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<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2>Liz,</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2>We don't use a checklist for student
progress, at the moment, but we do use one in training our volunteer tutors so
they can use it with their tutors. Ours comes from Literacy Volunteers of
America's ESLOA test. If you would like more info, please contact me directly.
</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2>Ann Beck</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2>Literacy Volunteers of Coconino
County</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2>Flagstaff, AZ</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=671433918-16072008><FONT
face="Comic Sans MS" color=#0000ff size=2><A
href="mailto:abeck@lvccreads.org">abeck@lvccreads.org</A></FONT></SPAN></DIV><BR>
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<FONT face=Tahoma size=2><B>From:</B> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <B>On Behalf Of </B>Liz
Lahmann<BR><B>Sent:</B> Tuesday, July 15, 2008 6:15 PM<BR><B>To:</B> The
Assessment Discussion List<BR><B>Subject:</B> [Assessment 1364] English
Proficiency Checklist<BR></FONT><BR></DIV>
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<TD vAlign=top>Hello,<BR><BR>I am in the process of creating and
implementing an English proficiency checklist for beginning/newcomer
students. I'm putting together information from state standards (MN)
and other benchmarks from other sources as well as from my and my
colleagues' experience with our students. I work at a school that is
designed to serve immigrant and refugee students, and we have many
students who come with limited to no English and/or formal
schooling. <BR><BR>The goal is to create an assessment tool that
will help us to:<BR>a) track student progress in a more organized way,
breaking down individual skills and skill areas,<BR>b) give students a
visual, realistic way of looking at their own progress they have made and
the skills they need to work on, <BR>c) motivate students to focus on
skills they need to work on and give them guidance as they do this,<BR>d)
help teachers to plan and focus lessons on the skill areas most needed by
our students, and <BR>e) determine whether a student has the skills needed
to move to the next level of English class.<BR><BR>A colleague of mine
created a technology skills checklist that worked well in determining
whether a student had mastered the skills of her computer class and was
ready to "pass out" of the class. I'd like to do the same for
English class, but I would like to gather as much information as possible
as I do so. I am particularly interested in the
following:<BR><BR>1) Have you used a proficiency checklist?<BR>2) How did
you implement it?<BR>3) How many teachers were involved in the assessment
of students based on the checklist?<BR>4) How did you manage the
logistical/procedural aspects of assessing with a checklist?<BR>5) Do you
have any information that might help me as I create the list, the
accompanying "mini-assessments," and a system of managing it
all?<BR><BR>Thank you so much!<BR><BR>Liz Lahmann<BR>ELL Teacher<BR>Lead
Teacher - 101 Level<BR>Lighthouse Academy of Nations<BR>Minneapolis,
Minnesota<BR></TD></TR></TBODY></TABLE><BR></BODY></HTML>