The Challenge of Underutilized Language Proficiency Assessment Data
When a new student arrives in a district he/she is required to complete a Home Language Questionnaire (HLQ) to determine the child’s linguistic background and educational needs. Until recently, the results of this HLQ would prompt that a child be administered the former Language Assessment Battery (LAB-R after an individual interview to evaluate language proficiency and placement in an ESL program. The challenge with this assessment was in its inability to definitively determine whether a student’s language ability warranted ESL instruction. Its results were vague, often failing to provide a clear indication of specific strengths and weaknesses or areas of particular concern. The unfortunate consequence for the students was that they were either enrolled needlessly, were enrolled at the wrong proficiency level, or were not enrolled at all, leaving them to fend for themselves in areas where their linguistic needs remained unmet. #124. Principles for principals of language learners - TanKHuynh (empoweringells.com)
In February of 2014, the LAB-R was replaced by the New York State Identification Test for English Language Learners (NYSITELL). The benefit of this assessment is that it matches the content and format of the annual NYSESLAT exam and better discloses the proficiency level of a new student. The NYSITELL presents a clearer picture of a student’s language ability and linguistic needs, which makes it a significant improvement over the LAB-R in determining the appropriate placement of a student in an ENL program.
Despite this, many students are still left at an unfortunate and unnecessary disadvantage. The insights offered by the NYSITELL are of little benefit to the student if they are not used to inform the manner in which they are instructed. It should be quite clear that an awareness of ELL students' various strengths and weaknesses is crucial in providing the necessary instructional accommodations to suit their individual needs. Perhaps more critically, such awareness is essential in promoting understanding, and with it, the means of overcoming the seemingly insurmountable and often misunderstood obstacles to a child’s learning.
Ultimately, what is lacking is proper coordination. The data obtained from NYSITELL scores is valuable but underutilized, and it should be disseminated to the content area teachers who are involved in the daily instruction of ELL students in collaboration with ENL teachers so that appropriate instructional strategies and accommodations can be planned and implemented. Just as the IEP carries weight in the RTI and CSI processes, the NYSITELL should warrant the same investment of time and shared decision making in establishing a student’s educational plan. Time beyond the allotted ENL hours should be afforded for interventions if we are to demonstrate that we take our responsibility to educate these ELL students fairly and as seriously as possible. Our highest aim is to ensure that our ELL students are given an equal opportunity to achieve at their highest levels. In order for this to be a reality, a concerted effort is needed to establish a plan for coordination and accountability among ENL teachers, content area teachers, and administrators. Integrating ELL Students in General Education Classes | Edutopia
What would such a plan look like? The goal is to create opportunities for ENL teachers to collaborate with each content area teacher involved in the education of ELLs, both individually and as a group. This process might start with a meeting between the ESL teacher and the school principal or a department supervisor concerning the NYSITELL results. Together, they can develop a plan for communicating these results most effectively with the appropriate staff in a way that suits the specific needs of their district. Perhaps this could be in the form of a group presentation at a staff meeting or a series of one-on-one meetings with individual teachers. Another option might be to form an ESL Liaison Committee that would meet to discuss concerns regarding ELL students on a regular basis. Grade level meetings and RTI groups may also be effective. Whatever the specific approach may be, it is important that we take deliberate and meaningful steps to coordinate our efforts and seize upon what opportunities we are presented with in the interest of bettering the education of our ELL students and ensuring that their needs are met. With the arrival of the Common Core and the NYS Blueprint for ELL Success, we all now understand that ELL students are “everybody’s kids,” and collaboration is the key to success!
Academic Performance and Outcomes for English Learners (ed.gov)
by Kara Beck Wyman
