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  • CELDT Performance Level Definitions

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    CELDT Performance Level Descriptors

    The following are general descriptions of students’ skills at each of the performance levels.

    Note that the performance level definitions are written from beginning level to advanced level and that each level builds on the preceding level. Individual student English language development may be marked by periods of accelerated or slow growth, reversals of progress, attainment of language plateaus, and unparalleled development of the Listening, Speaking, Reading and Writing domains. At each level, the English learner continues to expand his or her social and academic vocabulary and his or her capacity to learn grade-level content delivered in unmodified English.

     

    Beginning

    Students at this level of English language performance may demonstrate little or no receptive or

    productive English skills. They are beginning to understand a few concrete details during unmodified instruction. They may be able to respond to some communication and learning demands, but with many errors. Oral and written production is usually limited to disconnected words and memorized statements and questions. Frequent errors make communication difficult.

     

    Early Intermediate

    Students at this level of English language performance continue to develop receptive and productive English skills. They are able to identify and understand more concrete details during unmodified instruction. They may be able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions are usually limited to phrases and memorized statements and questions. Frequent errors still reduce communication.

     

    Intermediate

    Students at this level of English language performance begin to tailor the English language to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction. They are able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions have usually expanded to sentences, paragraphs, and original statements and questions. Errors still complicate communication.

     

    Early Advanced

    Students at this level of English language performance begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in academic domains. They are able to identify and summarize most concrete details and abstract concepts during unmodified instruction in most academic domains. Oral and written productions are characterized by more elaborate discourse and fully developed paragraphs and compositions. Errors are less frequent and rarely complicate communication.

     

    Advanced

    Students at this level of English language performance communicate effectively with various audiences on a wide range of familiar and new topics to meet social and learning demands. In order to attain the English performance level of their native English-speaking peers, further linguistic enhancement and refinement are still necessary. They are able to identify and summarize concrete details and abstract concepts during unmodified instruction in all academic domains. Oral and written productions reflect discourse appropriate for academic domains. Errors are infrequent and do not reduce communication.

     

    Performance_Level_Descriptors.pdf, 172.78 KB (Last Modified on June 11, 2009)
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Last Modified on October 11, 2013