Relationships+Between+State+Standards+and+Federal+Mandates+and+The+Beginning+Reading+Teacher+or+Specialist

= = =By: Allan Rowley, Jeanne Leon, and Pauline O'Mara= = = = __Relationships Between State Standards and Federal Mandates in ELL Instruction__ = ==Over the course of the past 10 years Federal mandates have clearly delineated standards for K–12 students that specifically define the knowledge and skills that students must attain for promotion and graduation in subjects such as reading, math, science, social science, and English language arts. In addition, standards have been developed that specifically address English language development for students new to English (e.g., Teachers of English to Speakers of Other Languages [TESOL], 2006; California State Department of Education, 2002). ==

== In each state, teachers have always needed to become familiar with the standards of the content areas they teach and with standards specific to English learners. While following basic principles of the Federal standards for ELL instruction and assessments, States and local communities have always retained control over the specifics including testing and assessments. ==

=It is important to reiterate that //federal law// requires that all English learners be provided with an educational program that provides them (1) //access to the core curriculum// and (2) //opportunities for English language development//. Districts are given substantial latitude in selecting program types and choosing whether to use the students’ home language for instruction. //State laws govern program requirements at a more specific level//. =

= = =In 2011 waivers were granted to the No Child Left Behind Act to allow ten states to draft their own plans to improve the performance of struggling students in troubled schools. Colorado, Florida, Georgia, Indiana, Kentucky, Massachusetts, Minnesota, New Jersey, Oklahoma, and Tennessee are the first of what could be many more states that will no longer have to meet 2014 targets set by the law. The newly crafted standards for the assessment of ELL students in these and other states have altered the effect of the prevailing assessment standards.=

=Choosing content and assessing student learning begins with curriculum standards. Curriculum standards act as a guide when choosing culturally relevant materials to address group work, differentiated instruction, sheltered English instruction, and tools for scaffolding. Within the last decade standards-based reform has taken place and all states including Colorado have made these necessary changes. In reviewing Denver's school district, their standards are divided into three sections, content standards, benchmarks, and performance standards (Peregoy & Boyle, 2008). Ultimately standards are provided to focus on high expectations and meeting all students needs. Denver standards have all been revised to fit these standards except Business and Marketing, Family and Consumer Studies, and Industrial Studies. =

=**Highlights of Standards-Based Instruction:** =
 * ====**Aids the teacher in focusing on high expectations for all learners** ====
 * ====**Motivates the teacher to tailor the instruction to meet individual student needs.** ====
 * ====**Encourages multiple modes of assessment learning** ====
 * ====**Allows students to demonstrate their knowledge/skills in several different ways** ====


=Thus as beginning reading teachers and specialists considering program development and assessment of English learners, they will want to seek information from your state and local offices of education.=

Peregoy, S.F., Boyle, O.F., & Cadiero-Kaplan, K. (2008). Reading, writing, and learning in ESL. A resource book for teaching K-12 English learners (5th ed.). Boston, MA: Pearson Education.