Paper instructions: Answer the following worksheet questions:

1)
Research the assessment process for ELL students in Texas. What is the process school districts in Texas go through to properly identify students for ESL program placement?
2)
Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.

English Language Learner Student Data Analysis and Application

Student`s Name

Institutional Affiliation

Date

English Language Learner Student Data Analysis and Application

Identify students for ESL program placement

School districts in Texas usually carry out a home language assessment for every new student in the district. The students are asked about the spoken language in their home most of the time (Education Commission of the States, 2014). To identify students for ESL placement program, districts are mandated to carry the test to students marked during the home language assessment. Students who are in prekindergarten to grade one the districts are needed to offer them an oral language ability test. The test has to be accepted by the state department of education. For the grades 2-12 students, the districts are needed to perform an oral language skill test which is passed by the department. Any test passed by the department should be given to the students during the assessment. The grade levels as well as the scores on every test utilized in the process are established by the department. The education commissioner reviews the approved list of tests, scores and grade levels each year.

Longitudinal student data

One of the outcomes of No Child Left Behind is the fast development and utilization of longitudinal student data systems by states and local school districts. The most important feature of the systems is their ability to make follow up of the same students regularly (Dougherty et al., n.d.). The systems can develop a clear picture of the progress that the student is making. It also offers a clear picture of the progress made by the school, district and program performance. Teachers can use the longitudinal data with other formative classroom assessments to create effective instruction. The data can be used to track the students’ performance which will help in understanding their needs. It will allow the teachers to design instructions that are based on the students’ needs.

References

Dougherty, C., Mellor, L., & Smith, N. (n.d.). Six Key Uses of Longitudinal Data . Retrieved

March 6, 2018, from http://relsouthwest.sedl.org/bridge_events/2014-02-25_slds/six_key_uses_of_longitudinal_data_021307.pdf

Education Commission of the States. (2014, November). What methods are used to identify

English language learners? Retrieved March 6, 2018, from http://ecs.force.com/mbdata/mbquestNB2?rep=ELL1403.