CESA EAL Data Collection
Process to Determine CESA Support for Learners of English as an Additional Language or Dialect (EALD)
In CESA schools system funding support is provided for the acceleration of language and literacy learning of students whose main home language is not English and who require additional support to access the curriculum. Please note this may include English as an Additional Language (EAL) learners who are Aboriginal students, or who have a diagnosed learning disability or imputed learning difficulty.
Each year schools that wish to be considered for support are invited to submit their EALD data indicating the number of students in the Beginning and Emerging phases of their English language learning development.
Data Collection Process
For 2021 schools intending to submit EALD data need to ensure that:
- your school’s intention to submit data is registered by Wednesday 27th January, 2021
- the EALD focus teacher is familiar with how to input and submit data via ceSIS or ceSIM and how to use the EAL Data Analysis Tool
- teachers who will be conducting the EALD assessments have the professional knowledge about language, or participate in the Levelling professional learning offered in February-March 2021 for teachers of Years 2-12 (written language) and of R-2 (oral language)
- assessments are moderated – by participating in at least one of the scheduled Moderation sessions in Week 1 of Term 2, 2021 (more information to come)
- data is endorsed by the principal for collection and analysis by Tuesday 22nd July 2020 (Wk 1 / T3)
Identification of EAL learners
Schools can use enrollment information in conjunction with a languages survey to identify students who speak a language other than English at home. A description of an EALD learner can be accessed in the Identifying EAL Learners page. EALD focus teachers, in liaison with the school based ceSIS administrator or Business Manager, create or review and update the identified EALD learners on the student information system. “How to” guides are available here.
To be considered for support, schools will need to provide data indicating the numbers of EALD students enrolled and their level of English language proficiency, assessed against the Language and Literacy Levels and/or the Learning English: Achievement and Proficiency (LEAP) Levels. Assessments must be conducted by teachers trained in levelling procedures. Professional learning for teachers new to this process is offered during Term 1. Details of these workshops can be found on the CESA Registration Centre.
For Reception students assessments are conducted in late Term 2 and based on oral language. To watch a video demonstration of how to conduct an oral language assessment, visit the Oral Language page.
For Year 1 students who are not yet writing a sufficient amount to provide valid evidence, both an oral recount of an event or familiar story AND a written text is used. Both sets of language evidence are considered together to determine from which Level the most frequent and typical language choices have been made. Click here for detailed guidelines for oral language assessments with Reception and Year 1 students.
For students in Years 2-12, two writing samples (preferably one persuasive or informative and one imaginative text) per student should be concurrently assessed. One suggestion is to photograph students’ work and annotate directly onto the digital format.
As a guide, schools are advised to allow 20 minutes per assessment for primary school students and 30 minutes per assessment for secondary school students.
Moderation of Assessments
To ensure consistency across schools a moderation process is conducted by EAL specialists for teachers who are involved in the EALD assessments. It is a requirement that at least one representative from each school submitting EALD data participates in the moderation process.
Please click Moderation Days for details and registration.
Collection and Analysis of Data
The EALD learner data for students in all year levels (R-12) is due for collection on Tuesday 22nd July 2021 (Week 1, term 3) via ceSIS or ceSIM, depending on which student information system your school uses. See the ceSIS process guide pages 5-6 for principals. Data can be analysed using the reports in the BI Reports for Schools.
System data will be analysed and allocations made accordingly. As there is a fixed pool of funds, each school’s EALD level of need will be determined relative to all other schools submitting data.
For further information or advice regarding the EALD data collection process please contact Chris Payne: firstname.lastname@example.org or 8301 6613
Please note that international students cannot be considered for EAL support.