Supporting English Language Learners in Grades 1 to 8

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Section 2 Working together to support English language learners Protocols for Assessments [Assessments] should be administered in the student’s dominant language or with the assistance of a bilingual educator, whenever possible. Assessors should use more than one instrument or set of instruments in considering the learning characteristics and describing the performance of English language learners. Assessors should also take into account the student’s prior opportunities for learning. English Language Learners/ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007, 2.3.4. Support material Traditional normed tests, including some psycho-educational assessments, should be used with discretion. They may not garner accurate results since other factors like the familiarity with the vocabulary of the test or culturally specific content could interfere with a student’s ability to answer correctly. The valuable feedback from all staff who have worked with the student will assist the IPRC committee in its determination about the Special Education needs of the ELL. Careful consideration must be made about whether ELLs with Special Education needs should participate in normed tests. The special provisions afforded to all students with Special Education needs may not be sufficient to support the learning needs of this particular subgroup of learners. Insight Standardized tests should be used with discretion; cultural and/or linguistic bias in tests may result in unreliable or invalid data. English Language Learners Student Pre-Referral for Psychological Assessment, ESL/ELD Resource Group of Ontario, 2008. ERGO, the ESL/ELD Resource Group of Ontario has developed a three-step protocol for Pre- Referral for Psychological Assessment. Referral to the School Support team is made if the ELL is not progressing in the adapted program. The following four areas are considered: •• a review of student information •• a focus on interpersonal skills •• the collection of information from a various sources •• the consideration of academic progress For more detailed information, consult English Language Learners Considerations Prior to Referral for Psychological Assessment at http://www.ergo-on.ca/ Supporting English Language Learners in Grades 1 to 8 45
The development of an Individual Education Plan (IEP) for an English language learner needs to take into consideration both the needs related to language learning and the needs related to the student’s exceptionality. However, an IEP is a document to support the Special Education needs that exist for the student. It is not a document to describe strategies for the development of English language proficiency. A delicate interplay of Special Education and ESL or ELD supports will provide the structure and scaffolds necessary for the acquisition of English. Transition from the elementary to the secondary school program A student entering the Ontario secondary school system at any grade level may count a maximum of 3 ESL or ELD credits as compulsory English credits. (Four compulsory English credits are required for graduation.) English Language Learners/ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007, 2.6.1. Some newcomer students may first arrive in elementary school in Ontario part way through their Grade 8 year, but many English language learners make the transition to Grade 9 after one or more years in an Ontario elementary school, where a variety of models for ESL and ELD support may be in place. Many of these students are still learning English – especially Academic English – even though they may not have been receiving direct ESL or ELD support in Grade 8. These students will benefit from ESL or ELD credit courses in Grade 9 to help them master the academic language demands of the secondary school program (e.g., understanding English literary devices, making oral presentations in English, and writing reports and essays). Schools should establish protocols and programs for easing the transition of English language learners from elementary to secondary school. 46 Supporting English Language Learners in Grades 1 to 8
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Resources Freeman, D., & Freeman, Y
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Resources The Ontario Curriculum, G
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Table A1.1: ESL, Grades 1 to 3 - Li
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Table B2.4: ELD, Grades 4 to 6 - Or
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Supporting English Language Learners in Grades 1 to 8

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