CELDTCalifornia English Language Development Test
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There are 30 students in this classroom, of whom six were designated as ELLs based on their performance on the CELDT.
At the beginning of the study, Sam's CELDT scores averaged in the Early Advanced range with similar scores across the four domains of listening, speaking, reading, and writing.
This unstated assumption is that a parent's responses to the Home Language Survey provide schools with sufficient information to distinguish between those students who, under state law, must be administered the English literacy test (the CELDT tests listening, speaking, reading, and writing) and those that may be legally exempt from such test (English monolinguals are not administered the CELDT).
The California Department of Education (CDE; 2009) developed the California English Language Development Test (CELDT) to assess California public education students' English language proficiency and incorporates CALP levels.
The low reader who did not respond on the measure was one of the students who reportedly had "intermediate fluency" on the CELDT, but the other three were not considered English learners by the school's method of testing.
At the start of the study, 12 students continued to be identified as English learners by the CELDT, totaling 21% of the sample.
This study examined data from the California Department of Education Dataquest website, including Academic Performance Index, Adequate Yearly Performance, California English Language Development Test (CELDT), and California Standards Test Scores (STAR).
Results from the CELDT test also inform a school as to the appropriate class in which the student must be placed.
Students of lower CELDT [California English Language Development Test] (1, 2, and 3) benefited more from the interventions than students of higher CELDT levels (4 and 5).
Another area of need which was made evident through the CELDT [California English Language Development Test], IRI, and Slosson [Slosson Intelligence Test] was reading comprehension....
Specifically, annual measurable achievement objective 1 (AMAO) calculates the percentage of ELLs making annual progress on the California English Language Development Test (CELDT).
All EL, including those with identified special needs, must receive daily instruction in ELD at their current level of proficiency, which is assessed using the California English Language Development Test (CELDT).