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:

• The district’s English Learner education plan
• The district’s English Learners’ needs
• The district’s program, goals, and objectives:
1. Continue to improve student achievement while also narrowing and closing the achievement gap in English….. and in math….. between English Learners……and our highest performing students.
2. Align the spending plan with educational objectives while ensuring the highest and best use of limited resources and long-term solvency.
3. Ensure all students will be in educational environments that are safe and conducive to learning.
4. Recruit and retain highly qualified and diverse staff and provide systems of support for and recognition of all employees.
• The district’s plan to ensure that all teachers and paraprofessionals are trained to meet the needs of English Learners
• The districtwide Language Census
• Redesignation/Reclassification procedures
• Written notifications to parents/guardians

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:

• Listening (Kindergarten through Grade 12)
• Speaking (Kindergarten through Grade 12)
• Reading (Grades 2 through 12)
• Writing (Grades 2 through 12)

Here are links to data sent to the California Department of Education

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.”

CELDT Administration

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

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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Last modified: October 17,2007

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.