ELLs Family Assessment Newsletter

Assignment Brief: Digital Newsletter on Assessment Practices for Families of ELLs

Thesis/Summary: Families of English Language Learners benefit from clear explanations of diagnostic, formative, and summative assessments in U.S. schools to support their child’s language development and academic progress.

Sample Newsletter Content Example

Dear Families, welcome to our school’s newsletter on how we assess your child’s English language skills and classroom learning. Schools use three main types of assessments to track progress. Diagnostic assessments happen at the start of the year, like a quick check to see what your child already knows in reading or speaking English.

Formative assessments occur daily through activities such as group discussions or quick quizzes, helping teachers adjust lessons right away (WIDA, 2023, link). Summative assessments come at the end of units, like end-of-term tests, to measure overall growth. We align these with English Language Proficiency (ELP) standards and content standards to ensure balanced progress.

For testing, ELLs receive accommodations such as extra time or bilingual glossaries. Data from these assessments guides our teaching, offering interventions for support or enrichment for advanced students. We share feedback through parent-teacher conferences and student-led reflections, empowering families to partner in education.

Follow-Up Supportive Content

A study from the U.S. Department of Education highlights that consistent family communication on assessments raises ELL graduation rates by up to 15 percent in diverse districts. Case data from California schools shows targeted interventions based on formative data cut language acquisition time by six months for many students (Every Student Succeeds Act reports, 2022). Such practices build trust, as one teacher noted after sharing progress charts with Spanish-speaking parents, their involvement in homework doubled. These outcomes suggest schools prioritizing clear feedback see stronger family-school bonds. Evidence from peer-reviewed journals reinforces that multilingual glossaries in newsletters enhance comprehension for non-native speakers.

Communication with families of ELLs can be challenging but it is vital for student success and family engagement. Building these bridges helps everyone work together toward better outcomes. Many families may be unfamiliar with the standard practices of education in this country. Understanding assessment and how assessment data is used can be particularly difficult to discuss depending on the families’ previous experience with assessment in other educational settings. Recent guidelines from the Office of English Language Acquisition emphasize visual aids in such communications to bridge cultural gaps.

Create a digital newsletter for families of ELLs to explain assessment practices. Consider how you communicate the information for non-native English-speaking families. Include the following in your newsletter:

• Description of each type of assessment (diagnostic, formative, and summative), including how and when each will be used to support English language instruction
• Explanation of alignment of the assessments to ELP and content standards and the use of assessment data to determine student progress in both language and content
• Description of testing accommodations for ELLs
• Discussion of how the data from assessments will be used to inform instructional decisions and planning, including enrichment and interventions
• Identify strategies to communicate timely and meaningful feedback with students and families, including student self-reflection strategies
• Support your newsletter with a minimum of three scholarly resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Submitting to LopesWrite ensures originality.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Include Title Page.

Suggested References (Harvard Format)

1. Bailey, A. L., & Heritage, M. (2018). Formative assessment for English language learners: A guide for administrators. Journal of Educational Research, 111(5), 567-578. DOI: 10.1080/00220671.2017.1361469
2. Robinson, J. P., & Rivers, D. J. (2021). Accommodations for ELLs in summative assessments: Evidence from U.S. schools. TESOL Quarterly, 55(2), 456-478. Available at: Wiley Online
3. Linquanti, R., & Cook, H. G. (2020). Aligning assessments with ELP standards for ELL progress monitoring. Applied Linguistics, 41(4), 512-534. DOI: 10.1093/applin/amz045
4. Umansky, I. M., & Porter, A. (2023). Family engagement in ELL assessment: Strategies and outcomes. Review of Educational Research, 93(1), 112-145. DOI: 10.3102/00346543221133345
5. How to create a newsletter explaining ELL assessments for families
6. Create a digital newsletter (500-800 words) detailing assessment types, accommodations, and family feedback strategies for ELL students.

• Develop a 2-3 page digital newsletter on diagnostic, formative, summative assessments aligned to ELP standards for ELL families.
• Produce a family newsletter explaining ELL assessments, data use, and accommodations.

 Assignment: Discussion Post (Week 5 – EDU-525 ELL Strategies)

Topic: Designing Differentiated Instruction Plans for ELLs.

Discuss how to create individualized instruction plans incorporating cultural responsiveness and technology for ELLs at varying proficiency levels. Provide one specific example from your experience or readings. Explain potential challenges and solutions for implementation in a diverse classroom. Respond to two classmates with feedback on their plans.

Sample Paper: Newsletter

Assessment Newsletter for Families of English Language Learners for Mayweigh School.

Dear Families,

As part of our commitment to supporting the academic success of our English Language Learner (ELL) students, we wanted to provide an overview of the key assessment practices used in our school district. Assessments play a vital role in monitoring student progress, informing instructional decisions, and ensuring ELLs receive the targeted support they need to thrive.

Types of Assessments

There are three main types of assessments used with ELL students:

1. Diagnostic Assessments: Administered at the beginning of the school year or upon a student’s enrollment, diagnostic assessments provide baseline data on a student’s English language proficiency and academic skills. This information helps teachers identify areas of strength and need, and plan appropriate instruction and support (Smith & Frey, 2019).
2. Formative Assessments: Ongoing throughout the year, formative assessments monitor student progress and provide real-time feedback. Examples include quizzes, class discussions, and writing samples. Teachers use formative assessment data to adjust instruction and provide targeted interventions (Gottlieb, 2021).
3. Summative Assessments: Administered at the end of a unit, semester, or school year, summative assessments evaluate students’ mastery of key skills and standards. Examples include finals exams, projects, and standardized tests. Summative assessments help determine if students have met grade-level expectations and are prepared for the next level of learning (Staehr Fenner, 2020).

Alignment to Standards

All assessments are closely aligned with both English Language Proficiency (ELP) standards and grade-level content standards. This alignment ensures assessments accurately measure the language and academic skills students need for success in school and beyond. Assessment data is regularly analyzed to track student progress toward meeting these rigorous standards.

Testing Accommodations

ELL students are provided with appropriate testing accommodations based on their individual language needs. Common accommodations include extended time, bilingual dictionaries, and test directions read aloud in the student’s native language. These accommodations level the playing field and allow ELLs to demonstrate their knowledge without language barriers getting in the way (Heick, 2022).

Using Assessment Data

Assessment data is a powerful tool for driving instructional decisions and planning. Teachers and school leaders regularly review assessment results to identify patterns, gaps, and growth opportunities. This data is used to:

• Provide targeted language support and interventions
• Differentiate instruction based on student needs
• Identify students who may benefit from enrichment or acceleration
• Adjust curriculum and teaching strategies for whole-group instruction
• Celebrate student progress and growth

Communicating with Families

We are committed to sharing meaningful and timely feedback with students and families. After each summative assessment, families will receive a student progress report highlighting areas of strength and growth. Teachers will also share formative assessment results during regular check-ins and parent-teacher conferences.

Students are encouraged to reflect on their own progress and set goals for improvement. Strategies for self-reflection include using “I can” statements, tracking progress on a growth chart, and celebrating milestones along the way.

We believe that by working together – students, families, and educators – we can support the success of all our English Language Learners. If you have any questions about assessment practices, please don’t hesitate to reach out.

Sincerely,

Mayweigh Assessment Team

 References:

Gottlieb, M. (2021). Assessment in the language classroom: A guide for educators. TESOL Press.

Heick, T. (2022). 10 testing accommodations for students with disabilities. TeachThought. https://www.teachthought.com/pedagogy/10-testing-accommodations-for-students-with-disabilities/

Smith, D., & Frey, N. (2019). Better than carrots or sticks: Restorative practices for positive classroom management. ASCD.

Staehr Fenner, D. (2020). Aligning summative assessments with language proficiency standards. SupportEd. https://getsupported.net/aligning-summative-assessments-with-language-proficiency-standards/