In 2003, the Alameda Unified School District served a diverse population of students. A total of 61 languages were spoken by students who attend schools in Alameda. Here is a breakdown of the six major languages spoken by students in the District.
Here is a summary of the number of students who were identified by the District as non-English speaking over the past 10 years:
English Language Learners Presentation, 4/10/2007 BOE Meeting
English Language Learners (ELLs) are identified initially when the required Home Language Survey (HLS) is completed at the time each student registers in the Alameda Unified School District. When a student new to our district indicates on his/her HLS that a language other than English is spoken at home, we are required to assess the child’s language proficiency. If the assessment results indicate he/she is an English Language Learner (ELL), we must provide a program of English Language Development until redesignation.
District English Language Advisory Committee
Each school district has a District English Language Advisory Committee (DELAC).
MAJOR FUNCTION: The purpose of the DELAC is to advise the district and school sites on programs and services for English Language Learners (ELLs).
MAJOR RESPONSIBILITIES: The DELAC Committee advises (reviews and comments) on at least the following:
TRAINING: The district shall provide the following for DELAC members:
The instrument used to assess English language proficiency is the California English Language Development Test (CELDT). The CELDT is composed of the following language domain performance areas:
Here are links to data sent to the California Department of Education2006-07 Title III Accountabilty Report - Alameda Unified School District
2006-07 Title III Accountabilty Report - AUSD School Information
Purpose of CELDT
The California English Language Development Test (CELDT) helps teachers and school administrators determine the English language proficiency of students whose primary language is a language other than English. In accordance with the English Language Development Standards, CELDT was designed to assess four grade spans: K-2, 3-5, 6-8, and 9-12. Students in Kindergarten and Grade 1 are assessed in Listening and Speaking. Students in Grades 2 through 12 are assessed in Listening, Speaking, Reading, and Writing.
All forms of the CELDT can be administered for both Initial Identification and Annual Assessment. Year-round Initial Identification testing is administered to new students whose primary language is other than English and who have not previously been assessed for English proficiency. Annual Assessment testing (July 1st through October 31st each year) is for monitoring the annual progress of all identified ELLs in acquiring English proficiency.
Annual CELDT administration is mandated by state law for all English Learners until they are reclassified (redesignated) as Fluent English Proficient. Neither ELLs nor their families can opt out of this annual testing.
Sections of CELDT
The CELDT is comprised of four sections: Listening, Speaking, Reading, and Writing. The Listening section is made up of three parts: “Following Oral Directions,” “Teacher Talk,” and “Extended Listening Comprehension.” The Speaking section contains four parts: “Oral Vocabulary,” “Speech Functions,” “Choose and Give Reasons,” and “4-Picture Narrative.” The Reading section has three parts: “Word Analysis,” “Fluency and Vocabulary,” and “Reading Comprehension and Literary Analysis.” The Writing section of the test is made up of three parts: “Grammar and Structure,” “Writing - Sentences,” and “Writing – Short Compositions.”
For students in Kindergarten and Grade 1, the test (Listening and Speaking only) must be given to each student individually. For students in grades 2 through 12, the Listening, Reading, and Writing sections can be given in a group setting. The Speaking section must be given one-on-one at every grade level.
Because of the wide variability in students’ English language proficiency, no time limits have been set for any section of the test. The time required to complete each section of the test will depend on the overall linguistic competency of the students being tested. We can, however, provide an estimated administration time for each section.
Estimated CELDT Administration Time
Current Totals of Students Tested in AUSD
For the 2006-2007 school year, the unofficial (R-30 Language Census in progress) total of English Language Learners who have taken the CELDT is 2,249 in grades K through 12. An additional 1,042 current AUSD students tested as Fluent English Proficient (I-FEP) upon their initial testing in AUSD--either on the CELDT (for the past six years) or on the Language Assessment Scales (LAS) prior to 2001. Another 709 students have met all CELDT and other criteria to be reclassified, or redesignated (R-FEP), as Fluent English Proficient. Our R-FEP students represent the highest-scoring subgroup on the annual California Standards Test.
Here is breakdown of languages spoken in Alameda in 2007.
Here is a copy of the presentation given to the Board of Education at the 4/10/2007 BOE Meeting.
Here is the 2007 flyer of English Language classes for parents.
Here is a English Langauge Learners 2007 study prepared by EdSource.
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