This page is under construction.

As directed by the US Department of Education, PSUs must monitor and regularly assess the progress of all ELs, including those who have opted out of EL programs, in both English language proficiency (ELP) and content knowledge. For multilingual learners to make adequate progress towards full proficiency in English and in grade-level appropriate academic standards, schools/districts should be regularly monitoring students’ progress in both language acquisition and academic mastery. A comprehensive plan includes the use of both formative and summative student assessments that can inform instruction and interventions. While the state-required annual English language proficiency assessment can provide some of this information, it is a single point in time and is not adequate for comprehensive progress monitoring.

Quality Feedback:

Is specific;
Meets the students’ academic and linguistic needs in a transparent fashion
Improves a student’s understanding of the content being taught
Involves an exchange of information that helps Mls become independent learners, develop critical thinking skills, and take ownership of their learning
Includes clarifying questions that give teachers insight into what the student is thinking - Allows both the teacher and the student to dig deeper into the misconception or lack of understanding

Equity:

Achieved through formal assessments, activities, group discussions, projects, and other instructional activities
All activities should be planned in advance, designed to gather information from all students, and aligned to the standards being taught.

In accordance with:

Tools and Resources for Monitoring and Exiting English Learners - Chapter 8 USED Tool Kit