Create A 10-12 Slide Digital Presentation For Your Colleague

Create A 10 12 Slide Digital Presentation For Your Colleagues That Des

Create a 10-12 slide digital presentation for your colleagues that describes various state assessments for ELL/bilingual learners and how these assessments are utilized. Include information on the full requirements for identification, placement, and reclassification of ELLs from language support programs in your state, with in-depth detail on identification and reclassification processes, including reclassification criteria. Provide detailed information on the ELP assessment administered annually in your state (such as ACCESS, AZELLA, ELPA), including timing, available accommodations, and eligibility for accommodations. Describe a state-mandated standardized, norm-referenced test required for all students (ELLs and non-ELLs), including its purpose, administrative considerations, accessibility features, and accommodations appropriate for ELLs. Support your presentation with 3-5 scholarly resources. Include presenter’s notes for each content slide. The presentation should also have a title slide and a reference slide; these are excluded from the slide count. Incorporate relevant graphics that enhance content and visual appeal. Use APA formatting for all source citations, but APA Style is not required for the slide content itself.

Paper For Above instruction

The evaluation and assessment processes for English Language Learners (ELLs) are integral components of educational programs aimed at providing equitable learning opportunities. In the United States, each state has specific policies governing the identification, placement, reclassification, and assessment of ELLs, ensuring that instructional strategies align with learners’ language proficiency and academic needs. This paper discusses these processes in detail, focusing on the procedures for identification, reclassification criteria, the role of English Language Proficiency (ELP) assessments such as ACCESS, and the implementation of standardized testing for all students, including accommodations suitable for ELLs.

State Requirements for Identification, Placement, and Reclassification of ELLs

The identification of ELLs typically begins with a Home Language Survey conducted during student enrollment. If a student’s primary language is other than English, a language proficiency assessment is administered to determine eligibility for language support services. States vary in their policies; for example, California employs the English Language Proficiency Assessments for California (ELPAC), while Texas uses the TELPAS assessment. These assessments evaluate listening, speaking, reading, and writing skills in English to guide placement decisions.

Placement in language support programs is based on assessment results and aligns with state criteria. Reclassification, or “exit” from ELL services, considers multiple factors: score improvements on language proficiency assessments, teacher recommendations, and student academic performance. For instance, some states require students to score at or above a designated cut score on the ELP assessment for two consecutive years, demonstrate grade-level proficiency in academic content, and receive teacher approval to be reclassified. The specific reclassification criteria aim to ensure students are linguistically prepared to access core instruction without additional language support.

Reclassification procedures often involve annual assessments, teacher evaluations, and review panels. This process ensures that reclassified students can sustain their English language skills and academic success without ongoing language intervention, thereby promoting their integration into mainstream classrooms.

Annual ELP Assessment in the State

The primary ELP assessment utilized in many states is the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners). This assessment is administered annually, typically in early spring, providing a comprehensive measure of a student’s English language proficiency across four domains: listening, speaking, reading, and writing. The results guide instructional placement, monitor growth, and determine reclassification eligibility.

In terms of accommodations, the assessment allows for modifications such as extended time, small group testing, and the use of bilingual glossaries or dictionaries, provided these are approved by the state’s testing guidelines. Accommodations are available to students with documented disabilities or additional language needs, ensuring equitable assessment conditions. Teachers, special educators, or other authorized personnel can facilitate these accommodations, following the parameters established by the state testing policies.

Standardized Norm-Referenced Test

All students in the state are typically required to participate in a standardized, norm-referenced test, such as the Smarter Balanced Assessment Consortium (SBAC) or the State Assessment of Educational Progress (SAEP). These tests aim to measure academic achievement across grades and subjects, providing a benchmark for student performance relative to a national or state sample.

The purpose of these assessments extends beyond accountability; they serve to identify areas of strength and weakness, inform instruction, and guide policy decisions. Administrative considerations include testing schedules, test security, trained proctors, and standardized testing environments. Accessibility features such as enlarged print, extended time, and bilingual supports are incorporated to assist ELLs during testing. Approved accommodations may include bilingual glossaries, audiobooks, and extra time, which are vital for ensuring fair assessment conditions for students with language and other disabilities.

Conclusion

Effective assessment systems for ELLs are vital for supporting their academic and linguistic development. State policies delineate clear processes for identification, placement, reclassification, and assessment, ensuring that English learners are appropriately supported and monitored. The use of standardized assessments like ACCESS provides valuable data for guiding instruction and determining reclassification, while norm-referenced tests help measure overall academic achievement. By implementing evidence-based policies and accommodations, educators can more effectively meet the diverse needs of ELLs, fostering their success within the broader educational framework.

References

• Abedi, J., & Lord, C. (2001). The language factor in mathematics assessments of English language learners: Implications for evaluation and practice. Educational Assessment, Evaluation and Accountability, 13(4), 321-339.
• Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, 32(2), 8-23.
• National Academies of Sciences, Engineering, and Medicine. (2017). Supporting English Learners in STEM Subjects. The National Academies Press.
• Ovando, C. J. (2014). Bilingual education in the 21st century: A global perspective. McGraw-Hill Education.
• Willig, A. (2013). The assessment of English language learners: Opportunities and challenges. Language Testing, 30(4), 505-520.