To help you, you will need:
In this section of the module, you will explore background information that is relevant to reporting the progress and achievement of English language learners.
Read the key messages for this module and prepare to discuss the questions below.
What are the different purposes for reporting progress and achievement to:
Think about or discuss with colleagues:
The English Language Learning Progressions is effective with a wide range of learners, including:
The English Language Learning Progressions provides:
Please note: The English Language Learning Progressions are valuable for all of the purposes described above, even if schools choose not to use them for reporting to parents, families, and whānau.
Teachers use several sources of information to place a student on the appropriate stages of The English Language Learning Progressions.
Teachers draw on a variety of information from a range of sources, including assessment tools, learning conversations, and observations.
The process of making an overall teacher judgment is similar for all students, but there are some important points of difference for English language learners.
When assessment tools that have been norm referenced for students whose first language is English are used with an English language learner, the results may lead their teacher to make inappropriate judgments about aspects of the student’s ability, for example:
If you need to order these materials, please email email@example.com or telephone 0800 660 662.
For general information and guidelines on using appropriate assessment processes, see ESOL Progress Assessment Guidelines - Using assessment tools and processes in diagnosing the needs and monitoring the progress of English language learners.
In the process of moderation, teachers are sharing their understandings to improve the consistency of their decisions about student progress and achievement.
Moderation with a classroom teacher and an ESOL teacher
In many schools, a classroom teacher and an ESOL teacher can work together to moderate their overall teacher judgments in relation to the ELLP stages. This is a valuable process as each professional brings different knowledge of and perspectives on a student.
Moderation in groups
Moderation may also involve teachers in a group, either within a school or from different schools. Local ESOL cluster meetings and ESOL workshops are possible contexts for supporting this process of group moderation.
In this section of the module, you will explore reporting learners’ progress to parents in primary schools. This includes:
For all students, it is critical that the expectations described in the reading and writing standards, which provide signposts for year-appropriate achievement, are the long-term goal.
Guidelines for English language learners who are not yet meeting the expectations of the National Standards:
For Years 1-4 students
Students working within Foundation Stage and Stage 1 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.
For Years 5-8 students
Students working within Foundation Stage, Stage 1, or Stage 2 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.
When students move to a higher stage than that described in the guidelines above, they are getting closer to cohort level but The Progressions: ELLP will continue to be a helpful tool for informing teacher practice.
For further information see
This diagram from The English Language Learning Progressions illustrates the relationships between the progress of English language learners in acquiring proficiency in English and the levels in the learning areas of the curriculum.
You could copy this diagram and the explanation of the relationship between learning in the curriculum learning areas and learning English from the PDF and use them to support your discussions with parents, families, and whānau. You could use them as part of a school report and/or as a prompt when conferencing with parents, families, and whānau.
The key points in the diagram and the relationship between students’ progress in English language learning and their learning across the curriculum in primary school are summarised below.
Maths is taught in the English language, and students often need to show their maths knowledge and understanding through language. Teachers consider this when judging a student’s progress and achievement. At all times, teachers and principals need to know the English language proficiency level of English language learners, their learning needs, and the implications of this for displaying their knowledge and understanding of mathematics.
Teachers need to make judgments about a student’s readiness for participating in assessment procedures. Teachers base these judgements on information they gain from regular formative assessment during daily lessons, balanced by a sense of urgency and a need for accelerated progress.
At times there is a mismatch between teacher and/or student expectations and assessment results. Teachers will need to explore with the student whether the results can be attributed to difficulties with the language of a task or a lack of mathematical knowledge and understanding.
English language learners’ progress and achievement in mathematics will be reported in relation to the mathematics standards.
Schools will need to consider the method, content, and layout of their written reports to parents, families, and whānau. Some choices include:
Think about or discuss with colleagues:
Teachers may find it useful to use The English Language Learning Progressions matrices or exemplars as a source for specific comments and “next learning steps”.
Mid-year report for ELLS student. A resource to help schools report to parents of ELL students.
In successful community engagement, the school both communicates well and listens effectively to their parent community.
Schools may have groups of parents who would benefit from having important educational messages translated into their home languages. In some cases, the school needs to organise translations. In other cases, translated written materials may be available from the Ministry of Education.
Parents should always have opportunities to discuss and ask questions about their children’s learning.
Materials to support parents’ understanding of the reading and writing standards, including leaflets, posters, and foldouts, are available online, for example:
You can include these materials in discussion sessions and conferences about student’s learning rather than just sending them home to parents.
This section of the module will support you to lead the professional development and learning of others in your school.
Task 1: In the scenarios below decide if it is beneficial for the student to be tracked, monitored and reported using the English Language Progressions in conjunction with the National Standards.
Scenario 1: Yu Wen was born in New Zealand and speaks Mandarin at home. She had some time in pre-school and started school in New Zealand on her fifth birthday. She has had nine months at school. She is at Foundation Stage in oral language and Stage 1 in writing and reading.
Scenario 2: Sione has just started school in New Zealand in year 4 after his family have newly arrived from Sāmoa. He speaks gagana Sāmoa fluently, but in English, he is at Stage 1 in oral language and Foundation Stage in writing and reading.
Scenario 3: Anahita is an 11-year-old girl (year 6) of Afghani background. She was born in a refugee camp and spent the first six years of her life there before being settled in New Zealand. She is very quiet and makes very few oral contributions in English in her class. She is a fluent Farsi speaker. Her teacher has assessed her English language proficiency at Stage 1 in oral language, Stage 2 in reading, and Stage 1 in writing.
Scenario 4: Hiran is seven years old (year 3) and was born in Fiji. He came to New Zealand when he was four years old and speaks Hindi and English fluently. He is having more difficulty with reading and writing in English. Using the stages of the ELLP, Hiran’s teacher has placed him at Stage 2 in oral language, Stage 2 in reading, and Foundation Stage in writing.
Who are the English language learners in your school?
Examine your school enrolment information and ensure you have a picture of the cultural and linguistic diversity in your school. Does your enrolment form ensure you collect all of the important and relevant information about each student?
Use the school enrolment information to:
For the English language learners who meet the guidelines for reporting using the ELLP stages, discuss a reporting plan.
Reporting to parents
Examine the models provided in this module and/or analyse your current school reports from the perspective of your English language learners and their families.
Look for evidence of:
Discuss with colleagues your current school reporting formats. Record comments and ideas on the table attached.
Analyse the school-wide achievement data for English language learners that is reported to the Board of Trustees.
Review the progress of groups such as:
What are the strengths of individual students and groups of students? What are the learning needs of these students? Which intervention and support has been most effective for individual students and groups of students? How can you support teachers to incorporate identified effective practice into their teaching?
Published on: 18 Dec 2015