ASA1 Task 3 WGU
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Feb 20, 2024
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Part A:
Identify your State-Specific Requirements
Educators, policymakers, and stakeholders need to understand these state requirements. In the ever-changing landscape of America’s education, it is vital to ensure that every student has
a fair and equal learning environment regardless of where they come from or what language they
speak. ELL students are an essential group who need specialized support to do well academically. Nevada has specific requirements for assessing and placing ELL students that differ from national guidelines. Therefore, assessing English Language Learners (ELLs) is essential to ensuring their academic success and linguistic development. In Nevada, there are specific requirements for ELLs. These requirements ensure that ELLs get the language support and resources they need to do well in school. ELLs are evaluated using Nevada’s Nevada English Language Proficiency (ELP) Standards. ELLs use these standards to measure their ability to speak, listen, read, and write English. All school districts in Nevada must administer the Nevada English Language Proficiency Assessment (NEPA) every year to measure an ELL’s progress toward meeting these standards. These standards are also identical to the WIDA ELD Standards on which Nevada’s annual English Language Proficiency Assessment (ACCESS) is based (Nevada Department of Education, 2023).
Like all states in the United States, Nevada adheres to federal regulations about the education of ELL students, as outlined in the Title III legislation of the Elementary and Secondary Education Act. However, Nevada has taken additional steps to address the unique needs of its ELL population by establishing state-specific requirements that also pertain to the NCLB (No Child Left Behind) law, which is a federally mandated English Language Learner (ELL) test that is administered annually to all ELL students across the country and requires states
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to use accurate and valid assessments (Adedi, 2015). The key considerations governing the evaluation and placement of ELL students in Nevada can be categorized into language proficiency assessments, program placement, and program eligibility criteria.
According to the English Language Competency Assessment (ELPA) of 2015, students classified as English Learners (EL) must undergo an annual assessment of their English language
competency in the four domains:
1.
Speaking
2.
Listening
3.
Reading
4.
Writing
The WIDA Consortium provides Nevada’s English Proficiency Examination (Nevada, WIDA). The standard assessment used in Nevada for ELL students is called ACCESS. ACCESS is Assessment Comprehension & Communication in English state-to-state for English language learners. This test measures a student's language proficiency and makes instructional decisions. Nevada’s requirements for assessing ELLs also align with many aspects of national standards. For instance, the Nevada English Language Proficiency Assessment (NEPA), as mentioned earlier, is similar to the WIDA ACCESS test, which is widely used across the United States. There are two types of evaluation assessments to help schools effectively assist English learners (ELs) in attaining proficiency in the English language. These assessments evaluate ELLs’ language proficiency, offering educators, administrators, and policymakers significant insights. Additionally, Nevada’s English Language Proficiency (ELP) standards and national standards emphasize fostering students’ academic language abilities to enhance their comprehension and mastery of subject-specific content.
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Depending on the state’s program placement requirements, English Language Learners (ELLs) are placed according to their language proficiency assessment results. There are three program models for ELL students: ESL, Dual Language, and Transition Bilingual Education. ESL is the primary program model for students in Nevada. Students in ESL receive English language instruction in addition to content area classes. Dual language programs offer instruction
in the student’s native language and English to achieve bilingualism or biliteracy. Transitional Bilingual Education programs, although less common, offer native-language instruction initially and gradually transition students into English-only classrooms.
To exit the ELL program, students in Nevada must meet specific score requirements on the ACCESS for ELLs test. The scores required for exiting may vary depending on the student's grade level. Generally, students are expected to demonstrate proficiency to participate and succeed fully in mainstream classrooms (Adedi, 2015). Nevada has defined a specific score range for each proficiency level to ensure consistency across the state. According to the Nevada English Learner Identification and Placement Guidance Document, Nevada follows the WIDA English Language Proficiency (ELP) Standards for the WIDA ACCESS for ELLs test. These standards categorize English language proficiency into five levels: entering (Level 1), emerging (Level 2), developing (Level 3), expanding (Level 4), and bridging (Level 5). To exit the ELL program, students must achieve a minimum composite score of 4.5 on the ACCESS for ELLs test, with a minimum of 4.0 in each language domain (listening, speaking, reading, and writing). Yet, students who exited the EL program must be monitored for a minimum of two years to make sure (1) they have not dropped out too soon, (2) their academic performance has improved since they left the EL program, and (3) they are participating
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meaningfully in a standard instruction program comparable to their peers who never left the EL program (S S A U P D A T E I N C L U D E D, 2015).
In addition to ELL assessments and program placements, Nevada has other eligibility requirements for students to be identified as ELLs. Students must meet the state’s language and academic requirements to be considered ELLs. Language-wise, students must show limited English proficiency on the language proficiency test. Academically speaking, students must show they need language support, e.g., scoring below proficiency on the English Language Arts test (ELA) or struggling academically.
Nevada’s requirements are similar to national guidelines, but some key differences exist. For example, Nevada requires parents or guardians to consent to their child taking language proficiency assessments and making program placement decisions. This emphasis on parental involvement shows Nevada’s dedication to working with educators and families to ensure a holistic approach to ELL students’ success. Another significant difference is Nevada’s use of the NEPA as the primary assessment tool, whereas other states may use different assessments aligned with the WIDA framework. Nevada’s ELP Standards may also have specific modifications or additions that cater to the state’s unique linguistic and cultural diversity.
In conclusion, Nevada follows federal guidelines for evaluating and enrolling ELL students under Title III of the Elementary and Secondary Education Act. However, Nevada has established its guidelines to meet the unique needs of the state’s ELL population. These guidelines include language proficiency assessments, program placement, and eligibility criteria. These guidelines ensure that all ELL students receive adequate support and quality education. Nevada is committed to providing an inclusive and equitable education experience for all students by placing parental involvement at the forefront of the process. More importantly,
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Nevada’s requirements for assessing ELLs demonstrate the state’s commitment to supporting the
academic growth of its diverse student population. By implementing the Nevada English Language Proficiency Standards and the NEPA, the state ensures that ELLs’ language needs are addressed and progress is monitored. While there are similarities to national standards, Nevada’s specific requirements reflect the state’s consideration of its unique educational context. By understanding these requirements, educators and policymakers can work towards enhancing ELLs’ educational experiences and outcomes in Nevada.
Part B:
A labeled, three-column table that lists the requirements for the state of Nevada State Requirements
Three Procedures Need to
Follow
Three Instruments
At a minimum, a home Language Survey is required. It must include questions that meet the requirements in NAC 388.540.
Results from the placement assessments must be communicated to parents and guardians within 30 days at the
Test administrators must take the following courses to be certified: Administration WIDA
Screener Online Speaking and Writing for grades 1-12 administration WIDA Screener Online.
Paraprofessionals who
have received the WIDA Kindergarten
A Home Language Survey is required. Three WIDA assessments: WIDA Screener for Kindergarten, WIDA Screener Online, and WIDA ACCESS for ELLs.
Parent 30 days or two weeks notification letter or results for qualifying or exiting
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beginning of the school year or within the first two weeks.
The assessments approved in Nevada Grades K-12 are as follows: Placement Assessments:
K-12 WIDA Screener
Summative assessments:
WIDA ACCESS
WIDA ALT ACCESS
1.
Interim assessments:
WIDA MODEL
LEAs must purchase and pay for materials directly through the WIDA store. Assessment Screener Test Administration Training and completed the WIDA Screener Test Administrator Training for Grades 1-
12 may administer the
Kindergarten Assessment Test under the supervision of the abovementioned personnel.
WIDA Screener for Kindergarten requirements: Test administrators must complete the WIDA Screener
for Kindergarten, review scored students’ writing samples and the Test the program.
Once an English language proficiency has been identified through the English Language Proficiency WIDA Screener K-12,
the Language Experience Approach (LEA) must provide EL program services to English learners until an EL is proficient in the English language and can participate effectively in educational programs without the assistance of an EL.
LEAs are responsible for providing special
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Administration Manual, and pass the certification quizzes.
Test administrators must complete WIDA ACCESS courses for the grade level tests and domains they will
be scoring to become WIDA ACCESS certified for ELLs.
education services for English Learners (ELLs) with disabilities who are qualified for special education and related services.
The current automatic exit requirement is an overall proficiency rating of 4.5 or higher on the WIDA ACCESS Test.
The student’s parent(s) or guardian(s) must accept that the student
will need to be evaluated on an annual basis to assess the student’s English language skills using
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WIDA ACCESS for English Language Learners (ELLs) or Alternative ACCESS.
Part C
: Discuss the family’s role and rights in program decisions for ELL student placement, including family members who do not speak English.
The family is an essential factor in decision-making regarding the placement of English Language Learners (ELL). For instance, there are various reasons why the family’s input into program decision-making is crucial. First, families possess valuable knowledge regarding their children’s cultural background, language proficiency, and educational requirements. Educators can use this information to develop support systems and lesson plans that work. Involvement, in turn, enables families to participate in their child’s education. Better student outcomes result from families taking ownership of program decisions together. Schools value the perspectives of the family and acknowledge their expertise by allowing them to participate in program decisions.
More importantly, ensuring that families with limited English proficiency have access to language assistance services, such as interpreters or translated materials, is critical because these families face particular challenges in effectively participating in program decisions (Breiseth, Robertson, & Lanfond, 2015). By facilitating families’ complete participation in decision-
making and offering language support, schools can help close the communication gap. Further, fostering respect for various family structures and cultural sensitivity is critical. Understanding that different families have distinct decision-making dynamics and come from different
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backgrounds is essential. Any family should feel free to voice their concerns and opinions in an inclusive school, regardless of language ability.
The Department of Education in Nevada highlights the value of family involvement in ELL student placement decisions. They respect families’ rights to choose the best educational plans for their kids. Additionally, Nevada offers tools to support efficient communication between families and schools, including interpreters and translated materials. Nationally, family involvement in ELL program choices is recognized as necessary by the Every Student Succeeds Act (ESSA). According to this federal law, families with limited English proficiency must receive language assistance services from schools. It also underlines the importance of implementing culturally sensitive procedures that consider varied families' particular requirements and viewpoints.
Educational success depends on the family’s participation and rights in program decisions regarding ELL student placement. Through family involvement, educators can gather insightful information, encourage participation, and modify their teaching methods to suit the needs of English Language Learners better. For families with low English proficiency, offering language assistance services and creating a welcoming, culturally inclusive atmosphere is crucial. While highlighting the value of family involvement, national and Nevadan viewpoints also provide guidelines for productive family-school collaboration.
References
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ELD
. (n.d.). Doe.nv.gov. Retrieved January 11, 2024, from https://doe.nv.gov/english-language-
learnersell/eld-standards/
Nevada | WIDA. (n.d.). Wida.wisc.edu, from https://wida.wisc.edu/about/consortium/nv
Adedi, J. (n.d.). (2015) English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE EXECUTIVE SUMMARY. https://education.ucdavis.edu/sites/main/files/ExecSum_ELPRPT.pdf
S S A U P D A T E I N C L U D E D, E. (n.d.). (2015) TOOLS AND RESOURCES FOR MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND
SERVICES CHAPTER 8 TOOLS AND RESOURCES FOR MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND SERVICES TRACKING THE PROGRESS OF ENGLISH LEARNERS KEY POINTS. https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap8.pdf
Fields, L., & Russell, S. (2023, June 12). Nevada English Learner Identification and Placement
Guidance Document. Education Programs Professional. https://wida.wisc.edu/sites/default/files/id-placement/NV-ID-Placement-Guidance.pdf
Breiseth, L., Robertson, K., & Lafond, S. (2015, November 30). Communicating Important Information with ELL Families: Strategies for Success. Colorín Colorado; Colorín Colorado. https://www.colorincolorado.org/article/communicating-important-
information-ell-families-strategies-success