By ensuring that ALL teachers are certified to teach ELLs

-By providing ongoing professional development regarding best practices forteaching ELLs (Sheltered Academy for Administrators, CLAD courses, CTEL prep, AB 2913 courses, SIOP-Sheltered Instruction Observation Protocol-training) to site administrators, teachers, and paraprofessionals

-By providing daily differentiated ELD Standards-based instruction as well as sheltered Grade Level Standards- based instruction to all English Language Learners

-By providing alternative intervention courses for long-term ELLs with specific gaps in reading and math

-By integrating CAHSEE preparation activities into daily ELD and sheltered classes as well as offering intensive CAHSEE prep classes to ELLs outside the school day

-By providing intensive summer English Language Development courses for our most recent immigrant (less than 3 years) students (Title III Immigrant Education funds)

-By providing comprehensible supplemental instructional materials at all grade levels and in all subject areas (enhanced by AB 1802 ELL supplemental materials funds)

-By hiring and training a sufficient number of ELD resource

teachers, site ELD coordinators, ELD and bilingual paraprofessionals, and teacher leaders to support classroom instruction for ELLs at all instructional levels

-By increasing the translation ofschool site information, parent notifications, and documents into at least the two major languages of Chinese and Spanish (mandated now at 7 of our schools)

-By encouraging families to keep their heritage languages and cultures vibrant and alive in their children’s lives and to share those attributes with the greater AUSD community

Student Success -- Whatever It Takes!

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