Enl Assessment

Kaitlyn Harman ENL Assessment
EDDN 680 Prof. Sabo
There are certain steps that must be followed in order to determine if a student is an English
language learner or not. The first step is for the parents to fill out a home language questionnaire. After
the completion of this form, a qualified person will determine if a language other than English is spoken
at home. Once it is determined that a language other than English is spoken at home, an individual
interview is conducted in order to determine the student’s ability in math and literacy. This interview is
conducted in both English and the students home language. After the screening process, if the student is
identified as an ELL, the initial ELL identification assessment begins [ CITATION NYS15 \l 1033 ]. This
starts off with the NYSITELL. This assessment will determine the level of English language proficiency the
student is at. After the level of English language proficiency is determined, a letter must go home to
notify the parent of the level of proficiency and a parent orientation within 5 school days [ CITATION
NYS15 \l 1033 ]. Step three of the process is ELL program placement. Students must be identified and
placed in an appropriate ELL program within 10 days of enrollment within the school district [ CITATION
NYS15 \l 1033 ]. Step four of the process is the review of ELL identification. This process includes
providing districts with a mechanism to review possible instances of initial ELL misidentifications
[ CITATION NYS15 \l 1033 ]. The last step is the ELL exit criteria. Upon exiting ELL status, an ELL is entitled
to two years of former ELL services and testing accommodations. In order to exit ELL status, a student
must score at the commanding level on the NYSESLAT [ CITATION NYS15 \l 1033 ].
Writing Sample 1:
Annotation 1:
Based off the 2018 NYSESLAT writing rubric, Student A would be at the emerging English language
proficiency level. From the writing sample, you can see that this sample contains some simple
sentences. It also includes one expanded sentence of “he is the best person and that makes in special is
that he is my father and that’s why my father is so important to me.” This writing sample contains many
sentences without punctuation as well. This writing sample contains tier 1 words throughout it. It also
contains common tier 2 grade level words such as special, important, and interest. This writing sample
contains the sentence: “He is my father and that’s why my father is so important to me.” Which
provides an example of closure in the writing. As a narrative sample, it includes at least two references
to the character the student is writing about, his dad. For the mechanics of the writing sample, this
sample contains words that may be unclear, but meaning is evident. For example, the sample includes
the sentence “He was a really good person with me he ever puts interest in me.” You can see that the
words with and ever are not the correct word choices, but the meaning is still clear and evident in the
sentence.
Writing Sample 2:
Annotation 2: Writing sample 2 came from a student in my 3 rd grade class. This student has an IEP and a
one on one aide that works with him. This student is at the commanding level, but by looking at this
writing sample you could argue that this student is at the transitioning level. Within the students IEP, it
states that the student receives many differentiated writing supports such as verbally stating his writing
assignments and having his aide transcribe what he is saying. This was one sample that the student
wrote down himself. Within this writing sample, it contains one expanded/ complex sentence. This
sample contains tier 1 words with some tier 2 words such as sight and locker. The sample also contains
some minimally detailed descriptions of ideas which is aligned with the transitioning level of English
proficiency. This writing sample also includes some inventive spelling for the words sight (siagth) and
locker (locer). This writing sample also includes transition words such as and that joins two ideas
together.
References
NYSED. (2015, July 1). English Langauge Learners (ELLs) Screening, Identification, Placement, Review,
and Exit Criteria. Retrieved from nysed.gov:
http://www.nysed.gov/common/nysed/files/bilingual/ellidchartrev.pdf

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Kaitlyn Harman ENL Assessment

EDDN 680 Prof. Sabo

and Exit Criteria. Retrieved from nysed.gov:

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