...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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...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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...for ELLs According the Echevarria, Vogt, and Short (2013), the 44 states that implemented the Common Core Standards these states are working “to ensure the required standards are included and the U.S. Department of Education (USED) is requiring participating states to revise their NCLB assessments” (p.8). While this alignment of standards promotes a unity between states and helps to promote college preparedness (p.8), it fails at considering the needs of English language learners. Some states, like Illinois and Arizona have created standards that help teachers to understand ELLs and consequently develop instruction that can be differentiated for their various proficiency levels. No two ELLs enter school at the same proficiency level or with the same experiences. This diversity makes it quite challenging for teachers to accommodate every learner. Consequently, teachers can use the Arizona English learner standards to supplement the Common Core Standards in an attempt to differentiate instruction for their ELLs. The standards address all proficiency levels, including pre-emergent, emergent, basic, low intermediate, high intermediate, and proficient. Obviously, the strategies that are adequate for general education students and proficient ELLs would not suffice for those at the pre-emergent or even the low intermediate stage. Therefore, differentiation is absolutely necessary. Differentiation would vary at the different stages as well as take into consideration ELL proficiency...
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...\ Introduction Standards direct the course of the curriculum, instruction and assessment in the US schools. Most of the pedagogical decisions made at the school and district levels are shaped by the standards set by the state and mandated by the federal government. These standards serve as an instrument for the definition of the language and the content that all students including English language learners (ELLs) are expected to achieve (Fenner, 2012). In this article, Fenner and Segota tackled the importance of the English language proficiency (ELP) standards, professional teaching standards and Common Core standards, their impact on ELLs and the interrelation between them. In order for ELLs to meet the academic competencies embodied in the standards, it is necessary that they acquire the social and intercultural competence and academic language proficiency across content areas. The academic language competencies embodied in the content-area standards require quality instructional delivery that intertwines language development and content. States are mandated by the No Child Left Behind (NCLB) legislation to create language standards to assist ELLs in developing English language proficiency (ELP). The ELP standards are designed to bridge the gap between language acquisition and content proficiency for ELLs. Ensuring that ELLs have the academic language proficiency allows them to navigate through information, engage with new learning, and produce high level of achievement...
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... The majority of students born and raised in the United States can easily understand the English language. However, there are the select few that do not speak English because it is not their dominate language that they use at home, so these students require assessments that will enable them to pick up the English language. Getting these students to pick up the language can be an extremely hard task for teachers. In 2001 the No Child Left Behind Act states that students should be tested in many different subject areas no matter what their level of ability to speak or understand English. The state and school districts are held responsible for the information the students are learning and ensuring that they being taught the correct standards. There have since been assessments set to evaluate student achievements and how they are doing when it comes to comprehending...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...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 at the beginning...
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...Upon examination (or researched information) of the newly revised Arizona English Language Proficiency Standards, write a 400-word critical analysis of the ELP Standards. Explain how teachers who have ELLS in their classrooms can address these standards. Given the increase in number of ELL students in the United States, many U.S. teachers should expect to have ELLs in their classrooms. Therefore, it is essential that schools accurately identify ELLs and understand their language proficiency in English as well as their home language. Most states have a similar protocol to determine whether or not a student is proficient in English when they enter school. Under federal law, ELLs must be provided appropriate English language development support services and be assessed annually until they meet a state’s criteria for proficiency in English on specific language tests in order to no longer be considered an English language learner. Teachers must plan very carefully to ensure that all students participate in high-interest educational activities that are personally relevant. Failure to recognize and address students’ unique backgrounds could result in a large portion of the future adult population of this country who cannot participate successfully as global citizens. Academic experiences and parental perceptions impact students’ attitudes toward education. To create enthusiastic, lifelong learners, effective teachers show students that what they are learning in school will equip...
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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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...Name: _____________________________________________ Date: ____________________________ Grade Level________ Teaching Context | Curriculum or Content Area: | #_______ of students in my class, of which _______ are ELLs | My ELLs’ linguistic and cultural background(s): | My ELLs’ level(s) of English Proficiency: WIDA ACCESS Spring 2013See WIDA “Can Do” descriptors to help connect proficiency level with ACCESS scores | Student(s): | Reading | Writing | Speaking | Listening | Literacy[Reading 50%, Writing 50%] | Oral Language [Listening 50%, Speaking 50%] | Comprehension [Listening30%, Reading 70%] | Overall Listening 15%, Speaking 15%, Reading 35%, Writing 35%] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Other support services that my ELLs receive: | Lesson Standards and Objectives | Common Core State Standards (discipline, standard number, and description): | Content Objective(s): | Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving the content objective.Language Objectives Differentiation for Proficiency Levels: | Mentor Text or Source: | Targeted Tiered Vocabulary from Mentor Text or SourceTier 2 & Tier 3 words should be integrated into student product/assessment. | Tier 1 wordsBasic words most children know in their primary language: may include connectors or compounds | Tier...
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...Principles An article from the online journal of Education.com had a great article about language acquisition principles for English Language Learners (ELL). The title of the article is “Delicate Balance: Managing the Needs of ELL students” and was written by Jon Nordmeyer. The article begins with a quote from a middle school English Language Learner (ELL) that states “it is hard to be an ESL student sometimes. Between ESL students, I could make many friends, but when I have any classes like math or science I feel an invisible space between ESL students and regular students. I envy the regular students because I was good at science in my own country, and now the only reason for my C on science was pictures in the textbook” (Nordmeyer, 2006, p. 1). ELL students represent the fastest-growing student population in United States public schools and this quote is cause for immediate reactions for modifications in classroom curriculum and lesson plans. Increasing diversity, greater accountability, and stretched school budgets are some of the greatest challenges for today’s public schools. The article states that finding a balance between language learning and content learning so schools can operate on an all-inclusive classroom program is the ideal outcome. Learning academic content in English is one of the biggest problems ELL students have. This is added to other tribulations of social adaptation and acceptance, cultural changes, and personal challenges. Research consistently...
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...Language Learners (ELLs). The administrators and educators have to follow steps to determine if a child is considered to be an ELL student. In the state of Mississippi, tests are provided to students who are entering school whom may be labelled as English language learners. The test will assist instructors with programmatic placement determinations such as identification and placement of ELLs. These assessments are called W-APT which stands for WIDA-ACCESS Placement Test. It is considered to be English language proficiency “screener” test. The tests are written from the WIDA’s five English Language Proficiency (ELP) standards: Social and Instructional Language, Language and Language Arts, Language of Mathematics, Language of Science, and Language of Social Studies. The test approaches the four communication domains of listening, talking, speaking, and writing. The Kindergarten W-APT is given to student in the second semester pre-K, Kindergarten, and first term 1st graders. Also, the paper will discuss the alternative assessment formats and importance of each one. There are many immigrants that are living in the United States. Over the past 30 years, the population of immigrants have increased more than 14 million. English language learners are reported to be revealed as a new population. ELLs are considered to be a difficult unit of scholars with distinct talents, learning requirements, personal history, speeches, and objective. These ELL students arise from...
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...Paul Herzog ESL-223N 10-26-2014 Professor Deborah Macias ELL Placement Assessments Essay A student’s education is a critical time in their lives to learn and comprehend as much as possible. It is an even more critical time for ELL student’s to learn and comprehend the complexity and variety of vocabulary and phrases that may come with a new language. Schools and educators need to make sure that the right tests and assessments are in place to help determine where ELL students may or will need the most help in learning and comprehending a new language. By having the right placement tests for ELL students to take schools and educators will ensure that the ELL students get most benefit and success from their education. Two ELL instructors that were interviewed stated that the STAR test is used to assess students’ skills and abilities and the test is computerized. STAR testing aligns with the state standards and tests students to see if they are below, at, or above the states standard. Those students below the standard are referred to receive extra instruction to help them reach the state standards. Fountas and Pinnell is another assessment that is used by the instructors to assess students abilities and determine what areas they extra instruction in advance their learning and comprehension. A formal version of the Fountas and Pinnell assessment is used at the start of the school year to assess which areas students may need to meet with specialized instructors to help...
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...live and teach in Florida, I will be basing the information 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...
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...Kohen-Klieman, C., & Miska, M. (2015). Spotlight on English. Doral: Santillana USA Publishing Company, Inc. (431 pages) Santillanna’s Spotlight on English for Kindergarten is divided into eight different units to offer various topics to discuss and expose ELL students to throughout the year. Each individual unit contains daily lessons that are integrated to include all academic content areas such as, Reading, Writing, Listening, Speaking, Science, Social Studies and Math and each unit is designed to last approximately 6-8 weeks. This type of thematic approach allows teachers to expose their ELL students to grade level academic content while maintaining their motivation to explore topics that are of interest and relatable to them. This textbook is part of a grade level series from the Santillana’s Spotlight on English curriculum which offers ESL textbooks from grades K-8. B. Intended Audience The intended audience for Santillana’s Spotlight on English textbook are ELL students who are entering Kindergarten. The textbook is intended for use with all six of the levels of language proficiency (Entering, Beginning, Developing, Expanding, Bridging and Reaching) as described by WIDA however, this textbook breaks each proficiency level down into three main categories listed as...
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