Ell Assessments

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).

As an ELPT, I was well informed and trained in the laws, rules, and responsibilities with running English as a second language and Bilingual Programs. I screened students using the W-APT screener for proper placement of our EL students. I monitored the progress of transitional students and worked collaboratively with their teachers to offer interventions. I understood how to use ACCESS data to inform instruction and meet the linguistic needs of our EL population. With this knowledge, I was able to work collaboratively, coach, model, and facilitate the learning of adults on how to best use data to design and differentiate instruction for our students success.

The test is designed by teachers and Pearsons, a test development company, and is designed to measure the proficiency of ELLs. The test assess four language modalities; listening, speaking, reading, and writing. It is done over five grade bands; K-1, 2-4, 5-6, 7-8, and 9-12 and is administered by trained staff members. The test is comprised of; multiple choice questions in listening, reading, and writing. A short written response and an extended written response for the writing area, and an oral response for the oral area, are also required. The oral, written portion of the test is graded by trained teachers, while the multiple choice portion is graded by Pearson.

The LTR sites utilize two of the state adopted assessments. Half of the sites use STAR or STAR Early Literacy and DIBELS to collect student outcome data (M.Parnell, personal communication, September

The Florida Department of Education will continually strive to develop a system that evaluates equal access and program effectiveness. This ensures that all LEP students receive adequate English language skills to use when interacting with non-LEP students. The Florida Department of Education shall establish a system for minimum review of program effectiveness, which shall include review data such as: students are acquiring English language skills sufficient for parity of participation with non LEP students within a reasonable period of time; students are learning and progressing toward completion of requirements specified in the district's pupil progression plan as evidence by a comparison of LEP and non LEP students. A comparison of LEP and non LEP students by race/ethnic origins on:

After taking the e3 assessment test, I found that two of my strengths that help build trust and lead by example are Self-Confidence and Free Spirit. This attribute of self-confidence, tells me that others believe in me and that I am sociable and energetic. As a mother my life is full of situations where I have to lead by example to my children, they also trust in me and what I say. Coming up with ideas like going to Niagara Falls or planning weekend fun outings shows them that being fun and spontaneous is also about confidence and being trust worthy. Because of my high level of playful and charismatic attitude towards life, my children have also begun to look at life this way. Trusting that I won’t lead them astray they too are building that

The number of school-aged ELLs grows and this brings up the fundamental questions about assessment and instruction for ELLs with special needs. The first and the principal thing is to assess children’s behavior which can help to identify learning disabilities. This can be obtained by various sampling methods such as classroom observation, interviews with students and their parents.

In the second section, it will outline the specific procedures necessary to give each test, including procedures specific to ELL students and the teacher’s role in the test administration.

Krashen and Terrell (1983) authored the book “The Natural Approach” in which they identified the following five stages through which ELLs progress when learning English as a second language: preproduction, early production, speech emergence, intermediate fluency, and advance fluency. Mora-Flores (2011) indicates that the way in which ELLs’ language development is monitored and labeled varies across the country. The most important aspect is the teachers’ understanding of what students bring to the classroom in terms of language since this allows teachers to build toward the following level in the student

Assessment Description: Which form of assessment did you choose? What rubric categories did you use? Explain how this assessment reflects appropriate practices for ELLs?

Self-reported physical activity (PA), sedentary behaviour (SB), functional performance and quality of life (QoL) evaluation tools have been developed to subjectively measure health outcomes following TKA. These measuring tools differ in their measurement techniques as well as in the number of domains they assess. The self-reported functional instruments (questionnaires) that have been used to study health outcomes of patients before and after TKA include: Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), Medical Outcome Survey Short Form 36-Item (SF-36), Knee injury and Osteoarthritis Outcome Score (KOOS), Knee Society Score (KSS), Oxford Knee Score (OKS), International Physical Activity Questionnaire (IPAQ), Global Physical

The steps for reading include: educators checking previous reading assessments, creating personal book bags, beginning with quick-check reading assessments, conducting informal reading assessments, and forming guided reading groups. The steps for writing include: educators looking at their ELLs’ writing from the previous year, collecting initial writing samples, including a letter writing activity, and administering a developmental spelling assessment. The steps for math include: educators determining their ELLs’ previous math performance, assessing their ELLs’ knowledge of previous concepts, and making a plan for ELLs with limited formal

Many case studies and reports that I have come across have outlined in detail how this is affecting the Limited English Proficient (LEP) learner and faculty. However, there is a third party that seems to have been left out of the equation – the Native English (NE) learner.

It is of the utmost importance that mainstream teachers do their part in contributing to the success of ELL students, especially in the schools without bilingual programs which rely solely on ESL services. These students can achieve success if all teachers are involved in the process providing continual and scaffold support. In fact, information found in a booklet published by TEA in May 2006 reported findings that 7 highly successful schools enrolling more than 40% ELL students had 100% of their teachers either certified in ESL or bilingual education and were well prepared to work with English language learners. They also

During the first year, the program coordinator would administer the pre-assessment and gather results. Those results would then be presented at the first DRS meeting along with the common assessment data from Illuminate provided by the math and language arts teachers. Throughout the rest of the year, in six week interval during DRS; common assessment data would be analyzed to monitor THINK Together student growth. Twice a trimester, the administrative team would document GPA’s in student progress reports and report cards, and report findings during DRS meetings. Lastly, at the end of the year, the site coordinator would conduct a post-assessment, and come together as a program evaluation team to share data results. The same process would repeat itself year after year to monitor the programs influence on academic achievement.