HCS Guidelines for Assessment of Instruction for MLs and Immigrant Students
The purpose of the assessment of ML and immigrant students is to inform instruction and give feedback to students, parents/caregivers, and educators as to the student’s progress toward and mastery of standards.
Each ML and immigrant student is to be assessed based on their progress towards and/or mastery of the NC Standard Course of Study (NCSCOS) and the NC English Language Development (D) Standards
ML and immigrant students are able to demonstrate progress and mastery of content concepts and skills in linguistic and non-linguistic ways/methods at each stage of second language development in English (point, touch, show, choose between two answers, use first language, words, phrases, simple sentences, illustrations, etc.). Activities, tasks, and assessments can be scaffolded and modified accordingly for grading purposes.
It is of the utmost importance that ML students participate in each activity with appropriate scaffolds and modifications in order to demonstrate progress and/or mastery of the standards and be evaluated in terms of receptive (listening/reading), expressive (speaking/writing), non-verbal, first language, and/or English responses at the student’s English proficiency level.
Due to learning both English and content simultaneously:
instructional adaptations and/or modifications are required to facilitate the acquisition of academic concepts, skills, and language
an ML Plan is developed for each student by the Language Instruction Educational Program (LIEP) team (ESL Teacher, Content/Classroom Teachers, students, families, and other school staff)
content/classroom teachers are to collaborate in the creation and implementation of the ML Plan based on the language, cultural, academic, environmental, and social-emotional needs of the student
all instructional adaptations and/or modifications are guided by knowledge of the student, family/staff observations, the NCSCOS, NC ELD Standards, and best practices of instruction for second language acquisition
Allow ML and immigrant students sufficient time to reach grade level expectations and understand that the time required for meeting instructional goals/deadlines differs for each ML and immigrant student depending on their:
age
stage of acculturation and second language acquisition
linguistic, cultural, educational, environmental, and social-emotional background
NOTE: extended time for assignments, tasks, projects, and assessments based on the above-mentioned qualifiers is the best practice of instruction for ML students
State and Local Policies
Federal statutes require that school systems provide an equal educational opportunity for all students, including those identified as Multilingual Learners (ML) and immigrant children and youth. The Every Student Succeeds Act (ESSA) holds State educational agencies, local educational agencies, and schools accountable for:
ensuring that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English
assisting all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet
assisting teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth
assisting teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings
promoting parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.
Harnett County Schools (HCS) is committed to nurturing all students in their social and academic development by providing them with high-quality instruction and establishing partnerships with families and our community. To this effect, the HCS ESL/Title III Department and HCS Staff will endeavor to support MLs and immigrant students in their social and academic development by providing them with best practices of instruction and assessment and will establish dynamic partnerships with educators, parents, families, and communities to accomplish this goal.
HCS Board Policy Code: 3400An evaluation system of students’ academic performance is necessary to help ensure that all students are succeeding within the framework of the educational goals and objectives of the board. The board believes that the formal issuance of student evaluations on a regular basis promotes continuous assessment of a student's performance; informs the student, his or her parents or guardians, and the school counselor about the student’s performance and progress; and provides a system of notice that allows intervention strategies to be implemented if necessary to improve the student's performance. The board encourages teachers and principals to pursue innovative methods of evaluating progress.
The superintendent or designee shall establish an evaluation system for assessing an individual student’s academic achievement and progress relative to benchmarks set for students at that instructional level. The evaluation system should provide for regular communication with parents so that they may be informed and involved in their child's education.(HCS Policy Code: 3400 Evaluation of Student Progress).