interview ELL, ESL, or ELD instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during this course. Inquire also about how placement is determined for both special education and gifted ELLS.
What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier? How can informal as well as formal assessment results factor into placement? What role do parents and teachers have in placement? What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs? How are changes among individual ELL proficiency levels over the course of the school year accounted for? How are diagnostic, formative, and summative assessments integrated for ELLS in mainstream classrooms? What are the benefits of the STOP protocol for native English speakers as well as those for whom English is an additional language?
