Preview

Ell Assessment

Good Essays
Open Document
Open Document
966 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Ell Assessment
ELL Assessments
Crystalanne Duncan-Holmes
Grand Canyon University: ESL-223N
3 November 2012
Whitney Johnson

The following essay will briefly discuss the procedures that are being utilized in order to identify ELLs at the Philadelphia public school District. Included in this discussion will be what informal and formal assessments are being conducted to determine ELL student’s language proficiency and how English language development is monitored over time. How Educators are informed of Ell’s language proficiency status, how educators make changes in their daily assessments in order to accommodate ELLs and make sure they receive appropriate grade level content and develop language simultaneously will be included in this discussion as well. There are “approximately13, 000 students in pre-k through grade twelve who are English Language Learners (ELLs) in the school district of Philadelphia (SDP)” (The School District of Philadelphia n.d.). In order to effectively identify and place ELLs there are several procedures or steps that are being utilized as well as certain criteria that must be met before a student can be identified as ELL. The three basic procedures or steps are speaking with and having parents fill out a language background questionnaire. Speaking with the parents is a very important aspect of identifying ELLs. The second procedure or step is having ELLs take a language proficiency assessment. Last but not least the educational records of all potential ELLs are reviewed. The criteria the must be met is as follows: According to the Principal at the local public school he says “students must have all required paper work on file and be fully enrolled in the school before any assessments can occur, potential ELLs must speak a language other than English, Another term for this would be English as a second language (ESL). Students who are potentially identified as ELLs must have a challenging comprehending English as well as reading English,


References: Colorado, Colorin (2007). Informal Assessments for English Language Learners. 4 November 2012 from www.colorincolrado.org/educators/assessment/informal/ ESOL and Migrant Education (N.D.) Assessing English Learners Retrieved 4 November 2012 from www.sarasotacountyschools.net/departments/esol/default.aspx?id=22111#classroomassessments The School District of Philadelphia, (N.D.) Programs and Services. Retrieved 4 November 2012 from wwwgui.phila.k12.pa.us/office/m/multilingual-education/programs-services
Continue Reading
View Writing Issues

You May Also Find These Documents Helpful

  • Good Essays

    What Is the Meta Consent Decree and How Has It Affected Teaching and Learning?
    • 750 Words
    • 3 Pages

    What Is the Meta Consent Decree and How Has It Affected Teaching and Learning?

    Bilingual education has been a debatable subject since its conception during the case of Lau vs. Nichols, in the early 1970’s. However, in that case, the court only ruling was that the children’s Fourteenth Amendment (Equal Protection) was violated, but never outlined as to how things were to be carried out in the future to prevent further incidences. Due to the fact, that the LEP/ELL student must be able to transfer to knowledge, skills, and concepts from the first language to the second and vice-versa and are further required to learn the same content and pass the same assessments as other students, accountability had to be aligned with the terms of the consent decree.…

    • 750 Words
    • 3 Pages
    Good Essays
    Read More
  • Good Essays

    Alignment of Academic Standards with ELL Proficiency Standards
    • 1034 Words
    • 5 Pages

    Alignment of Academic Standards with ELL Proficiency Standards

    The federal government has changed the ground work and the organization of scholastic lessons in the educational systems in 2001 with the “No Child Left behind Act”. The law say that each state is to embrace English Language Learners in the state assessment and evaluate the student’s language skill “with valid, reliable assessments in the areas of oral language and reading and writing skills, more specifically comprehension, speaking, listing, reading, and writing”(Cook, 2007). The requirements of these assessment also include assisting in the students’ accomplishment of the state’s academic achievement standards. Since the federal standards has been made to the educational system there needs to be a new method created and evaluated in the way that states and schools can continue adjusting and properly evaluating English Language Learners.…

    • 1034 Words
    • 5 Pages
    Good Essays
    Read More
  • Powerful Essays

    Ellb3 Examination
    • 3063 Words
    • 13 Pages

    Ellb3 Examination

    Advice You are recommended to spend one hour on Section A and one hour on Section B, including planning.…

    • 3063 Words
    • 13 Pages
    Powerful Essays
    Read More
  • Better Essays

    ELL Placement Assessment
    • 1016 Words
    • 3 Pages

    ELL Placement Assessment

    Students that are considered to be ELL students have specific tests and procedures that must be followed by schools and teachers in order to properly assess each student proficiency level in English language. After interviewing the ELL coordinator for our school, assessing the ELL student gives both the home and school environment the information needed to develop a plan to to educate each ELL student in the 21st Century. In this essay, it will examine what test are used and who conducts the test,the methods and procedures used for ongoing classroom assessment of the students,how oral language is assessed,how standardized testing and how and when the exit testing is completed for the school district.…

    • 1016 Words
    • 3 Pages
    Better Essays
    Read More
  • Best Essays

    Hispanic Struggles in American Schools
    • 3855 Words
    • 16 Pages

    Hispanic Struggles in American Schools

    The United States Hispanic population continues to increase each year. In turn, school populations of Hispanics increase as well. Hispanics, although improving academically, continue to have high school dropout rates, higher than other racial and ethnic groups and continue to lag behind school peers. The discrepancy between Hispanic students and other students’ achievement is the result of many factors, including acculturalization, language acquisition, poverty, and school factors. Schools must understand the challenges of Hispanics and address the Hispanic students’ population through thoughtful interventions. The Bilingual Education Act (1968) set guidelines for state and local government to follow to ensure that English Language Learners (ELLs) do not continue to be left behind academically, linguistically, or socially. The No Child Left Behind Act of 2001 also holds schools accountable for ensuring that all students achieve mastery in reading and math. It is imperative that schools understand the challenges Hispanics face in order to meet their needs.…

    • 3855 Words
    • 16 Pages
    Best Essays
    Read More
  • Better Essays

    Voter Initiatives Affecting Ell
    • 1184 Words
    • 5 Pages

    Voter Initiatives Affecting Ell

    It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was adopted to support programs for educating language-minority students. For the first time, this federal law provided legal guidelines and funding for transitional bilingual education programs. This legislation was further developed in 1974 as a result of the US Supreme Court ruling in Lau V Nichols where a group of Chinese immigrant parents in San Francisco argued that the school district was not adequately providing an equal and effective education because they failed to address their students' needs to learn English. As a result of this ruling the mandate to school districts was established to focus funding and attention around a sufficient bilingual education program. Several rulings following this case helped to clarify the need for adequate pedagogy, a sufficient number of qualified teachers to implement the program and a system to measure the effectiveness (Mora,2009).…

    • 1184 Words
    • 5 Pages
    Better Essays
    Read More
  • Powerful Essays

    Module 7 Esl 533n (Gcu)
    • 1150 Words
    • 5 Pages

    Module 7 Esl 533n (Gcu)

    References: Abedi, J. (2004b). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues. Educational Researcher. 31(1), 4-14.…

    • 1150 Words
    • 5 Pages
    Powerful Essays
    Read More
  • Better Essays

    Effects of High-Stakes Testing on English Language Learners
    • 913 Words
    • 4 Pages

    Effects of High-Stakes Testing on English Language Learners

    English language learners enrollment in the Council member districts has remained relatively stable over the past several years. In 2007-08, 1.1 million ELLs were enrolled in urban schools, accounting for 16.5 percent of total district enrollment. In 2009–10, 1.2 million ELLs were enrolled, accounting for 17.5 percent of total district enrollment (Uro & Barrio, p. 26, 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading and math. While NCLB now holds educators more accountable with student learning, it now also tests English language learners (ELLs) in content areas (Coltrane, 2002, p.1). This denotes a question of validity and reliability with assessment. The positive and negative effects for ELLs may result on the heightened emphasis on high-stakes testing because their assessments are meant to raise the standards for learning; however, the disadvantage is that most of these high-stakes tests are only offered in English. When ELLs do not have access to the assessment due to their lack of language, it is hard to determine what is truly being tested; the content area or their language. This results in how the test data should be interpreted (Coltrane, 2002, p.1). In 2000, the Center for Equity and Excellence in Education found the assessment accommodations most frequently used for ELLs did not ensure that the learners’ linguistic needs were being met (Rivera, Stansfield, Scialdone, & Sharkey , 2000). These accommodations included timing/scheduling and setting.…

    • 913 Words
    • 4 Pages
    Better Essays
    Read More
  • Satisfactory Essays

    Assessment Ell
    • 957 Words
    • 4 Pages

    Assessment Ell

    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 different schools, districts, or states; and the second type are the returning ELL students.…

    • 957 Words
    • 4 Pages
    Satisfactory Essays
    Read More
  • Good Essays

    allignment of academic standards with ELL proficiency standards essay
    • 947 Words
    • 4 Pages

    allignment of academic standards with ELL proficiency standards essay

    The Arizona or TESOL English learner standards use a guide for differentiating instruction for various levels of ELLs by the teachers making the lessons have a content objective meaning on what the teacher wants all their students to learn in the classrooms. Also, each lesson needs to have a language objective as well which means that are specifically for each individual ELL student and base it in their TESOL standards in the classroom. An example, is for the teacher to try to use both the content objective like making the ELL students write down important facts about learning the English language and the language objective that need to be used by the ELL students will correctly use words or verbs to describe their feelings on the reason why these facts are so important to them. When teachers are making their lessons whether it be for the ELL students on level one which are known as beginners or on level five which are known as advanced students in the English language skills it should always provide precise visual support and guided reading until students master the grade-level materials or instructions (Zehr, M. 2010). Teachers should do a little bit of research while preparing their lessons of the ELLs for the language levels that pertain to the content of the students language being taught, give the ELL students the opportunity to interact with the English speakers in the classroom, teachers should target corrections where the students have specific errors, and teachers should be using appropriate level language aspects of the ELL students when assigning assessments, classwork, tests, homework, etc. Teachers in the field of educating ELLs of different English proficiency levels because all students do not learn at the same pace or same time (Zehr, 2010). By the teachers having some type of assistance when planning the lessons or activities that will positively support appropriate content for the ELL…

    • 947 Words
    • 4 Pages
    Good Essays
    Read More
  • Better Essays

    Proposition 227 Research Paper
    • 2357 Words
    • 10 Pages

    Proposition 227 Research Paper

    The issue of English language learners (ELL) and their rights to an education has been a major topic of debate for many years. Should ELL students be taught in their first language? Will they learn English, or should they be put into English speaking classes? That has been the topic of discussion amongst educators. Which method is better for the student? The arguments continue and many states and school districts have made a decision on what to do. One state in particular had a serious ELL problem, so California took action. In 1998, California implemented a program called Proposition 227.…

    • 2357 Words
    • 10 Pages
    Better Essays
    Read More
  • Good Essays

    No Child Left Behind and English Language Learners
    • 529 Words
    • 3 Pages

    No Child Left Behind and English Language Learners

    Teachers must be certified as English language proficient. School districts are to certify that all teachers in a language instruction education program for ELL students are fluent in English and any other language used by the program, including written and oral communication skills.…

    • 529 Words
    • 3 Pages
    Good Essays
    Read More
  • Better Essays

    Ell Assessments
    • 1216 Words
    • 5 Pages

    Ell Assessments

    “According to a 2004 report from the US Department of Education, there are over 5.5 million students in the United States who are classified as Limited English Proficient. The state of North Carolina is among the top with a vast amount of students who possess a mixture in languages and countries of national origin.” To successfully teach ELLs, educational programs were specifically designed in North Carolina for students who are not natives of America and whose first language is not English. Educational programs are intended to help these students succeed academically with specific guidelines and policies that have been implemented to first identify this particular group of students for achieving academically and socially. The State Board of Education is responsible for the development of plans and procedures for recognizing and making available certain services to students who fall into the category of speaking limited English for funding and accountability; this is in accordance with North Carolina law SL2002-284 Section 7.15(b) (http://www.ncpublicschools.org).…

    • 1216 Words
    • 5 Pages
    Better Essays
    Read More
  • Better Essays

    English Language Learners: A Look at Significant Legislation
    • 1033 Words
    • 5 Pages

    English Language Learners: A Look at Significant Legislation

    With so many ELLs or limited English proficient (LEP) students in today’s classrooms, school districts and teachers have a great responsibility to make sure that all students become proficient in English, and have the same educational opportunities. There are many legislations that have advocated for the equal rights of English learners, including: Section 601 of the Civil Rights Act, the Bilingual Education Act, and Lau vs. Nichols.…

    • 1033 Words
    • 5 Pages
    Better Essays
    Read More
  • Better Essays

    Reflective Journal Sample
    • 1206 Words
    • 5 Pages

    Reflective Journal Sample

    Coombe, C., Folse, K. & Hubley, N. (2007). A Practical guide to assessing English language learners. Ann Arbor, MI: University of Michigan Press…

    • 1206 Words
    • 5 Pages
    Better Essays
    Read More

Related Topics