Please the instructions very carefully my teacher is very specific and will not accept the paper unless it′s done like he expects it. Please also look at the example paper that the professor shared and also for reference i′ve linked the schools districts in my area. EL Identification and Exit Plan Desсrіption and Analysis: One very important use of assessment data is knowing how and when to identify students for placement in ESL programs and when ELs are ready to exit such programs. For this project, you will describe both identification and exit criteria for an organization (a school or district–links to some MN programs are at the end of Moodle), preferably an organization where you work, volunteer, or are in some other way connected. Another option is to interview someone who works with the ESL program in a school or district. In a 4-5 page paper address the following questions, supporting your answers with concepts you have learned in class, in your reading, and/or in your practice: Describe the English language development support program at the organization. What is the nature of the student body (countries of origin, length of time in the US, age, educational background in L1 and L2)? What is the purpose of the English language support program? What general recommendations would you make to the program and why? What do students need to know/and or be able to do in order to succeed in the mainstream at this school or district? In your answer discuss how this organization defines success in the mainstream. What are the linguistic and sociolinguistic competencies that students need to master to be successful? Make recommendations on how WIDA resources (CAN DO Desсrіptors, Performance Definitions, ELD Standards) could be used to redefine success in the mainstream. Discuss the importance of validity, reliability, authenticity and cultural/class bias in EL assessment. What are the standards for assessing quality in language proficiency assessment? Describe and analyze how this organization addresses these issues. What information is used to identify English learners in this organization? What information must be in place to meet state requirements? What recommendations would you make to the organization’s identification criteria? What information is used to exit English learners from the ESL program? How do they know when a student is ready to perform in the mainstream without support? Describe whether this decision is made on a single score or multiple data points. What stakeholders are involved? How is student progress monitored after they leave ESL? Make recommendations for the organization’s exit process that clearly draw from course readings and discussion. Evaluation: General quality of the analysis will be assessed using the standards described in theWritten Work Rubric in the syllabus (online). Students will be expected to: describe the organization’s ESL program and make general recommendations for it; demonstrate an understanding of the demands made on ELs in the mainstream, including graduation requirements; discuss how the organization addresses validity, reliability, authenticity, and cultural bias is EL assessment; and describe and make recommendations for the organization’s ESL identification and exit procedures. Students should draw from the state’s criteria for EL identification, placement, and program exit in their desсrіption and analysis of the organization’s plan. Students should incorporate course readings, including WIDA resources (CAN DO Desсrіptors, Performance Definitions, ELD Standards). https://multilingual.mpls.k12.mn.us https://www.spps.org/Domain/10454 https://www.ahschools.us/domain/1189 https://www.wayzataschools.org/schools/english-learners https://www.rochesterschools.org/academics/english-learners https://www.isd518.net/district/language-learners/
