Part 1: Interview - Set up an in-person or telephone interview with the ELL director or chairperson in your local school district. The interview should include answers to the following interview questions. You may also ask more questions for more clarity. Write down the answers to the questions as you will need them for part two of this assignment.

Remember, the more comprehensive your interview, the better understanding you'll have of a ‘real-world' view of assessments:

The district's demographics (who is the population they are serving- ages, grades, country of origin?)

What are the current research-based and other types of assessments being used to determine language proficiency levels, how were those assessments chosen, and how long has the district been using that method of assessment?

What goals does the district have specific to language proficiency and Adequate Yearly Progress (AYP) scores and how are they progressing?

What challenges are associated with this method and what additional challenges can be predicted for 5 years out? 10 years out?

How does the research address the challenges mentioned during your interview?

What academic successes have been documented using this assessment process?

How does the school use the assessment scores to guide instruction, and how often are ELL reassessed?

Part 2: Analysis & Research - Once the interview has been completed, analyze the information you gathered during the interview though a web-based search and Ashford's online library. Specifically, find out and write down whether current research (2009 or later) supports the assessment being used by the district? Using the information about how the district uses the assessment scores to guide instruction, determine if this aligns with what the current research determines as best practices for instruction ELL.

Part 3: Synthesis - Finally, using the knowledge gained during your independent research, formulate alternative assessment strategies including results based instruction to address the district's challenges mentioned during the interview. Your recommendation must include how your proposal will assist the district in meeting state and district ELL goals for language proficiency.

OPTION 2:

Most colleges and universities have programs designed for ESL students. For example, Oakland University permits admission to students who are academically qualified but do not meet the English language proficiency requirements, with enrollment conditional on successfully completing an intensive English program as outlined in Oakland Universities English Proficiency Policy.

Part 1: Interview - Identify at least three colleges in your hometown or state. Either interview the ESL directors or review the schools online to address how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency along with any requirements that are conditional for college/university admission.

Part 2: Analysis & Research - Compare, contrast, and analyze your findings from the three colleges/universities including ESL and international student demographics, language proficiency assessment used, how enrollment qualifications are determined based on student scores, and additional resources offered to ESL and international students.

Then, conduct your own web-based search using your choice of search engines and Ashford's online library. Which approach to assessment and subsequent instruction, according to research, most accurately assesses and teaches language proficiency at the post-high school level? Further, how do the assessment choices align with adult ESL standards?

Part 3: Synthesis - Finally, using the knowledge gained during your independent research, suggest additional assessment and teaching strategies for post-high school ESL and international students. Your recommendation must include how your proposal will assist the schools in meeting state ESL standards for language proficiency.

For each option, you must cite at least six scholarly resources in proper APA formatting.

Writing the Final Paper

The Final Paper:

Must be seven to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.

Must include a title page with the following:

Title of paper

Student's name

Course name and number

Instructor's name

Date submitted

Must include an introduction stating the purpose and thesis of the paper

Must address the topic of the paper with critical thought.

Must include the outcomes of the interview and research you conducted

Must end with a conclusion that reaffirms your thesis.

Must use at least six scholarly sources in addition to the course text(s). All sources must be used in citations and be included in the references page

Must document all sources in APA style, as outlined in the Ashford Writing Center.

Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.