...researched for this paper on the Florida State Standards, Laws and the Department of Education Procedures. As defined by the Florida Statutes an English Language Learner (ELL) is “an individual who was not born in the United States and whose native language is a language other than English; an individual who comes from a home environment where a language other than English is spoken in the home; or an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English” (Florida Department of Education, 2007.Pp.1). Individual states have a process for initial identification in order to determine affiliation of linguistic minority students, assess their English language efficiency level using an English Language Proficiency assessment, screener, or placement test (National Research Council of the National Academies, 2011). Florida is one of four states to use and English Language Proficiency (ELP) assessment as an initial identifier for ELLs (National Research Council of the National Academies, 2011). According to Florida State rule public school students are surveyed upon...
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...Running head: ELL ASSESSMENT ELL Assessment Angela Davis Grand Canyon University ESL 523N May 19, 2010 Abstract: This paper is to inform the reader about the procedures that are followed when distinguishing the English Language Learners. There are several steps to be followed when determining ELL students, to be defined as a ELL student the individual must be 3 to 21 years old, enrolled in elementary or secondary school, either not born in the United States or speaking a language other than English, and having difficulty in speaking, reading, writing, or understanding English and not meeting the state’s proficient level of achievement to successfully achieve in English-only classrooms. After reading this excerpt, you will have gained full knowledge of the ELL students. During the procedure of producing an ELL student, there are various steps that are taken. A test must be administered before anyone can be labeled as an ELL student. Also during my research, I found out that it is illegal to put a bilingual/ESOL aide or paraprofessional in charge of a classroom that is not under the supervision of a certified teacher. According to King, Title III of the NCLB Act requires that all teachers in language-instruction educational programs for ELL students be fluent in English and any other language used by that program, including written and oral communication skills. When determining if the student should be classified as an ELL student, the states and...
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...whether their student is having a difficult time as result of a reading issue, learning disorder, lack of training on their part, or possibly limited English proficiency. Unfortunately, the result of this kind of distress has been under as well as over representation associated with English students withinside restorative as well as education lessons. Every state has their own formal as well as informal assessments that they use to determine the different proficiency levels of their students. The first thing we as educators must do is build background knowledge on our students. Doing this will allow us to see what our students already know about certain topics. Some ways that you can build background knowledge is by free recall, word association, structured questions, recognition, and unstructured discussion (NYSED Guidelines, 2012). Explicit instruction is another assessment used and is very useful when students are obtaining literacy. Under explicit instruction, the academics are split up into smaller sections that are more compliant for the students. Another assessment used is called scaffolding, which helps students in progressing to the next level in their academics. There are also other strategies that can increase comprehension among students. For example, using pictures, models, and demonstrations are visuals aids that help students understand what is expected of them. The visual aids can also help students let us as educators see what...
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...English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given a home language survey for their parents to fill out. If any language other than English is recorded on the survey, the student is given the WAPT in which this test identifies students who are English Language Learners. Language proficiency levels are determined through the ACCESS test which is given once a year in the early spring, and when the correct levels of English proficiency is determined, then the English Language Learner teacher will devise a plan specially designed to help the ELL student progress in learning English. The students are assessed in listening, speaking, reading, and writing the English language. They are scored on a rubic: one-entering, two-beginning, three-developing, four-expanding, five-bridging, and six-reaching. Then, the results from this assessment are used to make a learning plan for the student. This is a formal assessment, while informal assessments are used and vary throughout the school year. Teachers, (both home and ELL) are given the ACCESS results...
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...Alignment of Academic Standards with ELL Proficiency Standards Laura Hardin Grand Canyon University ESL-523N May 8, 2011 Abstract This essay focuses on standards-based instruction and its effects on English language learners. Furthermore, this discussion will address the purpose for creating ELL Standards and the resulting benefits the standards provide both teachers and students within ELL departments throughout the country. As the amount of second language learners steadily increases, it is critical that the components necessary to decrease the language barriers, which can negatively affect students’ daily performance, be analyzed and modified as necessary. In 1983, a report titled, A Nation at Risk: The Imperative for Educational Reform, was released under President Reagan’s National Commission on Excellence in Education (“A Nation at Risk”, 2006). The statistical information gathered in this report compared the performance of American high school and college students to that of their peers in other advanced countries. This study identified several risk factors in regard to the public education system in the United States. For example, commission research found that American students failed to place first or second on any of the nineteen academic tests administered internationally and in fact placed last on seven of those nineteen assessments (National Commission on Excellence in Education, 1983). In addition, the study showed a steady decline...
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...Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school administration the parts of improvement that both teachers and students needed and for the state and federal levels, as is important to determine if additional funding is necessary to assist students in their learning and achievement. To provide the suitable service and achieve optimal result, teachers and administrators must identify their ELL students and place them in classroom that best fit with their abilities. In an interview conducted with Miss Fabiaschi, an academic dean at a charter school in my district, she said that at her school parents are providing information on home language on the application. Then they use the CELDT (California English Language Development Test) to determine which level of English proficiency for their students. She added, there are two types of ELLs, the new enrollments, which are kindergartens who enroll in school for the first time or students of higher grade levels who transferred from...
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...Assessments Below are the required assessments for participation in the Striving Reader Literacy Grant competition. SRCL funding can be used to pay for all assessments and administration of the assessments if necessary. The assessments must be given and data provided for the full five year performance period. Assessment | Purposes | Properties | Skills Measured | Test Frequency | Birth - Three | DP-3 | S | Yes | Dev. & function | 2 X per year | Four-Year Old | PALS-Pre-k | S, PM, O | Yes | AK, PA, CoP, OL | 3X per yr. | PPVT4 Form A/B | S, PM, O | Yes | V, OL | 2 X per yr. | CLASS | T-S interactions | Yes | Classroom | 1 X per yr | K-3 | DIBELS Next* | S, PM, O | Yes | AR, PA, ORF | 3 X per yr | IPI (K-2 as needed for small group instruction and RTI) | D | | Decoding | 3 X per yr (for internal purposes only) | 3-5 | SRI* | S, PM, O | Yes | RC-Inferential | 3 X per yr | CRCT | O | | ELA | 1 X per yr | 6-8 | SRI | S, PM, O | Yes | RC-Inferential | 3 X per yr | CRCT | O | | V, RC | 1 X per yr | 9-12 | SRI | S, PM, O | Yes | RC-Inferential | 3 X per yr | End-Of-Course Test | O | | ELA | 1 X per yr | K-12 | ACCESS for ELLs | S | ...
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...able to understand and work with each other. The difference in their ability levels can bring the group together to help those who may not understand the teacher, but may understand the way another student explains the material. | Picture C: Inquiry Instruction | Inquiry instruction is a technique that teachers use by creating a situation where students use their problem solving skills, like the puzzle the child is working. | Inquiry instruction works well in the educational process for those who are active, hands on learners. It helps the students to seek out information to gain a better understanding of material and create new knowledge by using problem-solving and critical thinking techniques. | Picture D: Informal assessment | Informal assessments are evaluations of a student’s understanding and knowledge where there is no formal score as a result, such as by children raising their hands. | Informal...
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...Knapp (Alignment of Standards)succeed within the classroom. Educators can assess how students are doing by giving thestudent’s a variety of assessment methods making sure to differentiate their instruction in thecontent areas of reading, writing, and listening and speaking so that the diverse needs of everylearner is meet. Overall, the simplest way to look view this whole idea is to remember thestandards-based instruction begins by identifying the relevant standards and planning instruction,then deliver the instructions and finally evaluate whether the instruction has been masteredaccording to the standards (Hinkel, 2005).Along with the comprehensive ELP Standards that Oregon has developed it has also provided detailed proficiency levels. These grade-by-grade standards were developed to helpteachers move LEP students to full fluency in English and to proficiency on the Oregon English-Language Arts (ELA) Standards (ODE, 2011). The state of Oregon has implemented thisrefinement because they believe that it is needed so teachers can better assess the progress of their students. The proficiency levels addressed are levels 1-5. A student at level one isconsidered beginning and just starting out with English, while a level 5 is a student who isconsidered advanced and is ready to be exited from the ELL program. What I like about thisleveling system is that it gives the teachers an idea of where to start differentiating a student’sinstruction of curriculum. LEP students working at the...
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...December 2, 2012 English Language Teaching: Foundations and Methodologies Alignment of Academic Standards with ELL Proficiency Standards In 2001 the federal government put into action what is known as the No Child Left Behind Act or the NCLB, changing the foundations and the administration of educational instruction in our American educational systems. Written within the federal law of the No Child Left Behind Act the government requires states to include English Language Learning or ELL students in state assessments and assess students language proficiency with valid, reliable assessments in the areas of oral language and reading and writing skills, but more specifically comprehension of speaking, reading, listening, and writing the English language. Also included in the NCLB Act are the provisions that these assessments given must also assist in assessing students in their attainment of the states academic achievement standards. (NCLB, 2001) With the development and creation of these federal standards being implemented into the educational system a new approach needed to be maid and assessed in how states and schools were acclimating and appropriately assessing English Language Learners. With the ever so growing population of non-English speaking students being implemented into the government regulated educational systems over the last several decades something needed to change. Even just the population and growth of English Language Learners has increased by over...
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...Assignment 2 Directions: Diagnosis/Eligibility General Assessment Considerations The National Early Childhood Technical Assistance Center (NECTAC) website is an excellent online resource that contains information regarding a national perspective on issues regarding young children (www.nectac.org). In their online publication nectac Notes no 27, Danaher, J. states “IDEA offers special provisions for states to identify children younger than school age who are eligible for special education and related services. In addition to the Part B disability categories used for school aged students, states may use Developmental Delay (DD) or a term of their choosing, for ages three through nine or a subset thereof according to their state criteria” (2011,January,no.27) Retrieved from: http://ectacenter.org/ ion. This online publication provides a summary table of Early Childhood Special Education Eligibility Criteria in the various states as well as the District of Columbia. The eligibility for the state of Ohio children for Preschool Disabilities services is to the age of 5 or enrollment into Kindergarten. In the state of Ohio and indicated in this publication the term of Developmental Delay (DD) is used for preschoolers with disabilities from the ages of three to five (2011, January, no.27 attachment 1). Retrieved from: http://ectacenter.org/ ion. The assessments my district administers to determine eligibility as a Preschooler with a Disability are the Brigance Child Inventory completed...
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...Assessment Matrix Grand Canyon University SPE-359 | Norm Referenced | Criterion Referenced | Descriptions | * Norm referenced tests are most often used for placement * Designed to create distinctions amongst students * Tests are scored as a percentage or percentile ranking(EdGlossary, 2015) | * Criterion tests are better known as Standardized tests * Designed by a specific committee of experts * Tests are scored as percentages. * Teachers create this type of test to determine content retention. (EdGlossary.2014) | Purpose | * These tests are to determine where a student ranks amongst peers. * Compare students to peers of the same age or grade level * Used for placement such as college or academic grouping(EdGlossary.2015) | * These tests are designed to determine if a student has achieved a specific goal or skill. * Identify any learning disabilities. * Identify any gaps among students of different groups. * To hold teachers accountable.(EdGlossary.2014) | Content | These tests are typically based on national standards.(EdGlossary.2015) | These tests measure a broad skill area based on text books or specific criterion chosen by the school district (EdGlossary.2014). | Characteristics | Often use multiple choice format. Some may include open ended questions or short answer questions (EdGlossary.2015). | Typically tests with multiple choice questions to determine content knowledge and scored by a percentage (EdGlossary.2014)...
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...he Use of Assessment Methods and the Impact on English Language LearnersT April 30, 2014 Testing English Language Learners (ELL’s) in our district is a very huge process. When students first enroll, whether it is kindergarten or high school, the parents or guardians are required to fill out a home language survey. Based off the answers the parent/guardians provide determines if the student goes to central registration for testing. If the child is found to be of having more than one language they go for testing. The testing that the student goes through is the World –Class Instructional Design Assessment (WIDA). The WIDA method was adopted in 2008 for the entire state of Virginia. The WIDA is comprised of a series of tests ranging from spoken, written, and listening skills. The instructor who gives the test then gives the child a score on the range of one to six. These scores are directly correlated to the ELP Standards, (www.pwcs.edu/ESOL), our state has adopted. Once the WIDA is given, it gives the upcoming or current teachers a score in reading, writing, fluency, speaking, and listening. From those areas it also gives us a composite score. The composite score is what the ELL teachers use to group their students for instruction. These scores give us teacher’s valuable information in how we should instruct our children and how they should be assessed. We know if a child is at the beginning level...
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...performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete the following pre-assessment: PAE4 Objective Assessment You will...
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...SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are those required...
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