MODULE 1

Introduction to ELL PPT

Part 1
First, you will need to download the Pennsylvania English Language Proficiency (ELP) standards.
They can be found at
http://static.pdesas.org/content/documents/Pennsylvania_English_Language_Proficiency_Standards.pdf or I have
downloaded them to BOLT under STANDARDS.
You will notice there is one set for Formative (ongoing) Assessment and another set for Summative
(summary)Assessment
Formative are the everyday ongoing assessments while summative I measures what the student has learned against a
benchmark or standardI like to think of these as a summary of what students have learned as it usually is done at
the end of an instructional unit.
For this class we will use ONLY the formative standards.
ELP Standards
As you can see, each standards is divided by grade level cluster: pre k-k, 1-3, 4-5, 6-8, 9-12
In addition, each standard is divided by content area: Social and Instructional, Language Arts, Math, Social Studies,
and Science.
They are further divided into language domains: Listening, Reading, Speaking, Writing
Then, they divide them based on the students proficiency level: Entering, Beginning, Developing, Expanding, Bridging.
Now, do not be overwhelmed!!!! We will break this down bit by bit so you can understand it and will be a pro at
writing lesson plans and assessing ELLs in no time!!!
Please read the Formative Standards and how they were created. Also, on page 9 you will see the CAN DO
Descriptors. This indicates what an ELL at each level (Entering, Beginning, Developing, Expanding, and Bridging) can do
and is a wonderful aid when planning classroom instruction and assessment for ELLs.
Finally, take a look at the Reclassification Criteria in Module I
Also, go through each of the PowerPoints in Module I

Lesson Plan PPT

Writing a lesson plan
1. Choose WIDA Standard and Content Area;
2. Choose the grade level(s) and language proficiency level(s) the lesson will address;
3. Choose domain(s) to address (R,W, L, S)
4. Write Core Content Standard (if available)
5. Write a content objective
6. Write a language objective from the content objective using a Model Performance Indicator;
7. Use a lesson plan template for the lesson;
8. Write the lesson
 First things you want to look at
1. Choose WIDA Standard and Content Area;
2. Choose the grade level(s) and language proficiency level(s) the lesson will address;
3. Choose domain(s) to address (R,W, L, S)

TABLE 1.1
Snapshot of English Language Proficiency Standard 2: Grade Level Cluster: 1-3
English
Language Framework for Formative /Classroom Instruction and Assessment
Proficiency
Standard (Pennsylvania Department of Education, 2007).

ELP Standard 1: English language learners communicate information, ideas, and concepts
English necessary for academic success in the content area of Language Arts.
Language
Proficiency Level 1 Level 2 Level 3 Level 4 Level 5 Standard
Levels
Entering Beginning Developing Expanding Bridging or
Anchor
Listening Point to Sort pictures Sequence Respond to a Draw conclusions
illustrations of short pictures from a read-aloud from a 1.6.3B
during segments of a read-aloud using by role-playing read-aloud using a
teachers read aloud a working graphic organizer.
reading of using a graphic with a partner.
picture graphic organizer.
books. organizer.

Reading Retell stories Match Sequence a Identify phrases Participate in a

using a series sentence strips series of or reading/ R3.A1.3
of pictures. to illustrated sentences in a literature circle to
illustrations in sentence strips story that draw
a story. to tell a story. support the main conclusions about
idea grade
Language working with a level text. Content
Domains Standards
partner.
or
Anchors
Speaking Answer WH- Describe a Retell a story Discuss reasons Justify reasons for
questions character from using for a a 1.6D
based on an picture prompts characters characters actions 1.6E
illustrations in illustrated with a actions with
response to story to a partner. working with a visual supports.
stories, chants partner. partner.
or poems.

Writing Label family Write short Write a journal Write a Write a letter to a
members in a sentences entry paragraph friend 1.4.3A
drawing or about about a family describing a describing a family
picture using a a family event using family trip vacation using a
word wall. picture or a picture using a guided guided
drawing dictionary or model. model.
using a word word wall.
wall.

Write a content objective: use action verbs

Students will:
o Determine the results of removing sets
o Review the term difference
o Investigate subtracting zero and subtracting all
o Find a missing addend
- Make sure to look at the core content standard to make sure it coincides with your objectives.

Write a language objective

- Is simply something that you take from the English Language Proficiency Standards
- For Example
o Level 1 reading: Retell stories using a series of pictures
Language Objective is to retell
 Topic working on stories
Support is pictures
- Language Function (Verbs: Create, Identify, etc.
- Topic or Genre (South American countries)
- Support (scaffolding ) graphic, sensory, interactive, with a partner

Include Common Core Standards

Common Core State Standards Mathematics
o Kindergarten, Algebraic Thinking
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
o Kindergarten, Algebraic Thinking
CCSS.Math.Content.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or
drawings to represent the problem.
o Kindergarten, Algebraic Thinking
CCSS.Math.Content.K.OA.A.5
Fluently add and subtract within 5.
Dont have to pick everything, even if you just pick one thing out of the Common Core Standards to reflect your lesson,
that is fine.

My sample lesson
Beverage Sharing and Measuring
Academic Standard/Assessment Anchors
ELP Standard: ELP 3 Mathematics
Standard Area: Listening, Speaking
Grade Level: pre-k-k
ELP: Developing/Expanding
ELP Standards:
ELP 3.S.Prek-k.4.3 Participate in group discussions pertaining to position and numbers of objects.
ELP 3.L.Prek-k.3.1 Select manipulatives to demonstrate understanding of simple math stories working with a partner.
Core Content Standards
2.3.PK.A: Identify characteristics that are measurable.
2.3.PK.B: Use concrete objects as non-standard units to estimate and measure, with adult awareness.
Content Objective: Students will:
Utilize problem solving skills, measuring techniques, and food preparation experiences to practice various math
concepts
Determine, using a nonstandard cup or plastic drinking container, the minimum amount of fruit drink needed to serve
class members
Language Objective: Student will
Select manipulatives to demonstrate understanding of simple math stories working with a partner.
Participate in group discussions pertaining to position and numbers of objects
Materials:
Ready-to-serve beverage, in such a quantity that approximate six-ounce portions can be served to each student
Beverage Sharing and Serving Activity Sheet
Empty beverage container
Several cups or plastic drinking containers of different capacities
Water
A dumping bowl for the water
Paper towels
Instruction
Motivational Device:
Tell students they will be planning a class event in which food and beverages will be shared. Students will need to
determine how much beverage will be needed. Pose the following questions to students:
How can the beverage be shared so that each student receives the same amount?
Assign students to groups of 2-3 each, and tell students their group will be referred to as a "committee." Assign
each committee a number (i.e. Committee #1, Committee #2, Committee #3, and so on.)
Introduce vocabulary: serve/committee
Instruction:
Using water to represent the beverage, give each group of students a container of beverage
Ask students to estimate how many servings can be poured from one container of beverage?
How many students will need to be served?
How many containers of the beverage will be needed to serve those students?
Have teacher record their answers on the board
Have the students take turns pouring from the container and have the teacher record this new set of answers for the
questions on the board.
Assessment:
Ask students how close their estimates were to the actual serving. Was any committee very close in its estimates? If
so, that committee can share their results.
Will all the beverage from the opened containers be needed to serve your group? If not, how many students did each
container serve?
What should be done with the leftover amount?
Students determine, using a nonstandard cup or plastic drinking container, the minimum amount of fruit drink
needed to serve group members.
Wrap up:
Finally allow students to enjoy the beverages!!

This lesson plan was adapted from "Beverage Serving and Sharing," which appeared in the February 1994 The Arithmetic Teacher, Vol. 41, No. 6, pp. 30910, 31314.

Planning You Lesson Plan PPT

Pick your grade level
Subject Area:
Standard Area:
Grade Level: Pre k-k
ELP:
Standards:

Next choose your standard

Subject Area: ELP 1: Social and Instructional
Standard Area:
Grade Level: Prek-k
ELP:
Standards:

Next, your standard area (language domain)

Subject Area: ELP 1: Social and Instructional
Standard Area: Speaking
Grade Level: Prek-k
ELP:
Standards:

Finally, your ELP level

Subject Area: ELP 1: Social and Instructional
Standard Area: Speaking
Grade Level: Prek-k
ELP: Entering
Standards:

Write your standard according to the ELP standards

Subject Area: ELP 1: Social and Instructional
Standard Area: Speaking
Grade Level: Prek-k
ELP: Entering
Standards:ELP.1.S.Prek-k.1.3: State basic autobiographical information using visual cues or prompts.

Now, look at your standard: it is social and instructional

You have choices: do you want them to State basic autobiographical information using visual cues
o or
State basic colors using visual cues
or
State basic emotions using visual cues
o Look at the themes in your ELPS under Social and Instructional
 Plan your Instructional (content) Objective: What do I want my students to know or be able to do at the end of my
lesson?
Plan your language objective: What specifically do I want my student to be able to understand, say, or read by the
end of the lesson?
What strategy or instructional support will I use to ensure learning takes place?
If my standard indicates : State basic autobiographical information using visual cues
Then State is my language objective: Visual Cues are the supports: and autobiographical information is the content I
will be teaching.
Content/Instructional objective: students will practice and recall basic autobiographical information using minimal
support with 100% accuracy.
Language Objective: Students be able to state basic autobiographical information using visual cues.

Lets plan a lesson for math!

I am interested in geometry, so I go to my Core Content Standards for pre-k in math and find geometry:
http://www.pdesas.org/Standard/Views#104|14123|0|0
(pre-k) CC.2.3.PREK.A.1: Identify and describe shapes
o I then do the same for kindergarten
(K) CC.2.3.K.A.1: Identify and describe two- and three-dimensional shapes.

We already have our grade level and standard (Subject) area.

Subject Area: ELP 3: Mathematics
Standard Area
Grade Level: Prek-k
ELP:
Standards:
We now have to determine which standard area (Language Domain) we would like to focus on.

I chose writing for my standard area

Subject Area: ELP 3: Mathematics
Standard Area: Writing
 Grade Level: Prek-k
ELP:
Standards:
Next, I will choose what level of English language proficiency

I chose ENTERING
Subject Area: ELP 3: Mathematics
Standard Area: Writing
Grade Level: Prek-k
ELP: Entering
Standards:
Now I am ready to write my ELP standard

Now I am interested in math.

1. Subject Area: ELP 3: Mathematics
Standard Area: Writing
Grade Level: Prek-k
ELP: Entering
Standards: ELP 3.W.prek-k.1.4: Use drawings to express examples of matched pairs as modeled.

Now, what is my instructional objective

2. Instructional (content) Objective: Students will identify and describe geometric attributes of 3 dimensional shapes
including cubes, cones, cylinders, and spheres.
3. Language Objective: Use drawings to identify and describe 3-dimensional shapes: cubes, cones, cylinders, and
spheres as modeled.

Now we plan our lesson content

3. Content (Lesson Elements)
Introduction/Motivational Device: (access prior knowledge)
Subject Content/Topics- Explanation of academic content (Target) Identify and describe cubes and cones as 3-
dimensional shapes by matching drawings of the shapes to concrete objects as modeled by the teacher.
Materials:
Learning Activities/Procedures- Explanation of teaching strategies
o INTRODUCE (VOCABULARY TERMS< SHAPES< ETC>)
o PRACTICE
o ASSESS
Closure: The teacher will once again hold up different community helpers and ask the students their job description
and vice versa.
4. Instructional Resources and Technology:
5. Formative assessment:
Finally, look at the CAN DO Checklist to ensure students at all levels of ELP can actively engage in the lesson.
 Identification of an ELL
Identification
Home Language Survey (HLS)
Primary Home Language Other Than English (PHLOTE)
WIDA (World Class Instructional Design and Assessment Consortium) placement Test (W-APT)
Placed in the grade appropriate (and often proficiency level appropriate) ESOL program

Measuring Progress
WIDA ACCESS: Yearly state mandatory English language proficiency Assessment
o Carry high stakes
Funding
Exit from ESOL program

ELP Standards
English Language Proficiency Standards (ELP)
5 levels of ELP
o Entering
o Beginning
o Developing
o Expanding
o Bridging

Exit Criteria
Scores of 5.0 on an ACCESS 2.0 for ELLs assessment
Additional Criteria
o Recommendation from an ESL teacher who has taught the students during the 2016-2017 school year.*
o OR
Recommendations from at least two core content area teachers who have taught the students during the 2016-2017
school year and who have a functional knowledge of the WIDA performance definitions and ELD Standards.*
OR
Writing sample that demonstrates proficiency at the Expanding level and speaking at the Bridging level as measured
using the WIDA writing and speaking rubrics scored by an ESL teacher

Special Circumstances
For students transferring from other states, out-of-state academic achievement assessment results may be
considered when the academic proficiency level is comparable to BASIC on the PSSA.
For students that are in a grade that is not assessed with the PSSA, LEAs must use each of the remaining criteria
listed on the following slide to exit students.
Following the scoring criteria in the table below, the WAPT may be administered between April and June to students
who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to
demonstrate sufficient progress to justify exit.
 NOTE: The W-APT may ONLY be administered to a student once In any school year.

PowerPoint 1
KWL:
o What you KNOW
Who are English language learners (ELLS)?
o What you WANT to know
Characteristics
o What you LEARNED

Questions about second language acquisition (SLA)

Learner Characteristics: Who are the ELLs you will be teaching?
o Country of origin
Not allowed to ask on Home Survey (first piece of paper we get on the student, EVERY STUDENT
needs to have one on file)
Ask the students in conversation.
The way students learn may be different in their country than it is in our country.
Different methods
Different graduations
Different hours of schooling
o L1 (1st language)
Differences in Language
Vocabulary
Phonemics
o Socioeconomic status
Do they have the money for fieldtrips?
Do they have the technology at home?
Usually you can find out through the office to see if they applied for anything like free lunch.
o Language spoken at home
 If they speak their first language at home, encourage it dont tell them they need to speak English at
home.
Speaking their first language at home encourages their individuality
o Previous education
Have they been in school?
Some may not know how to read or write
Interrupted schooling
o Level of literacy in L1
Are they literate?
Research shows if they are literate in the first language then they will have an easier time becoming
literate in another language.
o Exposure to English
Have they even been exposed to English?
o Family connections (siblings/cousins) in school
Help if there is a miscommunication
o Personality (affective filter)
Are they shy? Outgoing?
If shy then affective filter high, so they may not learn because they are worried about other things.
Why are these variables important?

Learner Characteristics: Who are ELLs?

ELLs are the fastest growing school aged population in the U.S.
Currently represent over 20% k-12 students and expected to reach 40% by 2040 (Thomas and Collier, 2001)
Most ELLs are second generation immigrants and are actually U.S. citizens
Many ELLs speak Spanish at home (approx. 80%)
Hispanics have the highest incidence of high school drop out in U.S.
o If they dont score well, they dont see the point and drop out.
ELLs score lower than non-ELL students on state mandated large-scale assessments
o Lowers confidence
ELLs are usually placed in math as their first mainstream content area (Betne & Henner-Stanchina, 2005; Chiodo &
Mather, 2009; Irujo, 2007).
Initial high school exit exams in math reveal ELL scores 40% lower than non-ELLs (Center on Education Policy, 2005;
Fry, 2008; Lillie, 2007; Menken, 2008; National Assessment of Educational Progress, 2010).
ELLs are held to the same high standards as non-ELL peers
ELLs are required to participate in large scale tests of academic achievement in English only before they have
acquired the appropriate level of academic English
o Normally they can have math and science tests in their native language for the first 3 years then English.
o For reading and writing they are only allowed 1 exemption

What you LEARNED

Linguistic Factors
What is language?
o Anything we use to communicate, convey messages
o Everyday tasks (like going to the grocery stores) is a difficult task yet alone in the classroom.
 o Can lead to depression
What is it the ELL must learn?
o 2 different types of Language - Social and Academic
BICS Basic Interpersonal Communication Skills
Studies show people who cannot communicate will fall into depression
6 months to 4 years to learn
CALP - Cognitive Academic Language Proficiency
School is taught in academic language
4 years to 7 years to learn
o If they know both then they will do well in this country. We need to help them learn both.
What is more important, use of language or usage (rules)?
o It is more important to use language than grammar (usage/rules)
What are the commonalities and differences between the ELLs native language and English?
o Important specifically for reading.
o Sound placement may be different. Letters may have a different sound.
o Why are these questions important? Fill in your KWL charts and then discuss with your group.

Language and learning are culturally related

Culture: a set of shared beliefs, values, and rule governed patterns of behavior
o Students (especially girls) are not expected to continue on to institutes of higher education
May drop out or not strive to do well because they believe they will just get a job or become a
housewife
o Parents may frown on learning English (afraid of assimilation)
o Assimilation: culture disappears and is replaced by the dominant culture
o Acculturation: keep original culture while adapting to the dominant culture

2 types of language: coined by Jim Cummins

BICS: Basic Interpersonal Communication Skills (social English 2-4 yrs. to acquire)
CALP: Cognitive Academic Language Proficiency: academic language: used in classroom (4-7 yrs.)
o Cognitively demanding
o Causes communication breakdowns
Wait time
Time you wait between your question and the students to respond. Research suggests you
wait 4-5 seconds if not longer. It takes the students a while to think about it, put into
sentence, and answer you.
Varying questioning strategies
If you are constantly varying, it may confuse the ELL student. Slowly adapt to varying
question strategies.
Wh questions/yes -no questions (which/where/what)
Easier for Beginner ELLS, it is easier to understand
Ex: where is. (and give them 2 choices)
Cooperative learning activities
Studies show that students and ELLs work better together.
KEY is to keep ALL students actively engaged
Do not dumb or water things down.
 PA. Law and NCLB
ELLs must learn academic language: why??
o ELLs are exempt from PSSA reading exams for the first year they are enrolled in a U.S. school.
o Must participate in math PSSAs although scores for the first year of enrollment in a U.S. school will not be
counted towards AYP.
o Math PSSAs and science may be translated or the state provides Spanish versions for the first 3 years of
enrollment in a US school. From yr. 3 the tests are in ENGLISH only.
o The main accommodations for PSSAs include:
Word to word translation: direct linguistic support
Extra time: indirect linguistic support
Small group testing: indirect linguistic support

Example of Cummins 1984 framework for evaluating language demand in content

activities

- Quadrant 2 is best for beginning and lower ELLs

- Quadrant 3 is best for intermediate and most ELLs

Affective Filter: coined by Stephen Krashen

Level of comfort enhances ability to learn English
o In mainstream class
Ensure ELLs wish to have their identities known to other students in the mainstream class before
sharing with the class or including their culture in a lesson
Some ELLs dont want this because they do not want to be different. If you want to include
their culture into the lesson, ASK THEM FIRST!
Assign a peer buddy
Tour the school
Show them the location of the classes by following their schedule and pointing out days and
times they will be there. Try to have an interpreter with you.
 Show them the cafeteria/introduce them to the workers.
o If the workers dont know the ELL doesnt speak English well they may rush them
Find them a seat and go through the lunch line with them
o Makes them feel welcomed if they have a place to sit with a group of students.
Introduce them to principal, counselor, nurse, office staff, and custodians.
Wait with them for the bus and introduce them to the bus driver
o Bus situations may be foreign to them.
Provide a welcome packet for parents in native language
For young elementary students, a name tag on the backpack.
For High School:
o DO NOT label desks with their names
Makes them feel like they are in elementary school.
o Do not speak loudly
o Do not speak ULTRA slow
Makes them feel stupid
o Do not repeat class rules
o Do not use elementary level materials
o DO encourage participation in sports or extracurricular activities
o DO use age appropriate materials that are linguistically simplified
o DO teach language of the content as well as English (or content)
o DO provide a rich array of reading materials that are high interest /low language
demand
Magazines

Try a variety of teaching styles

Speaking:
o Make sure whatever you are communicating is clear and precise
o Simplify language when needed
o Model appropriate language
They will model after you
o Explain the sociocultural rules for communicating to students
Failure to participate speak only when spoken to
Failure to respond to a question: showing off
Enthusiasm: impolite
Reluctance to respond: may be misinterpreted by teacher as disinterest
Literacy:
o High interest/low language demand
o If students are literate in L1 will transfer to L2
o Build on existing literacy base
o Label items in the classroom
Make sure they understand the words on the label. If they do not know what Exit means they will
not know
o Use environmental print
Writing:
o Journal
 o drawing
Content
o Native language text books
o Visual support
o Paraphrasing
o Peer tutor
o Cooperative learning activities
o Discourse
Conversation
o Context embedded language
Miscellaneous factors to consider:
o Seating: best in the middle towards the front: where you can see the students and the students can observe
others
o Explain bell system
Bell system is new to a lot of ELLs
o Freedom between classes (may seem odd to some ELLs)
o Lunch
o Early dismissal
o Participation/structure of the classroom
o Cooperative vs individualized teaching may seem odd as well as whole class instruction (games)

Safety
Show fire exits
Explain or have a translator explain lock down or fire drill
Bathrooms
Water fountains
Bell system
School nurse

Various types of ELL programs

ESL: pull out: pull ELLs out of (high school: language arts/Elementary: reading) for 1-2 hours per day
o Have in Pennsylvania
o Beginning ELL 2 hours, Intermediate ELL 1 hour
ESL push in: co-teach ELL with content teacher
SADAI: Sheltered /Specially Designed Academic Instruction in English: content in English using special SADAI
techniques
ELD (English Language Development): (Canadian) Elementary level: An ELD teacher teaches content, language, and
literacy. Secondary ELD teachers teach language and literacy and content is taught by content teachers using SADAI
techniques.
o Canada
Structured English Immersion: Content is taught in English using sheltered techniques by an ESL teacher
(language/literacy/content).
 Bilingual Programs
- Bilingual Transitional: L1 is used for 2-3 years to build literacy and academic content as the child transitions to English
only
o PA
- Bilingual Maintenance: L1 is provided throughout the elementary grades and often continues through middle and
high school as well as English instruction. Enables students to become full bilinguals
Immersion: Canada: Teach a minority language to language majority students. Learn academic content through L2 in
early grades and then gradually introduces to language arts in L1 as the students progresses through the grades.
Produces bilingual students.
- Two Way Immersion: Equal numbers of L1 and L2 students. Begins with non-English and English 20 minutes per day
and gradually increases over the years. Produces bilingual students.
- Newcomer Programs: All recent arrivals integrate academic, personal, and social support through language and
culture. Integrate English and dominant culture gradually to help students adjust. Usually offered for one year.

Quiz 1 (15/17) 88.24%

Question 1 (1 point) Question 1 Unsaved
The "CAN DO" descriptors indicate what an ELL CAN NOT DO at a specific English language proficiency level.
True
False
Question 2 (1 point) Question 2 Unsaved
Only ESL teachers need to be aware of ELP standards.
True
False
Question 3 (1 point) Question 3 Unsaved
The Home Language Survey serves as the primary means to identify potential ELLs.
True
False
Question 4 (1 point) Question 4 Unsaved
WIDA ACCESS is given once every 2 years
True
False
Question 5 (1 point) Question 5 Unsaved
BICS is the academic language or language of the classroom.
True
False
Question 6 (1 point) Question 6 Unsaved
Semilingualism is a phonomenon where a child is not fluent in the L1 or L2
True
False
Question 7 (1 point) Question 7 Unsaved
It is best for parents to help children develop literacy skills in their native language
True
False
Question 8 (1 point) Question 8 Unsaved
Learning to read and write in the L1 will have negative consequences on acquiring the L2
True
False
Question 9 (1 point) Question 9 Unsaved
All PHLOTES are ELLs
True
False
Question 10 (1 point) Question 10 Unsaved
One of the best ways you can help a new second language learner in your classroom is to
Study foods and holidays from their country
Study subjects that will be easy for the student
Create a secure classroom where the student feels he or she belongs
Make sure the student works in groups
Question 11 (1 point) Question 11 Unsaved
One main purpose of bilingual programs is to:
assist students with learning content in their own language until they are proficient enough in English to learn well in
the regular classroom
help second language learners learn content
put off the time students will have to function in their home classroom
all of the above
Question 12 (1 point) Question 12 Unsaved
It takes approximately 6 months to 1 year to acquire BICS
True
False
Question 13 (1 point) Question 13 Unsaved
The fourth quadrant (D) on Jim Cummins Quadrant Model (Context Reduced/Cognitively Demanding) should be used with
beginner ELLs.
True
False
Question 14 (1 point) Question 14 Unsaved
Most ELLs are immigrants.
True
False
Question 15 (1 point) Question 15 Unsaved
Content teachers are responsible for adapting lessons for ELLs.
True
False
Question 16 (1 point) Question 16 Unsaved
The W-APT is used to assess and place incoming ELLs.
True
False
Question 17 (1 point) Question 17 Unsaved
ELLs are required by law to be assessed every year to determine gains made English language proficiency
True
False