The Parent Guardian Guide To The Individual Student Report

In Theparentguardian Guide To The Individual Student Report

In the Parent/Guardian Guide to the Individual Student Report you just read, following questions are asked: • How are the scores shared with his/her teachers? • What type of English language support do you provide my child? Reflection Questions: 1. How will you ensure you have access to the ACCESS English Language Proficiency scores for ELs in your classroom? 2. Reflecting on the use of Can Do Descriptors in Module 2, how will you respond to the parents' question: "What type of English language support do you provide my child?"

Paper For Above instruction

The Parent/Guardian Guide to the Individual Student Report serves as a vital communication tool between educators and families, providing insights into a student's academic performance and language development. When it comes to sharing scores with teachers, it is essential to establish a consistent and transparent process that ensures all educators involved with the student have timely access to the results. This can include utilizing digital platforms such as student information systems or assessment portals that allow for secure sharing of report data. Regular collaboration meetings should be scheduled to discuss results and interpret their implications for instructional planning, especially for English Learners (ELs), whose language proficiency impacts many aspects of learning.

Regarding the English language support provided to students, it is crucial for educators to articulate specific strategies and resources used within the classroom. This includes differentiated instruction, scaffolded learning activities, and access to bilingual or ESL specialists. Furthermore, it is necessary to integrate tools like the Can Do Descriptors from the WIDA framework, which outline the language abilities students are expected to develop at different proficiency levels. This framework not only helps in tailoring instruction but also in communicating progress effectively to parents and guardians.

To ensure access to ACCESS English Language Proficiency scores, teachers should familiarize themselves with the assessment reporting system and establish clear protocols for retrieving and reviewing these scores regularly. This proactive approach allows teachers to identify students' language development stages, plan targeted interventions, and monitor progress over time. Utilizing the scores also supports data-informed decision-making in instructional adjustments and resource allocation, ensuring ELs receive the appropriate support necessary for language acquisition and academic success.

When responding to parents' questions about the type of English language support provided, educators should highlight the use of the Can Do Descriptors to demonstrate how instruction is aligned with each student's proficiency level. Explaining that support includes scaffolding techniques, small group instruction, and integration of language development strategies reassures parents that their child's unique needs are being addressed. Additionally, sharing information about collaboration with bilingual specialists or ESL teachers emphasizes a comprehensive approach to language support. The goal is to ensure parents understand the scope of services and how these efforts facilitate their child's communication, comprehension, and academic achievement.

In conclusion, effective communication and targeted instructional strategies are key to supporting EL students. By ensuring access to proficiency scores and transparently sharing support methods, educators can foster stronger partnerships with families and promote equitable educational opportunities for all students.

References

• Bunch, G. C., et al. (2019). Supporting English learners with formative assessment. The Educational Forum, 83(4), 369-385.
• Council of Chief State School Officers (CCSSO). (2013). WIDA Can Do Descriptors. Retrieved from https://wida.wisc.edu
• García, O., & Wei, L. (2013). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
• Harklau, L., et al. (2019). Teaching Multilingual Students. Routledge.
• Kent, S. C. (2019). Measuring and Supporting English Learner Progress. TESOL Quarterly, 53(2), 330–340.
• Perkins, R. L., et al. (2017). Using Data to Support EL Success. Corwin Press.
• Shanahan, T., & Taylor, D. (2018). Supporting English Learners through the Use of Data. The Reading Teacher, 71(4), 481-485.
• WIDA (2012). English Language Development Standards. Madison, WI: WIDA.
• Young, C., et al. (2020). Assessment Strategies for English Learners. Routledge.
• Zhou, M., & Kershen, T. (2018). Developing Culturally Responsive Support for ELs. Teachers College Record, 120(7), 1-36.