Steve Concidine's
Questions and Comments about this study guide are always welcome. Contact Steve Concidine at: stevec@azusausd.k12.ca.us or sconcidine@yahoo.com
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Knowledge and Skill Areas Assessed for...
Test 1, Test 2, and Test 3 (Here you'll find a complete, interactive outline of all 3 CLAD modules.)
Study Helps for:
(This is where you want to go for the Study Guide)
Here you'll find key vocabulary, test preparation, practice essay prompts, and sample essays.
Great News!
The latest information concerning the CLAD is now available. If you have passed at least one of the CLAD exams by the June 25th, 2005 deadline, you will be eligible to finish your CLAD next year. There will be an exam in the Fall of 2005 and also in the Spring of 2006. That means you have 3 more chances (June, 2005, Fall, 2005 and Spring 2006) to pass the exams. Those who have not passed at least one of the exams by June 25th will have to get their certification under the new CTEL examination process. Next year (2005/06) the last of the CLAD exams and the beginning of the new CTEL process will be happening concurrently.
Steve Concidine
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Test I:
Language Structure and First and Second Language Development
1. The Sound systems of language (phonology), word formation (morphology), and syntax. Includes topics such as the structure of English, and universals and differences among languages.
2. Word meaning (semantics) and language in context. Includes topics such as semantic features and how context affects meaning.
3. Oral discourse, written discourse, and language variation. Includes topics such as the relationship between oral and written discourse, and language variation both over time and within a language at a given time.
4. Theories and models of language, both historical and current, that have implications for second-language development and pedagogy. Includes topics such as behaviorism, cognitivism, and constructivism.
5. Pedagogical factors affecting first- and second-language development. Includes topics such as learning/acquisition (formal/informal), input/intake/output, natural order, monitor and communicative competence.
6. Affective factors affecting first-and second-language development. Includes topics such as motivation, attitudes, anxiety, and self-esteem.
7. Cognitive factors affecting first-and second-language development. Includes topics such as cognitive/academic language proficiency, zone of proximal development, issues related to interlanguage, and types of bilingualism/biliteracy and their related academic outcomes.
8. Sociocultural and political factors affecting first-and second-language development. Includes topics such as dialects and standard languages, the implications of the differential status of languages and dialects, value systems, acculturation patterns, language environment, and language policy (e.g., official languages.)
The latest information concerning the CLAD is now available. If you have passed at least one of the CLAD exams by the June 25th, 2005 deadline, you will be eligible to finish your CLAD next year. There will be an exam in the Fall of 2005 and also in the Spring of 2006. That means you have 3 more chances (June, 2005, Fall, 2005 and Spring 2006) to pass the exams. Those who have not passed at least one of the exams by June 25th will have to get their certification under the new CTEL examination process. Next year (2005/06) the last of the CLAD exams and the beginning of the new CTEL process will be happening concurrently.
Steve Concidine
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Test 2:
Methodology of Bilingual, English Language Development, and Content Instruction
1. Foundations of bilingual education. Includes topics such as the historical development and legal evolution of bilingual education, including empowerment/deficit issues (e.g., underachievement, special education placement, retention/promotion, segregation, parent and community participation, and creating a positive affective environment that values cultural and linguistic diversity).
2.Programs for first-and second-language development. Includes topics such as philosophy/assumptions, goals, language components, class composition, program length, and exit criteria of (a) bilingual/biliteracy programs for language minority and/or language majority students (maintenance programs, two-way dual language programs, heritage language programs, and immersion programs for language majority students), (b) English-based programs that include L1 instruction for language minority students (transitional/developmental bilingual programs) or L2 instruction for language majority students, and (c) English-only programs for language minority students (submersion, with or without ESL/ELD, and structured immersion); program effectiveness; and placement of students in instructional settings/programs.
3. Instructional strategies. Includes topics such as language management (use of L1 and L2); classroom organization (grouping, teacher-vs. student-centered activities, and dual language); and strategies for team teaching, peer tutoring, and working with paraprofessionals (planning time, articulation, and evaluation).
4. Instructional delivery for both English language development (ELD) and Specially Designed Academic Instruction delivered in English (SDAIE). Includes topics such as comprehensible input (contextualizing language; language modification without simplification; paraphrase and repetition; and use of media, realia, manipulatives, and other modalities), comprehension checks, appropriate questioning strategies (e.g., wait time, framing questions, and how students are selected to respond), treatment of errors, treatment of grammar, making learning strategies explicit for students, and selection of materials.
5. Language and content area assessment. Includes topics such as purpose, methods, state mandates, limitations of assessment, reliability, and validity.
6. Instruction with a focus on English language development: ESL methods. Includes topics such as Total Physical Response, Natural Approach, Communicative Approach, Constructivist approaches, Content-based approaches (e.g., content-based ESL), and less-effective methods and approaches.
7. Instruction with a focus on English language development: Listening and speaking. Includes topics such as discourse strategies (e.g., markers, organization, and tone) and strategies to maximize students' comprehensibility (clarification checks; pacing; alternate vocabulary, structure, and sounds; and making speech intelligible).
8. Instruction with a focus on English language development: Literacy. Includes topics such as comprehensive and integrated approaches to reading that include phonemic awareness, phonics, controlled reading/composition, and comprehension skills, and topics such as literature-rich instruction, language experience, writing as a process, writer's workshop, discourse strategies (e.g., genre, audience, and schema), transfer of L1 literacy (e.g., orthography, rhetorical structures, and discourse strategies), and absence of L1 literacy.
9. Instruction with a focus on content area instruction (specially designed academic instruction delivered in English or SDAIE): Goals. Includes topics such as providing comprehensible grade-level instruction in all curricular areas (with emphasis on the core curriculum) and fostering English language development including the development of students' academic language.
10. Instruction with a focus on content area instruction (specially designed academic instruction delivered in English): Planning. Includes topics such as incorporation of students' background knowledge and experiences; use of an additive cultural approach in selecting, adapting, and sequencing materials; selection of activities and strategies that are appropriate to students' developing language abilities, including use of L1; selection of activities and strategies that allow students to demonstrate achievement in a variety of ways; selection of activities and strategies for developing students' academic language; selection and contextualization of key concepts and of language that encodes those concepts; and incorporation of primary-language resources.
11. Instruction with a focus on content area instruction (specially designed academic instruction delivered in English or SDAIE): Grouping Students and Use of L1 and L2 Includes topics such as the grouping of students for special purposes (empowerment, self-esteem, access to content, socialization, academic achievement, development of critical thinking skills, and language development) and the use of L1 and L2 (introduction of new concepts, allowing students to express meaning in a variety of ways, and primary-language support).
The latest information concerning the CLAD is now available. If you have passed at least one of the CLAD exams by the June 25th, 2005 deadline, you will be eligible to finish your CLAD next year. There will be an exam in the Fall of 2005 and also in the Spring of 2006. That means you have 3 more chances (June, 2005, Fall, 2005 and Spring 2006) to pass the exams. Those who have not passed at least one of the exams by June 25th will have to get their certification under the new CTEL examination process. Next year (2005/06) the last of the CLAD exams and the beginning of the new CTEL process will be happening concurrently.
Steve Concidine
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Return to Bilingual Dept. Homepage
Test 3:
Culture and Cultural Diversity (Note: The knowledge/skill areas assessed on Test 3 do not focus on any specific cultural group)
1. The nature of culture. Includes topics such as definitions of culture, and perspectives on concepts such as cultural relativism, cultural universalism, intragroup and intergroup differences, the impact of geography on cultural forms and practices, and cultural congruence.
2. The content of culture. Includes topics such as values, beliefs, and expectations; roles and status; family structure, function, and socialization; humanities and the arts; and communication and communication systems.
3. Crosscultural contact and interactions. Includes topics such as processes of cultural contact (e.g., assimilation, accommodation, and biculturalism), pluralism and multiculturalism, racism, the dynamics of prejudice, and the use of group generalizations without stereotyping.
4. Cultural diversity in the United States and California: Historical and contemporary perspectives. Includes topics such as historical and contemporary relationships of cultural diversity to education including issues of power and status) and demographic trends (nature and impact).
5. Cultural diversity in the United States and California: Migration and immigration. Includes topics such as characteristics of migrants and immigrants (who, origins, and destinations), causes of migration and immigration (push / pull factors), immigration law and policy, legal status of immigrants (e.g., documented, undocumented, and refugee), support networks available to migrants and immigrants (formal and informal), and the relationships of immigrants to their nations of origin.
6. Strategies for learning about diverse student cultures and experiences. Includes topics such as techniques (e.g., observations, home visits, interviews, and informal conversations) and sources (e.g., students, parents, community, and written and oral histories) for learning about students.
7. Providing culturally inclusive instruction: Classroom organization and interactions. Includes culturally influenced dimensions of topics such as organizing instruction (e.g., grouping strategies and cooperative learning), teacher expectations and student performance, teacher-student interactions (e.g., learning and teaching styles), facilitating positive interactions among culturally diverse students and addressing conflict and culturally insensitive behavior.
8. Providing culturally inclusive instruction: Curriculum and instructional strategies. Includes culturally influenced dimensions of topics such as developing inclusive curricula, promoting achievement for all students, using diversity to enhance instruction, and adapting instruction to meet diverse needs.
9. Providing culturally inclusive instruction: Roles of families and community resources. Includes culturally influenced dimensions of topics such as communicating with parents/families, promoting parent/family involvement in learning, and using community resources to enhance instruction.
The latest information concerning the CLAD is now available. If you have passed at least one of the CLAD exams by the June 25th, 2005 deadline, you will be eligible to finish your CLAD next year. There will be an exam in the Fall of 2005 and also in the Spring of 2006. That means you have 3 more chances (June, 2005, Fall, 2005 and Spring 2006) to pass the exams. Those who have not passed at least one of the exams by June 25th will have to get their certification under the new CTEL examination process. Next year (2005/06) the last of the CLAD exams and the beginning of the new CTEL process will be happening concurrently.
Steve Concidine
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Return to Bilingual Dept. Homepage
Phonology
Phonology is the study of the sound system of a language. It enables the speaker to form meaningful utterances and it enables the speaker to recognize sound from their language.
Here are some phonological terms:
Allophone - A phoneme that is pronounced in different ways depending on its position in an utterance but still remains the same phoneme.
Aspiration - The puff of air that follows the pronunciation of certain sounds.
Juncture - The type of connection or transition between two phonemes (I scream, ice cream)
Pitch - Height of speech sound due to the vibration frequency of the vocal cords.
Register - The style of the language being used that ranges from colloquial to formal depending on the topic, the situation, and the audience.
Stress - A word or syllable pronounced with more force or emphasis than others.
Tone - A change in pitch that affects the meaning of sentences; also called intonation.
Tone Languages - Languages in which a change in pitch affects the meaning of the words. (Chinese, Vietnamese, Thai)
Morphology
Morphology is the study of the meaning units in a language. It is the study of how words are built. Words can be broken down into small segments that retain meaning (morphemes).
Here are some morphological terms:
Allomorph - A variant of a morpheme (ex. plurals using -s or -es)
Bound Morpheme - A morpheme that connot be used as an independent word (ex. in-, -est)
Free Morpheme - A morpheme that is a stand alone word (ex. told, free)
Stem/Root - A word to which an affix can be added.
Syntax
Syntax is the structure of sentences and the rules that govern their correctness. Sentences are formed of words and words are formed of morphemes. Sentences are more than just the meaning of morphemes, word order counts in the meaning of the sentence. Grammar (morphology and syntax) rules determine some meanings. A person begins learning syntax during the silent period of language acquisition. Many linguists believe that syntax can be taught by providing a rich language environment rather than by grammar correction. Syntax refers to the rules that make sentences.
Semantics
Semantics is study of meanings of individual words and of larger units such as phrases and sentences. Words carry a degree of stability - kick has to do with a foot. He kicked the ball with his hand doesn't make sense. For L2 learners the challenge is transferring semantic meanings from one language to another. Certain words carry different connotations even though they are synonyms. Some of the semantic knowledge we receive is through intonation of the speaker.
Behaviorism
Advocates of behaviorist theory believe that children hear and imitate. (This theory doesn't account for child's utternances that haven't been heard before nor does it account for a child's inability to imitate structures for which they don't have linguistic competence.) They believe that children begin to produce correct utterances because they receive positive reinforcement or negative reinforcement for incorrect utterances. (Most parents don't reinforce grammar but rather respond to content of the utterance.)
Constructivism
Constructivism is a term that refers to making meaning from experiences. Meaning centered systems of language acquisition support the view of language as a complex system for creating meanings through socially shared conventions. Meaning centered language advocates view the learning of language as the process that occurs when language is used for specific purposes.
Constructivist oriented classrooms tend to be those in which students' lives and experiences are valued, and where children explore the multiple functions of literacy, reading and writing to satisfy their own needs and goals. Skills and strategy lessons emerge from students' needs.
Anxiety
Anxiety can be a block to language acquisition. Krashen refers to the affective filter which can block a student's ability to acquire learning. An effective teacher lowers the affective filter or anxiety level in order to facilitate the students acquisition of language.
Learning/Acquisition
There are 2 ways that a person can internalize language. You can acquire it the way that we learned our first language. You pick it up by getting plenty of comprehensible input and having others model it for you. With time to listen and experiment you gain the ability to comprehend. Once you have literacy you can also acquire language through reading it. Another way to internalize language is by "studying" it. This is what we call learning the language. Learning the language is a formal learning situation and acquiring language is informal. Acquisition is considered by many to be the most effective way to master a language. Rules and conventions of language will be internalized while acquisition of the language takes place.
Natural Order
When we speak of the natural order of acquiring language we are expressing the belief that second language learners will acquire the grammatical features of a second language in a predictable order. Second language learners will acquire this features when they are ready for them so we need not teach to them. When the input is comprehensible and there is quality modeling for the student to observe, then the conventions of language will be internalized. An important element in the acquisiton of these grammatical features is a lowered affective filter for the student. Teachers should create an environment where the student is comfortable and has plenty of language experiences.
Ex. The acquisition of inflectional morphemes
Progressive "ing"
Irregular and regular past tenses
Third person singular "s" (as in "runs")
Possessive "s"
Other inflections, rules, function words and new content words are added - resulting in adult-like speech in a few years.
Monitor
Dr. Krashen refers to the monitor to explain the development of an internal "editor" which self corrects while one uses language. In order for the monitor to be operational the students needs to have certain variables present. They need to have time, and they need to know the rules. Often the monitor becomes an impediment to fluency because when it kicks in the learner is too busy thinking about the rules to follow the conversation. Silence is the result.
Goals of Bilingual Education
The 3 main goals of bilingual education are (1) Gain fluency and literacy in English, 2.) To achieve academic success and to have access the core curriculum, and 3.) To develop a high level of self esteem.
Submersion
Another name for submersion is "sink or swim". Most experts agree that this is not a very effective method of gaining fluency in a second language. It does not take into account the advantages of using skills learned in first language or the ideas expressed by Dr. Cummins concerning the transfer of skills from one language to another (The Common Underlying Proficiency or CUP), nor does it take into account the need for context-embedded instruction in the second language.
Transfer of L1 Literacy
When speaking of the transfer of literacy from L1 (first language) to L2 (second language) it is important to remember that there are two beliefs concerning second language proficiency. The first is described by Dr. Cummins as Separate Underlying Proficiency or SUP. This theory argues that children who are deficient in English need more instruction in English not in L1. The implications are that L1 proficiency is separate from proficiency in English, that there is a separation of language in the brain and that there is a direct relationship between exposure to language (home, school) and achievement in that language.There is no evidence to support this belief other than "common sense".
The second belief is described by Dr. Cummins as a Common Underlying Proficiency or CUP. Those who support this theory argue that instruction in L1 will benefit the student in acquiring competency in L2. The implications are: 1.) That experience with either language promotes development of proficiency with both L1 and L2. 2.) That cross-lingual proficiencies underlie different manifestations of each language. 3.) That Proficient Bilingualism has positive cognitive and academic effects.
Literacy in the primary language will transfer across to the second language!
SDAIE (Specially Designed Academic Instruction in English)
Specially Designed Academic Instruction in English is an instructional strategy which makes grade-level core content accessable to English Language Learners. In the past we used the term "sheltered" to indicate that the instructor was going to use a different type of lesson delivery with those students who were limited in English. However, there were those who believed that the content of the lesson had to be lowered as well as the language of the lesson. We know now that high level cognitive skills need to be included in the lesson in order to maximize the learning for our English Learners. SDAIE instruction enables the teacher to use special methods such as controlled vocabulary, slower speech, and repetition to deliver grade-level core content to limited English proficient students thus allowing them to access the curriculum while at the same time learning English. Studies by Collier and Thomas have shown that enrichment programs rather than remedial programs are most successful with English Language Learners.
Total Physical Response
The skillful use of commands by the teacher to develop language. Students respond physically rather than verbally and speech emerges naturally as students begin to give those commands to other students.
Academic Language (CALP)
Dr. Jim Cummins coined the phrase CALP (Cognitive Academic Language Proficiency) to describe the kind of language proficiency that is needed for success in academic learning situations. This is the language that a student needs to comprehend and conceptualize abstract ideas and curriculum, when context clues are not present. It differs from what he calls BICS (Basic Interpersonal Communication Skills) in that BICS describes informal language proficiency such as that used for simple conversations. It takes 2 to 3 years to gain native-like BICS but much longer to reach grade level CALP (5-7 years).
Culture
What is Culture? Culture refers to the system of understanding characteristics of the individual's society or some subgroup within that society. It includes values, beliefs, notions about acceptance and unacceptable behavior, and other socially constructed ideas that members are taught. The word "culture" can have a variety of different connotations. Everyone has culture. Culture must be defined in relation to specific individuals who live in distinct physical and social contexts. Culture is both complex and dynamic.
Cultural Relativism
The fact that each culture possesses its own particular traditions, values, and ideals means that the culture of a society provides judgments that make any action right or wrong for its members. Cultural Relativism is a non-evaluative approach to the observation of cultural patterns and cultural diversity. No culture's values, ethics or morals as a whole may be judged as inherently superior or inferior to another's.
Cultural Universals
All human beings create culture. Members of a particular culture tend to believe that their own ways are the best. Each group responds in its own way to meet humanity's basic needs: food, shelter, clothing, family organization, religion, government, social organization, defense, arts and crafts, knowledge acquisiton, and survival skills. Culture influences how and what people see, hear, and feel, and how people and events are evaluated. Cultural Universalism is an orientation of a person to abother in terms of generalized standards of behavior rather than adherence to one set of cultural behaviors.
Intragroup
Even among individuals from the same general cultural background, intragroup differences are reflected by gender, social class, age, occupation, educational level, geographic isolation, and race. These differences may affect their world view.
Intergroup
Among individuals from different cultural backgrounds, there are intergroup differences reflected by cultural norms, identities, values, and behavior. From culture to culture there is a cultural, racial, and ethnic diversity.
Cultural Congruence
Cultural Congruence refers to cultural values which are similar to those of another culture's values.
Assimilation
A process in which members of an ethnic group are absorbed into the dominant culture, losing their culture in the process (Deculturalization)
Cultural Assimilation - The process by which individuals adopt the behaviors, values, beliefs, and lifestyle of the dominant culture.
Structural Assimilation - Participation in the social, political, and economic institutions and organizations of mainstream society.
Accomodation
Accomodation is a two-way process: Members of the mainstream culture change in adapting to a minority culture, the members of which in turn accept some cultural change as they adapt to the mainstream. It is a mutual process. Adjustment of differences-reconciliation.
Racism
Racism is the view that a person's race determines psychological and cultural traits - and, moreover, that one race is superior to another. It uses observable traits to infer personality, behavioral or mental traits.
Predjudice
Prejudice takes various forms: excessive pride in one's own ethnic heritage, country, or culture so that others are viewed negatively, ethnocentrism where the world revolves around oneself and one's own culture, prejudice against members of a certain racial group, and stereotypes that label all or most members of a group. Everyone is prejudiced to some degree, but it is when people act on those prejudices that discriminatory practices and inequalities result.
Stereotyping
Stereotypes are preconceived and oversimplified generalizations about a particular ethnic or religious group, race, or gender. Often they result from racist beliefs. People are not considered as individuals but are categorized with all other members of a group.
Immigration
To enter and become established. To come into a country of which one is not a native for permanent residence.
Causes for Immigration:
Economic Factors - disparity in the standard of living
Political factors - Repression, civil war, and change in government. People are pushed to the U.S. because of political instability or unfavorable political policies.
U.S. Foreign Policy - Ex. Cuban middle class immigration to U.S. due to Cuba's political situation
Religious Factors - Common factor in the past was to immigrate ot the U.S. to escape religious persecution, however current policy is to accept refugees for political rather than religious reasons.
Family Unification - Immigration is often a male dominated activity in the initial stages. After the males become established, they send for family members.
Push Factors
These are factors of immigration which are forcing individuals out of their home country and causing them to immigrate to another country. Examples would be wars, economic downturns, and religious persecution.
Pull Factors
These are factors of immigration which are attracting individual to immigrate from their home country to another country. Examples would be better jobs, stronger economy, or family already living in the other country.
Refugee
Refugees are persons who flee from their country to the U.S. and are given transitional support services and assistance by the U.S. government.
Pedagogy
The art, science, or profession of teaching; methodology.
Zone of Proximal Development
The Russian psychologist Lev Vygotsky emphasized the role played by social interaction in the development of language and thought. According to vygotsky (1978), teaching must be matched in some manner with the student's developmental level, taking into consideration the student's "zone of proximal development." Vygotsky defines this zone as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development...under adult guidance or in collaboration with more capable peers"
The Natural Approach
The Natural Approach (Krashen and Terrell, 1983) is a methodology used to assist second-language students in acquiring English. This theory asserts that there are 4 stages to acquiring L2: the Pre-Production, Early Production, Speech Emergence, and Intermediate Fluency stages.
1. Pre-Production: Usually the student has little comprehension of the language so most focus is on building comprehension of basic vocabulary through "comprehensible input". Teachers use visuals, objects, pantomime, games, movement, gestures, and body language rather than grammar exercises at this stage.
2. Early Production
At this stage the student is beginning to produce utterances and words. The teacher will create situations that provide the student with opportunities to use language. Teachers also continue to provide "comprehensible input".
3. Speech Emergence
Students will continue to develop their abilities to speak until their utterances become longer phrases and sentences. They become more and more complex. Errors decrease. An approximate sequence of progression would be:
Three words and short phrases
Longer phrases
Complete sentences, when appropriate dialogue
Extended discourse (conversation)
Narration
4. Intermediate Fluency
The fourth stage is marked by better comprehension and production of complex structures. Students will probably be receiving content-area instruction in L2 at this point. The teacher will shelter the instruction using SDAIE methods of instruction while the student continues to develop academic skills. The student will also need to have instruction in the target language until they show proficiency in that language.
Schema and Schema Theory
Schema theory emphasizes the importance of background knowledge in comprehension. Schemata or the organized, general pieces of knowledge a person has in order to make sense of an event - are mainly used in two ways: to guide actions in typical situations and to help the individual make inferences and fill in information. This is very important for teachers of ELD because they need to understand how schema provides a means to help students understand events and information.
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Issues related to LEP Students
(These articles express the opinions of the author and may not be the official Azusa Unified position)
Are We Really "Teachers", If Our Students Can't Learn From Us? or, Why Should I Become CLAD Certified? By Steve Concidine - Read Steve's opinion piece about the need for CLAD or SB395 certified teachers. Could be just the motivation you need in order to pursue your CLAD certification.
"Who Would Have Thought?" by Steve Concidine - Find out how it happens that a former monolingual 4th grade teacher in Los Angeles came to be selected, 28 years later, by The Azusa Canyon City Chapter of CABE, as their Bilingual Administrator of the Year. (This philosophy statement was written as part of the CABE 2003 Administrator of the Year Selection process.)
Using CELDT Results to Illustrate What the Real Problems Are (and What They Are Not) by Mark Cooley, Director of Bilingual Services, Azusa Unified School District - Recent politics have caused the public to blame all problems experienced by English learners on their lack of English skills. Our first CELDT results are showing that most of the problems are caused by factors other than lack of English. (Example of Color-coded spreadsheet illustrating CELDT scores by grade and level)
Troubling Trends, Paying for Other Districts' Sins by Steve Concidine, Program Specialist, Azusa Unified School District - "Since the passage of Prop. 227, we have seen the development of some troubling trends which in addition to harming children, will affect standardized test scores..."
English Proficiency - "CELDT" by Steve Concidine, Program Specialist, Azusa Unified School District - Responding to the May 8th San Gabriel ValleyTribune Ed-OP piece about CELDT scores, state averages, comparisons between districts and the availability of research.
Mark Cooley's and Steve Concidine's
Editorial Response to the San Gabriel Valley Tribune's May 8th opinion piece - This editorial is an informative explaination as to what is really happening in Azusa Unified as well as other California school districts with regard to the CELDT and Prop. 227. It's a sure fire "Don't Miss" article.
*Then read...
Mark Cooley Responds Mark Cooley, Director of Bilingual Services, explains the real story behind the Azusa Unified School District's CELDT scores and responds to the assumptions made by the San Gabriel Valley Tribune in their May 8th editorial. Click here for the Azusa Scores including complete analysis and the comparisons to the state percentiles
1. See a Photo of Steve Concidine, Mark Cooley and Dr. Jim Cummins
2. Steve Concidine, Dr. Stephen Krashen and Mark Cooley pose for pictures prior to Dr. Krashen's speech at the Long Beach Hilton, October 29, 2002
3. Steve Concidine, Dr. Virginia Collier, and Dr. Wayne Thomas at the CABE 2003 Convention in Los Angeles, California
4. Steve Concidine, Assemblymember Jackie Goldberg and Shelly Spiegel-Coleman at the Los Angeles County Bilingual Directors Scholarship Dinner.
5. Steve Concidine, Dr. Alfredo Schifini, and Mark Cooley share a light moment at the CABE 2003 Convention in Los Angeles, California
6. Steve Concidine receives the CABE Azusa Canyon City Chapter's 2003 Administrator of the Year Award
7.
Steve Concidine and Sara Shankin are honored as Azsua Unified School District's Outstanding Administrators of the Year by the Los Angeles County Bilingual Director's Association
Click Here to read Steve's Profile
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Dr. Stephen Krashen, Professor Emeritus at the University of Southern California, poses with Mark Cooley, Azusa Unified's Director of Bilingual Services and Steve Concidine, Program Specialist / Bilingual Services, prior to Dr. Krashen's presentation at the Long Beach Hilton, Tuesday, October 29, 2002.
Steve Concidine (left) meets with Dr. Wayne Thomas (Center) and Dr. Virginia Collier (Right) following their presentation at the CABE 2003 Convention in Los Angeles, California.
Dr. Alfredo Schifini, Co-author of "Into English" (a content based ELD program) and CABE featured speaker, shares a light moment with Mark Cooley and Steve Concidine at the CABE 2003 Conference in Los Angeles, California.
Steve Concidine receives the CABE Azsua Canyon City Chapter's Administrator of the Year Award at the Annual Scholarship Fundraiser on May 2, 2003.
Steve Concidine and Sara Shankin (Azusa Unified School District) receive The Outstanding Administrator Award. This award was presented by the Los Angeles County Bilingual Directors' Association on Saturday, June 7, 2003 at the 27th Annual Bilingual Directors' Association Recognition Banquet. Steve Concidine and Sara Shankin, along with the other recipiants, receive their awards as part of a very special recognition banquet. The Los Angeles Bilingual Directors honored Assemblymember Jackie Goldberg for her continued efforts in Sacramento on behalf of the Limited English Proficient students in our state. Art Hiett shares a light moment with Chris Medina and her husband Jaime during the Los Angeles Directors 27th Annual Bilingual Directors' Association Recognition Banquet at the Long Beach Hilton. Art was recently named as Azusa Unified School District's Administrator of the Year. Shelly Spiegel-Coleman and Steve Concidine congratulate Assemblymember Jackie Goldberg. Assemblymember Goldberg was honored by the Los Angeles County Bilingual Directors for all of her efforts in Sacramento on behalf of the English Learners in the state of California.
Shelly Spiegel-Coleman and Steve Concidine congratulate Assemblymember Jackie Goldberg. Assemblymember Goldberg was honored by the Los Angeles County Bilingual Directors for all of her efforts in Sacramento on behalf of the English Learners in the state of California.
Steve Concidine
Program Specialist, Bilingual Services
Azusa Unified School DistrictSteve Concidine was born in Los Angeles, California and grew up in the Southern California area. He graduated from Pasadena High School and went on to attend college at Pasadena City College and California State University, Los Angeles, where he received his B.A. Degree. He earned his Teaching Credential at California State University, Los Angeles, and his Masters Degree and Administrative Services Credential at Azusa Pacific University. He also holds the Bilingual Certificate of Competence with the target language of Spanish. Steve began his teaching career with the Los Angeles Unified School District in 1974. After a 20 year career with the L.A. Unified School District, Steve joined Azusa. He has worked as a bilingual teacher for 4th grade and the district's newcomer program, Title VII resource teacher, and is currently the Program Specialist in the Bilingual Services Department, where he oversees the initial assessment process for the district at the Assessment, Training and Learning Operation (ALTO Center), and provides CLAD and SB395 training. Steve has also designed the district's Bilingual Services Website, which includes key elements of the district's master plan for English learners, in addition to extensive EL achievement data, an online checkout system for EL materials, and links with most of the major websites related to the education of English learners. This website also includes Steve's own CLAD Study Guide, which has helped CLAD trainees across the state acquire their EL certification. The pass rate for Steve's CLAD trainees in Azusa has been above 90%, which is well above that of the state as a whole. Steve's strong beliefs in primary language instruction and support come from his own experiences with acquiring a 2nd language, and he is committed to providing the English Learners in the Azusa Unified School District with the most effective instructional programs possible. It is with great pride that the Azusa Unified School District congratulates Steve Concidine for his recognition at the 27th annual Los Angeles County Bilingual Directors' Association recognition banquet.
