C.+Assessment+&+Special+Education

** ASSESSMENT & SPECIAL EDUCATION By Stella R. & Duany C.    ** ==**INTRODUCTION  **== == ==  There continues to be educational controversy about the most effective assessment method to utilize with English Language Learners (ELLs). Multiple languages are part of American culture and make our nation unique and diverse. As diverse linguistic backgrounds in the United States increase, various assessment methods are even more necessary to correctly evaluate a student's capabilities, potentials, and skills. Current standardized tests often marginalize many bilingual students and ELLs. To avoid this, different types of evaluation tools should be explored, created and utilized. Professionals in assessment should really focus on the important issues related to the use of standardized test, such as test bias, and test taking bias. It is believed in assessment that all students are given equal opportunity to show their ability or level of functioning. This is not the case. This is why it is essential that bilingual teachers understand how to plan and teach effective instruction for ELLs. Also, as professionals (i.e., policy makers, teachers, etc.), it is important to be culturally aware and open to new ideas when evaluating students performance. How to correctly assess ELLs is an ongoing issue that will not be resolved quickly.  ELLs must be carefully observed and evaluated in the school environment. This population seems to have been placed in inappropriate classroom settings without a fair measure of their true abilities simply because they did not speak the main language of society. This has led to a large proportion of ELLs to be classified as learning disabled and placed into special education classrooms. A closer look at this population reveals that many of them were not evaluated properly. When evaluating ELLs, an educator must keep in mind the child's culture and administer evaluations in the child's native language. If a child truly has a learning disability, they will show these deficits in their native language, as well as the mainstream language. The schools must also reach out to the families in order to strengthen the home-school connection. This will increase the chances of "carry-over" between home and school and vice versa. There are still assessment tools whose validity is still being questioned such as the New York State English as a Second Language Achievement Test (NYSESLAT). ELLs are required to pass this test in order to be placed in mainstream classes. The students must obtain a close to perfect score in order to pass. Many have questioned whether this assessment tool is a valid measure of the students’ abilities because many of the students are able to pass the required Regents exams in English, but fail to pass the NYSESLAT. It is important to re-evaluate the way children are assessed in the school environment. There are many factors that should be considered in order to provide all children with a free and appropriate education in the least restrictive environment in order to increase the children's chances of success. ==== **MAIN POINTS **==== ====1. There are many challenges in assessing bilingual and ELLs. It might be helpful to employ different measuring techniques when examining student performance. Bilingual students and ELLs have to work twice as hard as native speakers in terms of test taking. (SR) ==== ==== 2. ELLs need to master certain educational standards, but subjecting them to test after test will not help matters. The debate over the best ways in which to structure educational testing for this population of students differs. (SR) ==== ====  3. ELLs benefit from informal assessments: performance assessments and portfolio assessments. So as not to impede a student's progress academically, all forms of evaluation should be considered for learning and testing purposes. (SR) <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">4. It is a fact that poor testing techniques will delay the academic progress of all students and ELLs. The decision to use one assessment method over another is a political decision as much as it is an educational one. (SR) <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #ffffff none repeat scroll 0% 0%; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">5. Many <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #f3f3f3 none repeat scroll 0% 0%;">( <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">ELLs) have been misclassified as having a learning disability and placed in special education classrooms erroneously. There are steps that an educator should follow before classifying a child as having special needs (DC) <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">6. Parents want their children to be bilingual for many reasons, such as holding on to their cultural heritage and cognitive benefits, but they also have concerns such as speech delays and language confusion (DC) 7. Programs should be developmentally appropriate, but also be culturally sensitive as well. The school should reach out to the parents in order for there to be a greater chance of "carry-over" between home and school in all educational settings including mainstream classrooms, bilingual general ed. and bilingual special ed. Although these educational settings differ, mainstream focusing only on English, Bilingual general ed consisting of two languages and no children with Individualized Educational Program (IEP's) and Bilingual Special Ed which consists of two languages and students with IEP's, educators should still consider the students cultural backgrounds when teaching and interacting with the child and their family. (DC) 8. In order for ELL students to be placed into mainstream they must pass certain assessments. Many argue that these assessments may not be a true measure of the ELLs ability to function in mainstream classes given the poor passing rates. (DC)  ====

==== **<span style="background-color: #ffffff; color: #0505cc; display: block; font-family: 'Times New Roman',Times,serif; font-size: 144%; text-align: left;">LINKS AND ANNOTATIONS **<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> ==== ==== <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">1. Ascher, C. (1990). //Assessing Bilingual Students for Placement and Instruction.// (Eric Identifier # ED322273) New York, N.Y.: ERIC Clearinghouse on Urban Education. ERIC/CUE Digest No. 65. Retrieved September 24, 2009, from: [] <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Educational and psychological testing with respect to ELLs is considered an unreliable tool. These methods cannot be used alone. Unfortunately, many bilingual students are considered to be deficient or limited because of their poor test scores. Testing factors should be considered when testing bilingual students such as their ability to understand the language, cultural differences, and background experiences. Looking at these factors might decrease the number of students who are placed in the wrong setting. It is important to note that tests scores should not be the only tool used to interpret whether a bilingual student is learning the language (i.e., English), or material. If this is done, this can limit opportunities for learning. According to the article, one assessment technique that appears to have worked well with bilingual and ELLs is the curriculum assessment achievement test. In an effort to help bilingual students and ELLs, this new approach has been used, which provides educators with a better picture about what a student has and has not learned, however, it is not widely used. Finally, it is suggested that creating tests and tailoring teaching styles that are geared toward individual differences can further learning. (SR) ====

====<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"><span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #ffffff none repeat scroll 0% 0%;">2. // Preschool E nglish learners //<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #ffffff none repeat scroll 0% 0%;">. (2005) Children with special needs. San Diego, CA: West Ed. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">September 27, 2009, from [] Preschoolers with special needs who speak a different language at home should be treated just as their peers in general education in the sense that their home culture should be celebrated and respected. Children with special needs may exhibit similar signs of a child who may be acquiring a second language. This is a challenging situation for an educator to try and distinguish what developmental process the child is going through. A child cannot be classified as a special needs preschooler simply because they do not speak the primary societal language. If a child truly has a speech delay or other learning disability, she will be exhibiting delays in both his/her native language as well as the second language. After the child is determined to have a speech delay the educator should build a rapport with the parents and differentiate instruction for the student in order to provide the child with an effective and supportive educational environment. (DC) ==== ====<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"><span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">3. Colorín Colorado. (2007). Reading Rockets. //Informal Assessment for English Language Learners.// Washington, D.C.: WETA Retrieved September 24, 2009, from:[| http://www.colorincolorado.org/educators/assessment/informal] Standardized tests evaluate students at a certain point in the year, whereas informal assessments allow teachers to follow the progress of their students throughout the school year. Informal assessments are helpful and provide a picture of where students are academically. This type of assessment is beneficial for teachers because they can identify early on students’ problem areas and modify instruction as needed. This form of assessment is significant for ELLs because it identifies ways to increase their achievement. English standardized tests do not generally demonstrate ELLs understanding of main subjects or capability. However, informal assessments provide a window into student’s skills and ongoing development. It also shows that employing other techniques to evaluate student learning can work. Two methods used in informal assessment: performance assessments (i.e., oral reports, written assignments, presentations), and portfolio assessments (i.e., written work, such as stories, exercise sheets). Both techniques make use of activities conducted in the classroom to measure growth toward educational tasks and goals. With the No Child Left Behind law, having these types of records can keep track of ELLs skills and their progress. (SR)  ====

====<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">4. FairTest The National Center for Fair and Open Testing. (2008). //Researchers Document High-Stakes Testing Taking Damage, Shortcomings//. Boston, MA: FairTest Publications. Retrieved September 24, 2009, from: [] ==== ====<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"><span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">This article focuses on a study that was conducted in a Texas school district, years before the No Child Left Behind was established. Researchers learned that students in one Texas school district were not promoted to 10th grade because they did not pass the required standardized test. As for testing, impacted the most were minority students (i.e., African American and Hispanic), and ELLs. It was found that exit exams did not help student achievement. Even the hardest tests did not improve a student’s performance in reading and math. When No Child Left Behind (NCLB) was passed, accountability only made matters worse, but the state acted as if its policies were helping students. This raises the question, are students such as ELLs and bilinguals receiving a fair and equal education? <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">It is evident that the public educational system wants to produce academically successful students (i.e., English language learners), but it is going to take more than standardized testing (i.e., right or wrong answers, bubble in), to create whole competent students. Lastly, inequality in the educational system will continue until other testing options are explored, and modified to meet the needs of __all__ students. (SR) ====

==== <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">5. Freedman, S. G. (2004). A test seemingly intended to keep students behind. New York, N.Y.: //The New York Times Company//. Retrieved September 27, 2009, from: [] The New York State English as a Second Language Achievement Test also known as NYSESLAT proves to be a difficult exam to pass. Many students who are able to pass the state regents exams in English are unable to pass the NYSESLAT. Students must receive a close to perfect score in order to get a passing grade. Passing the NYSESLAT would able the students to move on to mainstream classes. The poor passing rate has caused many to wonder if the test is a true and fair measure of the ELLs ability to function in mainstream classes. (DC) ==== ====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">6. King, K., & Fogle, L. (2006). Raising bilingual children: Common parental concerns and current research. Washington, D.C.: //Center for applied linguistics.// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #ffffff none repeat scroll 0% 0%;">Retrieved September 27, 2009 <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">, from: [] ==== ====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Many parents want their children to be bilingual, meaning keeping their native language and obtaining the dominant language of their society. There are many reasons why parents want their children to be fluent in more than one language including holding on to cultural heritage, cognitive benefits and to help their children be more sensitive to other cultures around them. Although there are many reasons why parents feel children should be bilingual, there are also many concerns that go along with bilingualism. Parents fear that their children will have language delays as a result of learning two languages simultaneously and language confusion. Children learn best from in-person contact with a person speaking a different language, as opposed to instructional videos and audios. Another point that has been exaggerated is the cognitive benefits that a child may gain from obtaining a second language. Although a child may gain strength in certain areas, obtaining a second language does not guarantee an increase in intelligence. (DC) ==== ====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;"><span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">7. //<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">NYCoRE //// (2004) ////<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;"> Position Paper Statement Against High Stakes Testing //<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">. New York: Author. Retrieved September 23, 2009, from: [] This article discusses standardized testing and its impact on minority students and ELLs in New York Public Schools. Standardized tests are developed to create expected outcomes, and are biased toward students whose language is not English because the goal is to accomplish test reliability. Relying solely on standardized tests will not provide clear and concrete information about a student’s progress. Each student is unique and learns differently. Giving English language learners the same tests that native English students are given is setting students up for failure. Millions of dollars are given to companies to develop standardized tests that are made incorrectly. This money could be funneled into local school districts and spent in areas that are under-funded, in serious need of resources, and on bilingual teacher training. Professionals in assessment should recognize that academic progress will be derailed until tests are modified to recognize and appreciate the differences that exist in our country. (SR) ==== ====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">8. New York State Education Department. (2001) Key issues in bilingual special education work paper #7. Albany, NY: New York State Education Department Retrieved September 27, 2009, from: __[]__ Many aspects of a child’s development should be taken into consideration before a preschooler is referred for a special education evaluation. Although a child may not be learning in the same manner as his or her peers, this does not automatically qualify the child as learning disabled. The child’s culture and language should be taken into consideration. Other aspects of the child’s development should be carefully examined as well as, learning style/preference, social/emotional development. Programs serving children should not only be developmentally appropriate, but culturally sensitive as well. Families play a large role in their children’s success in school. The schools should reach out to the parents in order to have more “carry-over” from school in to the home and vice versa. (DC) ==== ====<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">9. Ortiz, A. (2001) English language learners with special needs: Effective instructional strategies. Washington D.C.//: Center for A pplied Linguistics //Retrieved September 27, 2009 from: __http://www.cal.org/resources/digest/0108ortiz.html__ <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"><span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">There <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #ffffff none repeat scroll 0% 0%;">are <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;"> a disproportionate number of students placed in special education each year who are ELLs. This is a sign that educators are finding it difficult to distinguish between a learning disability and a difference in language. There are many steps that an educator can take in order to support an ELLs learning including being aware of the child’s cultural background, using different teaching strategies, and creating educational and community supports. If an educator has tried different approaches with the child and nothing seems to be effective, then a special education evaluation should follow. It is the general and special educator’s responsibility to determine what educational supports a child may need in order to help the child be successful in school. (DC)  ====

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====<span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"><span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">10. Tsang, S. L., Katz, A., & Stack, J. (2008). Achievement Testing for English Language Learners, ready or not?. //Education Policy Analysis Archives,// //<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">16 //<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: white none repeat scroll 0% 0%;">(1). Retrieved September 24, 2009, from: __[]__ doi: 1068-2341 <span style="background-color: #ffffff; display: block; font-family: 'Times New Roman',Times,serif; font-size: 132%; text-align: left;">Today all types of assessments are conducted to make certain students reach academic success. In an effort to restructure schools in the United States and hold them accountable for students learning, students are tested, and those individuals most frequently tested are ELLs. A study was done to better understand when is a good time to give a Math test in English to ELLs. Individuals studied were Chinese and Spanish speaking students. The study showed that students whose primary language was not English did not do well on content exams (i.e., Math, Science, etc.). However, this slowly declined as ELLs became more knowledgeable in English. The study also showed that it takes about five to six years for this population of students to reach academic standards, resulting in ELLs not graduating, or meeting the requirements to move on to the next grade. (SR) ====

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