English Language Learners Newsletter

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School

Grand Canyon University *

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446N

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Communications

Date

Feb 20, 2024

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docx

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3

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Martin High News July 29, 2023 Families of English Language Learners (ELLs) We are excited to provide you with important information about assessment practices for your children in the English Language Learning program. As educators, we understand the importance of effectively assessing students' language proficiency and academic progress. This newsletter aims to explain the different types of assessments used, how they are aligned with standards, and how the data collected from these assessments will be used to support your child's language and content learning. I. Types of assessment II. Alignment of Assessments to Standards: Our assessments are aligned with the English Language Proficiency (ELP) standards and content standards. ELP standards outline the language skills students should develop, while content standards define the subject-specific knowledge and skills. By aligning assessments with these standards, we ensure that your child's progress is measured against clear and consistent expectations. a. Diagnostic Assessment: • Purpose: Diagnostic assessments are used to identify your child's current English language proficiency level and assess their strengths and areas for improvement. These assessments help teachers plan targeted instruction to meet individual learning needs. • Usage: Administered at the beginning of the school year or when a student enrolls in the ELL program to establish a baseline for learning. b. Formative Assessment: • Purpose: Formative assessments are ongoing and are used throughout the learning process to monitor your child's progress. They help teachers understand how well students are grasping new concepts and whether instructional adjustments are needed. • Usage: Teachers use formative assessments regularly during classroom activities, discussions, quizzes, and projects. c. Summative Assessment: • Purpose: Summative assessments evaluate your child's overall language proficiency and academic achievements at the end of a unit or grading period. • Usage: Administered at specific intervals, such as the end of a semester or academic year, to gauge your child's overall progress and growth.
III. Testing Accommodations for ELLs IV. Using Assessment Data for Instructional Decisions: We understand that language barriers may impact your child's performance during assessments. To create a fair and supportive testing environment, we provide testing accommodations such as: • Extra time to complete assessments. • Bilingual dictionaries or translated glossaries. • Simplified language in test instructions. • Scribing assistance for writing tasks. • Flexible language support based on individual needs. The data collected from assessments is a valuable tool to guide instructional decisions and planning. Teachers will use this data to: • Identify areas of strength and areas for improvement in both language and content. • Tailor instruction to meet your child's specific learning needs. • Offer enrichment activities for students who demonstrate mastery of content. • Provide interventions for students who may need additional support in certain areas. V. Timely and Meaningful Feedback: We believe in the importance of timely and meaningful feedback to support your child's learning journey. Strategies we use to communicate feedback include: • Regular progress reports to keep you informed of your child's performance. • Parent-teacher conferences to discuss progress, areas of improvement, and goal setting. • Encouraging student self-reflection to foster a sense of ownership in their learning process. Remember, as a family, you play a crucial role in supporting your child's language and academic development. We encourage open communication between families and teachers to ensure your child's success in the ELL program. If you have any questions or need further assistance, please feel free to reach out to your child's teacher or the ELL coordinator. Sincerely, Luis Angel Garza References 1. Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. TESOL Quarterly, 45(3), 485-501. 2. Linquanti, R., & Cook, H. G. (2016). Toward a "common definition of English learner": Guidance for states and state assessment consortia in defining and addressing policy and technical issues and options. Washington, DC: Council of Chief State School Officers.
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