Traditionally in Lincoln Public Schools, students enrolled in the English Language Learners program have been assigned levels based on each of the individual domains of speaking, listening, reading and writing. In kindergarten and first grade, students were placed in service based on their speaking/listening level due to the fact that it seemed the most developmentally appropriate placement. Transitioning from 1st to 2nd grade, demands in academic language proficiency increased and as a result, students’ levels were adjusted to reflect their writing level instead of their speaking/listening level.
According to Verplaetse & Migliacci (2008), ELL students may sound as if they are English fluent in their oral speech within two years’ time, but this is deceptive. They need minimally five years and often as much as 10 years to fully develop the language proficiency they need to operate in an academic setting on par with their native English-speaking classmates (p.6).
In addition, Cummins (1979) and Thomas and Collier (2002) agree that students develop interpersonal social language in two to three years, whereas academic language takes five to seven years. Butler, Stevens, and Castellon (2007) state, “ELs were often exited from language support programs because they sounded fluent in social language or were tested primarily on social language.” Focusing solely on social language proficiency as opposed to academic language proficiency frequently leads to learning concerns down the road (as cited in Peregoy & Boyle, 2013, p. 46).
Therefore, level placement for students enrolled in the English Language Learner program in Lincoln Public schools will be based on a composite score as opposed to being leveled by a specific domain for the following reasons:
1. To reduce variability in how students are leveled and create more consistency.
2. To ensure that all four domains are reflected in an ELL student’s level.
3. Prevent premature exit from the ELL program and ensure that students who quickly master listening and speaking skills also master necessary reading and writing skills (“Guide to Understanding Scores,” n.d., para. 21).
Please view the following resources for more information on Composite Levels:
Composite Level Rationale and Examples of Configuring Composite Levels
Translated Note to Explain the Adjustment to Composite Levels to parents
Updated ELL Assessment Summary
Tutorial Video on How to Configure Composite ELL Levels (if you have trouble viewing the video, try opening it using either a Firefox or Safari browser)
References
Guide to Understanding Scores on the English Language Development Assessment. (n.d.). In Nebraska Department of Education. Retrieved from http://www.education.ne.gov/natlorigin/ELDA.html
Peregoy, S., & Boyle, O. (2013). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners. Boston, MA: Pearson.
Verplaestse, L. & Migliacci, N. (2008). Inclusive Pedagogy for English Language Learners: A Handbook of Research-Informed Practices. New York, NY: Routledge.
