The Evaluation Process for the English Language Learner (ELL) The evaluation process for the English Language Learner (ELL) is different in each state. Each state must evaluate student performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). Additionally, NCLB requires that schools receiving Title III funds annually evaluate the English proficiency level of all limited English proficient (LEP) students participating in Title III programs. While the assessments may vary, the objectives of the assessments are all the same, which is to assess where students are at in learning the English language. Is this assessment sufficient or should alternative assessments be requested? In our area of ​​New York State, known as the Southern Tier, there are very few ELL students. Compared to other areas of our country, the schools in this area are small and the economy doesn't offer much to attract people to the area, so we have very few newcomers to the area. The school in my district, Hinsdale Central School, has 450 students in kindergarten through 12th grade and currently has 1 ELL student enrolled. This is the first ELL student at this school and as such has prompted the school to consider how it will handle these students. The assessment process begins at school in several ways. Usually at the time of registration it is indicated that the child is studying the English language. If somehow this is not detected at the time of enrollment, the general educator can usually locate it immediately. The first step in the process is to evaluate the student to see where their performance level is. There are four performance levels into which students can be placed. These performance levels are beginner, intermediate, advanced, or expert. The performance level will indicate… the middle of the card… the needs are, and it is usually done by the person who will meet those needs, this is one of the most important assessments there is. By using the assessments described above, all ELL students can achieve all of their educational goals. The NYSESLAT is a good test for determining language learners' proficiency and is a fair way to assess their needs. As with anything, the tests and assessments used are only as good as the people who implement them. Works Cited Pasciak, MB (2011, June 28). The board decides not to oust Williams. Retrieved July 26, 2011, from Buffalo News: http://www.buffalonews.com/city/schools/article469822.ecePeregoy, S. F. (2008). Reading, writing and learning in ESL. Pearson.Stiggins, R., & Chappius, J. (2005, Winter). Using student-engaged classroom assessment to close achievement gaps. Theory into practice , 11-18.