Placement of ELL Students
Special Education and Gifted Programs - Action Plan
SEI/301 - May 2, 2016 - Anna J. Wofford
Placement of ELL Students in Gifted Programs
In the past ELL students have been overlooked when it came to testing for the gifted and talented program. "Identification practices that were implemented decades ago did not take into account the linguistic and cultural diversity of students that are present in schools today" (Savage, 2016, para. 1). Times are changing, and ELL students are now actively participating in public schools gifted and talented programs.
Steps to Represent and Assess Students Fairly
Represent Students Fairly:
1. The teacher should be involved in classifying a student in the gifted program.
2. Ensure the parents know and understand the gifted program.
3. Students should be placed in the correct classrooms.
4. "Identification procedures should concentrate on a broader conception of giftedness that includes nontraditional approaches" (Savage, 2016, para. 4).
5. Positive reactions from school personal toward ELL students.
Assess Students Fairly:
1. Using a variety of assessments.
- Valid Assessments (Gonzalez, Yawkey, & Minaya-Rowe, 2006)
- Reliable Assessments (Gonzalez, Yawkey, & Minaya-Rowe, 2006)
- Ecological Assessment - Perspective (Gonzalez, Yawkey, & Minaya-Rowe, 2006)
- School & Developmental Readiness (Gonzalez, Yawkey, & Minaya-Rowe, 2006)
2. Use a variety of assessments to identify for the gifted process which could include:
- Parent Referrals
- Participate in the discussion committee that reviews potential applicants for the gifted program.
- Meet regularly to discuss the progress of the students.
- Be flexible with the ELL students progress.
- Ensure new students and parents are aware of the gifted program.
- Collaborate with other educators.
Aims and Goals of Action Plan
Aims of Action Plan:
- If educators aimed to search for "new identification and assessment strategies" (Savage, 2016, Conclusion) then they "should be employed by the school district based on the values or particular culture of the child" (Savage, 2016, Conclusion).
- "Future research should aim to define the values of education and giftedness in a child's native culture" (Savage, 2016, Conclusion).
- "Improving the identification practices of ELLs for gifted programs is an important component to providing equitable education for all children" (Savage, 2016, Conclusion).
Goals of Action Plan:
1. The main goal of the action plan is to ensure all students have the same equal opportunity to enlist in the gifted and talented program.
2. Include parents in the gifted and talented program when appropriate. Provide an interpreter if needed.
3. Conduct general assessments while making adjustments on the students educational programs in place.
Strategies for Collaboration
2. Allow school administrators to become part of the decision-making process.
3. Keep an open line of communication on the students process such as teachers, parents, and administration.
4. Create a schedule for all team members.
5. Create a contact database to collaborate and distribute the appropriate information among stakeholders, students, and parents.
Brainy Quote. (2016). Retrieved from
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a Second Language (ESL) Teaching and Learning: Pre-K-12 Classroom Applications for Students' Academic Achievement and Development. Boston, MA: Allyn & Bacon.
Savage, S. (2016). Red Orbit. Retrieved from http://www.redorbit.com/news/education/1152658/identifying_english_language_learners_for_gifted_and_talented_programs/