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California English Language Development Test Information for Parents and Guardians Prepared by California Department of Education August 2009 How are the CELDT results reported for individual students? There are five levels of performance a student can achieve. They are Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. The report of results for each student provides: • The overall performance level and score • A performance level and score for each domain of the test (listening, speaking, reading, and writing). • A comprehension score (average of the scores for listening and reading). How are results of the CELDT used? Test results for newly enrolled students are used to help identify English learners who need to develop their speaking, listening, reading, and writing skills in English. Results from annual CELDT testing are used to see how well students are learning English. School districts also use the annual results as one of four criteria to help decide when students may be reclassified as fluent English proficient (RFEP). What criteria in addition to the CELDT are used to decide when students may be reclassified? Additional reclassification criteria used to school districts include performance in basic skills (score and/or performance level resulting from the California English-Language Arts Standards Test), teacher evaluation, and parent opinion and consultation. How can parents or guardians find out more about the CELDT or their students results? Parents or guardians who want more information about the CELDT or their students results on the CELDT, should contact their student’s teachers and/or school office. Parents or guardians also are invited to request a conference to review the CELDT results or to attend one of the information meetings scheduled by the school. What is the California English Language Development Test? Federal and state laws require a state test that school districts must give to students whose home language is not English. In California English Language Development Test (CELDT). What is the purpose of the CELDT? The purpose of this test is: • To identify new students who are English learners, in kindergarten through grade twelve. • To determine their level of English proficiency. • To annually assess their progress in learning English. Who is an English learner? An English learner is a student, with a home language other than English, who is not yet proficient in English.
Who must take the CELDT? All students in kindergarten through grade twelve, whose primary language listed on the Home Language Survey is not English, must take the test within 30 calendar days after they are enrolled in a California public school for the first time. The CELDT also must be given once each year to English learners until they become proficient in English. Do English learners with disabilities take the CELDT? Yes. All English learners must take the CELDT, and this includes English learners with disabilities. Students with disabilities who take the CELDT may use test variations accommodations, modifications, and/or alternate assessments as specified in their individualized education programs (IEPs) or Section 504 Plans. Students with Section 504 Plans may not use an alternate assessment for the CELDT. What does the CELDT cover? Beginning in 2009-2010, the CELDT for all grades tested covers listening, speaking, reading, and writing. The CELDT is based on California English language development standards adopted by the State Board of Education. Who gives the CELDT? Only trained examiners give the test. The speaking domain of the CELDT is given individually to each student. The listening, reading, and writing domains are given to groups of students. How long does it take for students to complete the CELDT? The speaking domain of the test takes about 10 to 15 minutes for each student to complete. The listening, reading, and writing domains combined take about 2 hours to complete. The writing domain may be divided into two sessions.
California English Language Development Test (CELDT) Each year, Clovis Unified is required by the state of California to give a state test each year to every student who has been identified as an English learner. In California, the name of this test is the California English Language Development Test (CELDT). Its purpose is to see how well each student is becoming proficient in English. The CELDT is administered to each English learner in the fall by October 31st. Based on your child’s performance on this test, he/she will continue to receive special assistance to become more proficient in English and to succeed in the school’s academic program. The results are then shared with parent5s during a parent conference and also sent home in letter form. Students score at one of five proficiency levels; they are Advanced, Early advanced, Intermediate, Early Intermediate and Beginning. Students scoring at the Advanced or Early Advanced are considered Fluent English Proficient, anything below that students are designated English learners. In addition, the CELDT is used as an initial assessment for students to become designated an English learner. As indicated above, students scoring intermediate or below are designated as English learners and their progress is monitored annually. When you receive your child’s CELDT results, it is important to remember that these results are one measure to assess your child’s progress toward English language proficiency. CUSD uses a variety of assessments to monitor your child’s progress toward English Language proficiency. CUSD uses a variety of assessments to monitor your Child’s progress and academic growth. We’d like to welcome you to observe in the classroom and also participate in our school’s English Learner Advisory Committee or any other parent council you are interested in. We appreciate and value your input. The staff welcomes your questions and comments about your child’s education. If you have any questions about your child’s progress on CELDT or his/her instructional placement, please contact the school office. In addition, further information on the CELDT test may be found on the California Department of Education Website 2011 - 2012 Categorically Funded Programs
Improving Student Achievement for All Clovis Kids" On an annual basis Clovis Unified School District (CUSD) submits the Application for Funding Consolidation Categorical Aid Programs commonly called Con Ap. The application is submitted in two (2) parts: Part 1, which contains program and demographic information, is submitted by January 31 each year. The categorical programs included in the application are Economic Impact Aid/Limited English Proficient (EIA/LEP), Economic Impact Aid/State Compensatory Education (EIA/SCE), Title I Part C – Migrant Education, Title II, Part A – Preparing, Training and Recruiting High Quality Teachers and Principals, and Title III – Language instruction for Limited English Proficient and Immigrant Students. Schools with grade levels 4 through 8 also implement English Language Acquisition Program (ELAP) funds.
Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. WE know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our Parents truly make a difference in the lives of Clovis Kids!
CUSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district of school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the CUSD include: School Site Council (SSC) English Language Advisory Committee (ELAC) District Learner Advisory Committee (DELAC) District Migrant Education Parent Advisory Committee District Indian Education Parent Advisory Committee (IPAC) School and District level School Assessment Review Team (SART) Intercultural and Diversity Advisory Council (IDAC)
We encourage all parents and guardians to become involved with their child’s education, at the classroom, the school wide level as well as the district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/services that are designed to support student achievement of each student. Parental involvement is a necessary and vital part of developing the SPSA and our overall program. If you would like additional information on any of the District Parent Council or Committees, please call your child’s school. The principal, Learning Director, or Guidance Instructional Specialist (GIS) would be happy to assist you Click Here
When describing categorical programs and funding, two important advisory committees are the School Site Council (SSC) and the English Language Advisory Committee (ELAC). For more information, please call your school or
SSC: All schools receiving categorical funds are required to form a SSC. The SSC is composed of parents, students at the secondary level and school personnel and is responsible for developing, implementing and evaluating the Single Plan for Student Achievement programs. Members serve for two years and are elected by their peers. ELAC: All schools enrolling 21 or more English Learners are required to form and ELAC. The ELAC is composed of parents and schools personnel. The ELAC provides input and makes recommendations to the principal, staff and SSC regarding services for English Learners as well as conducts an annual survey. Members serve for two years. The following is an overview of the categorical funding and programs in CUSD. These funds are outlined in each school’s SPSA.
Rationale General District funds provide support for the District’s base/core curriculum program. Some children have special characteristics, not reflective of the general school population, that affect their success in the base /core curriculum program. Children’s needs are identified and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs.
Philosophy All CUSD schools offer students with special needs the same kinds of high quality learning opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program. (base/core curriculum) and address any learning gaps. The focus is on the effective utilization of supplementary materials personnel, and development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all student to reach their full potential.
Categorical Program Descriptions
The goal of the CUSD staff is to create and maintain the nest educational environment possible. This can be accomplished with your support and input. If you have any questions, concerns, or would like to become more involved in the educational process at your school, please contact your school principal. Your school can assist you in learning more about categorical programs. You may want to become involved in your school’s School Site Council (SSC), English Learner Parent Meeting. During the fall each school will send additional information about these activities. We encourage your involvement in the programs we offer our learning community.
CLOVIS UNIFIED SCHOOL DISTRICT R-30 COUNTS 2010-2011
For more information… Information about the CELDT is on the California Department of Education (CDE) CELDT Resources Web page Cick Here
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