Assessing Proficiency Levels



Michael Suzuki

Professor Foster

ITL 604

August 03, 2018

Assessing Proficiency Levels

Teachers and administrators are constantly differentiating their instruction based on student needs, how students learn, and pre-requisites of knowledge retained. Truly, a universal design of learning is imperative for reaching the goal of maximizing learning for each student. One way teachers can assess English proficiency levels of their students is through the CELDT. The CELDT is an exam that tests the English proficiency levels of students in Kindergarten through twelfth grade whose home language is not English. Soon to become the ELPAC, this test provides vital data information that will affect how the teacher differentiates instruction for a particular student. Before going over the decisions educators make based on the results of this test, I believe a thorough understanding of what the test is can help educators assess the proper action to take in light of these results. This essay will examine what the CELDT test is and the response of educators based on these results.

What is the CELDT? The CELDT stands for the California English Language Development Test that measures English proficiency. This test is aligned with the 1999 ELD standards with 5 proficiency levels. In addition, there are two purposes to the test which include annual assessment and initial assessment. The test is a paper and pencil test with an annual assessment window between July 1 and October 31. Going on, the grade spans include k-1, 2, 3-5, 6-8, and 9-12. This test is a response to state and federal laws enacted by the government. Teachers can contact their CELDT district coordinator so that students can begin taking the test. Because the CELDT is mandated by federal law, parents can’t have their children opt out of the test. Typically, this test takes an average student less than 30 minutes to complete. The purpose of the test is to identify students that are Limited English Proficient. There are four parts to the CELDT including listening, speaking, reading, and writing. Students who take the test include but are not limited to those enrolled in: Transitional kindergarten, English learners with disabilities, and foreign exchange students. Remember that there are certain requirements other than being enrolled in class. As mentioned earlier, one of the requirements for students is that they have their home language be a language other than English. Some students that do not have to take the test include private school students, and American Sign Language students.

It’s important to understand the difference between the CELDT and ELPAC. Sine the ELPAC will replace the CELDT, we can write out some key differences. First, the ELPAC has 3 proficiency levels instead of 5 proficiency levels. These proficiency levels include Emerging, Expanding, and Bridging. Going on, the purpose of the test is different. The purpose of the ELPAC is initial identification coupled with annual assessment. Going on, the ELPAC is a paper and pencil test but has the potential to transition to include a computer based test. Next, the grades spans have changed to K, 1, 2, 3-5, 6-8, 9-10, 11-12.

Identifying the characteristics of the CELDT is important so that teachers know how their students have been tested. Teachers could potentially receive students that have been assessed taking the CELDT. This background data will help the teacher make an informative decision on how to make lesson plans to differentiate instruction and maximize learning. Going on, the new test called the ELPAC is also important to be familiar with because it’s the new test replacing the CELDT. Because the ELPAC is the future of how teachers will use data to differentiate their instruction, a thorough understanding is needed.

So how do teachers use these results to best serve their students? It’s important to note that teachers can expect results approximately 8 weeks after the completed test. After receiving the initial assessment results, teachers will be better informed of what skills English Learners need to develop. This is not a test to measure academic achievement. The information is also used to assist LEA’s and schools when making placement decisions for students identified as English learners. The test also identifies students who are Initial fluent English Proficient.

Going on, teachers can use the annual assessment results to see how well English learners are progressing toward ELP. This information helps with the ongoing process of program monitoring and evaluation. These results are also used to determine if students are ready to be reclassified as RFEP.

What is the role of the CELDT regarding placement for English Learners? Typically, new English Enrollees will be administered a home language survey. If their home language is English, then they are placed in a regular instructional program. If the student’s home language is found to be a language other than English, the student takes the CELDT. The assessment will result in the student being identified as either initial Fluent English Proficient or an English Learner. If the student is IFEP, then the student will be placed in the regular instructional program. If the student is identified as an English learner, the student is initially placed in appropriate English learner program and services. Students will then be assessed annually and can be reclassified to Fluent English Proficient. In this case, the student will be placed in a regular instructional program with monitoring and progress for two years.

Lastly, certain administrators are responsible for Pre-CELDT administration and CELDT administration. For example, the CELDT District Coordinator is responsible for reviewing ordering specifications/timeline/process from the test contractor and ordering materials. The CELDT site coordinator is responsible for reviewing the IEP or Section 504 team’s decision on how each student with disabilities will participate in the CELDT as determined by the IEP team. This is by no means a comprehensive list but a taste of the plethora of items each person is responsible for.

In conclusion, the CELDT and ELPAC data gives teachers important information for English Learner placement and the skills that the students need to work on. Knowing what the CELDT and ELPAC are will give the teacher background information that portrays a more comprehensive picture of the needs of each individual student. Truly, this is what the goal of data information gathering is. The goal is to gather information, place students, and maximize learning based on the data gathered. Through the administration of the CELDT and ELPAC, I believe that teachers will get the information they need to differentiate instruction and maximize learning.

Resources

California Department of Education. (n.d.). Retrieved from

California English Language Development Test. (n.d.). Retrieved from

EGUSD EL Blog-Supporting English Learners. (n.d.). Retrieved from

English Language Proficiency assessment for California (ELPAC). (n.d.). Retrieved from

Jefferson Elementary School District. (n.d.). Retrieved from

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8/3/2018

suzukimichael@

Assessing Proficiency Levels

Michael Suzuki

ITL 604

National University

Professor Foster

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