English Language Learners

The No Child Left Behind Act requires English language learners (ELL) to be held to the same academic standards as English speaking students. Schools must provide specialized instruction that enable students to receive meaning education. Federal mandates attempt to create educational opportunities that help ELL students in reaching their full potential. To ensure equal access to an education is achieved, states are required to assess students with tools aligned with state content standards. The results from the

In the wake of educational initiatives such as No Child Left Behind and Race to the Top, standardized tests have become a central part of elementary and secondary school instruction in the United States. Students in New York have been affected by high-stakes tests that are increasingly the primary method by which the performances of programs, schools, and teachers are evaluated and ranked. Unfortunately, these test scores carry considerable weight in day-to-day school decision making with administrators, teachers and students. In order to ensure academic progress of English Language Learners through the Elementary and Secondary Education Act (ESEA), Title III funding has been tied to English language proficiency measures. New policies enacted at the national level have resulted in the mandatory implementation of language proficiency testing protocols in all states.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

Whether they have just started to learn English, are developmentally disabled, of a minority, or of low socioeconomic class, students will take the same test as a middle-class White student, who has spoken English all of their life. If it does not sound fair, that is because it is not. Testing should be done in a student’s native language, and tailored to their developmental level. While it is not economical, this would most likely raise states AYP rates

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

Under Title I, test scores from ELL students are used in order to see if they are meeting state level performance standards. These yearly test scores show if schools and districts are meeting their yearly progress goals. Title III says that ELL students need to show their progress in improving and reaching proficiency of the English language.

Determined by the eligibility of requirements, Texas offers five different versions of the STAAR and the student may qualify for different assessment in different subjects. Most of the student population completes the STAAR as a general state assessment while permitting some linguistic accommodations such as an ELL who do not qualify for language specific assessments. Depending on the geographical location within Texas and/or school district, those ELLs where Spanish most appropriate measures their academic progress then they take STAAR Spanish, if offered. However, not all ELLs speak Spanish, therefore, the STAAR L accommodates students with linguistic needs in areas of mathematics, science and social studies assessment. While students with disabilities, take the STAAR A assessment, including those who are ELLs and who meet eligibility requirements according to their IEP or Section 504 documentation. Lastly, student receiving special education services, including those who are ELLs, who meet requirements, take the STAAR Alternate 2. An important note, although a student is an English language learner (ELL), inclusion may occur in special education or Section 504; therefore, qualify for the STAAR A or STAAR Alternate 2 opposed to the STAAR L. The need for further clarification exists between the STAAR A and STAAR Alternate 2 as there are some unique differences. While STAAR A is an accommodated version of the STAAR providing assistance such as visual aids, graphic organizers, clarifications to content being assessed, the STAAR Alternate 2 is specifically for students who have significant cognitive disabilities and are receiving special education

Needs assessments are conducted every spring and is administered by each LEA which includes input from the teachers, paraprofessionals, administrators, parents, recruiters, and other service providers. Interviews/focus groups are held every year to determine the needs and satisfaction regarding the LEA’s program. The Language proficiency assessment is given to all ELL students for placement in the LEP programs. The content achievement assessments are given by the state to student in grades 3-12 which are administered annually and measure the student’s abilities in reading, writing, math, computer skills, and other content areas. K-2 assessments are used to provide data of student’s development and progress in reading and math using formative and summative assessments (http://www.dpi.state.nc.us).

Those who are currently teaching are required to take a course called Rethinking Equity and Teaching English Language Learners (RETELL) or Secondary English Language (SEI) course so they can be better prepared to teach the students of other primary languages. The data from the ELL students in the three districts are more dramatic than percentages of students with disabilities. Compared to Norwood and Brockton’s ELL student population, Monson only had 7 ELL students in their district in 2016. When comparing the ELA, math, and science scores for all three towns, Monson didn’t even have sufficient data to record. Norwood and Brockton however, had interesting data to compare. In ELA, Norwood scored higher than Brockton with a percentage of 41 and Brockton at 13 percent for students who performed with high proficiency. In math, Norwood had a 40 percent higher academic standing, whereas Brockton only had 15 percent. Both Monson and Brockton ELL students performed below the achievement gap goal with negative scores. Norwood, however, performed above the state level for all three subjects. There was no data found in the scoring of ELL students in Monson for MCAS scores. Out of the 5th grade ELL students in Norwood, who participated in the MCAS, 6 scored in above average, 31 percent scored in proficient, 50 percent scored needs improvement, and 13 percent scored as failing.

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:

My placement is in two sixth-grade classes, math and social studies. In my current 6th grade math placement, I am not seeing any differentiation of instruction or assessment based on their language proficiency levels. As I was discussing this assignment with my teacher, it was very difficult for her to give me any of this information. She had to look on the computer to find out who was an ELL and how many ELL students she had, as well as the number of IEP students she had. After realizing she did

Assessment is essential as the information gathered is how the students are progressing to the learning outcomes and performance standards. Upon completing this artifact, it is recognized how assessments impact how instruction should be delivered, and recognizing that all students will learn differently. As an educator, flexibility and adapting to the diverse learning environment is necessary to ensure all students are grasping the material. Realizing there are those who do not test well and trying to find ways to assess those skills through class discussions or group work while encouraging the students and praising them for their efforts. Designing and creating unique ways to ensure all students are learning the material and meeting the objectives and goals set forth in the lesson plan. It is the responsibility of an educator to develop goals that will reinforce lesson plans, lectures, and instruction. Those students who have an IEP modifications will be made based on their IEP recommendations. For ESL/ELL students in the class, modifications will be made on a case by case as recommending to ensure the students are successfully meeting their learning goals to their fullest

There are not many advantages for English language learners whereas standardized testing is concerned. Teachers will have to create individualized ways in monitoring students’ progress to gain true assessment results.