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Albers, C. A., Hoffman, A. J., & Lundahl, A. A. (2009). Journal Coverage of Issues Related to English Language Learners Across Student-Service Professions. School Psychology Review, 38(1), 121-134.

This article addresses the increasing needs ELLs are facing in the area of academic, socio-emotional, and behavioral services. Although this article refers to school psychologists addressing these issues, they discuss the importance of school counselors and other student-service professionals. ELLs students require annual testing to measure language proficiency, but there is little research or energy being put into getting these students the mental health services they need. With many of the circumstances these ELL students face including culture shock and post-traumatic stress, school psychologists and counselors are not equipped with the resources to understand the diverse population they are serving. This article also discusses that in order for Counselors to be advocates for ELLs, they must understand better the issues facing this population.

This article addresses the assessment services currently provided to ELLs. With the amount of information school counselors and psychologists are expected to collect, there is little support or research to help them through the process. I agree with this article in that ELLs are faced with a high probability of negative outcomes because we as counselors are uninformed on how to help them. This is even more profound in the areas of mental health and counseling services. I think this article gave great evidence to show that there is little effort put into the research needed to help this population.

I recommend this article because it covers many areas of the helping professions in schools, such as school counselors and psychologists. This article also gives suggested interventions to yield the best results with ELLs such as the need for emotional assessments and additional training. I think this article can be a great resource for ideas for staff development or increased collaboration. I think this article is a great indicator that more research is needed and wanted and hopefully the journals mentioned in the article will take notice. With the amount of help the ELL student population is facing, I hope as a school counselor I can continue to find the information to better myself on how to help them.

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Lakin, J. M. (2012). Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests. Psychology In The Schools, 49(8), 756-768.

Testing ELLs can be influenced by many factors including proficiency, reasoning, and culture. This article takes a look at the validity of tests given to ELLs. A study was also conducted in this article to provide data on the predictive validity of verbal, qualitative and nonverbal ELL tests. Several tests were measured such as the CogAT and results were explained on what seemed to work well and what did not. Although nonverbal tests seem to be a reliable source for evaluating ELLs, this article concludes that the multi-battery ability tests provide valid information on ELLs future performance.

One interesting point this article makes is the connection of using multiple tests. A great deal of assessments relies on nonverbals to get accurate results. This article proves that using one source of testing is not reliable. Also, when ELLs are being assessed, it is usually done to see where they are currently in their proficiency and abilities. This article takes it one step further and connects how the tests results relate to ELL achievement.

I think this article is helpful to any educator that takes part in the assessment ELLs. It is a great reference for looking at the validity of tests and how well they measure ELLs. It also discusses how to value tests and how they relate to ELL student achievement. By testing the ELLs abilities, this can also be helpful for teachers to understand what best interventions should be used. I think this article gives some great ideas on different testing assessments to use to get the best picture of an ELLs abilities and future achievements.

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Russell, F. f. (2016). HOW DO I TEACH ENGLISH LEARNERS?. Journal Of Staff Development, 37(5), 24-35.

This articles discusses the challenges high school teachers and staff face when trying to teach and assess English Language Learners. Standardize test are one of the biggest challenges among teachers. These tests do not accurately measure their abilities. A student might be able to communicate in English effectively but not be able to read or write. If they are unable to read the question, they will be unable to answer it correctly. Learning how to instruct and accommodate a diverse group of ELLs is another challenge addressed in this article. The teacher might have an easier time teaching an ELL student whose native language is similar to English.

Teachers face many instructional challenges when teaching an ELL student. The teacher has to assess each student’s proficiency level and make accommodations based on their needs. The challenges teachers run into are that a student might read or write on a differently level than they speak. Another challenge is the stress of standardized tests. Teachers have to grade and make accommodations for ELLs to make them on the same level as the other students but not make it too easy that they are not learning.

I would use this source because it discusses the challenges teachers face when dealing with English Language Learners. It gives real accounts on situations teachers had to deal with. The article discusses ways that teachers and schools can support English Language Learners and how to overcome some of these challenges. The schools can offer additional training to help ELL teachers develop instruction and assessments that align with the English language learner’s proficiency levels. Additionally, teachers can assess ELLs orally rather than written, if they struggle with writing, to better gage the students understanding.
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Cook, A. (2015). Building Connections to Literacy Learning Among ELLs: Exploring the Role of School Counselors, Vol. 13 Issue 9, p1-33

This article adequately discussed what role counselors have in the success of ELL students.  When ELLs begin school in a new country and culture, there are many challenges to face.  Learning a new language is a drastic task, and it makes it even more of an uphill battle when the other students in the class are far ahead.  The article goes into the facts about ELL literacy and what is being done by teachers to help accommodate the students.  As a counselor, it was interesting to see that I will actually have a role in the school's functions.

After reading this article, I have once again realized the increasingly important roles that come with the job of being a counselor.  The counselor can collaborate with teachers to bring about more team work and ideas going forward.  Also, the counselors can work with the parents to help the students thrive.  Testing can be rather biased for ELL students, and the bias is not in their favor.  As the counselor, I will work with teachers and families to establish the appropriate amount of accommodations for the children.

This article can definitely be put to a great amount of use going forward.  I can take much away from reading and doing this research.  This entire course has opened my eyes to the true amount of responsibility the career of a school counselor comes with.  I must be an advocate for the students, and there is more that goes into that than previously thought.  Moving forward, this article will make me appreciate my role as a counselor.  I will feel comfortable collaborating with other adults and establishing committees to help ELL students when  it comes to testing and setting up accommodations.

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Morrison, S., & Bryan, J. (2014). Addressing the challenges and needs of English-speaking Caribbean immigrant students: Guidelines for school counselors. International Journal for the Advancement of Counselling, 36(4), 440-449.

The article discusses the issues Caribbean students face and the role of the school counselor in assessment and placement of these students. Teachers tend to see language differences as academic handicaps. The school counselor has the task of promoting an assessment process that stresses language differences rather than language handicaps. Assessing the students’ competencies in English, use of these assessments in gifted and disability evaluations, and evaluating a student’s knowledge in respect to their culture. The school counselor should work with students, parents, and the community to foster the cultural differences of their students. A school counselor should use time dedicated to professional development to help educate the faculty on different cultures. The article stresses the use of cultural brokers to build better ties and understanding of Caribbean culture.
I found this article to be relevant and well-researched. The author discussed a cultural community that can often be overlooked when we think of ELL populations because of their dialect of English. The article did a great job of advocating for the population and showing that it is relevant to fight for these students. It not only discussed the various ways a school counselor could foster a better relationship with the culture, but it discussed other issues these immigrants will face, such as experiencing racism for the first time. I liked that the article not only sought to educate the reader about different areas a school counselor should focus on to better serve the population, but also adequately educated the reader in those areas. The article provides good information related to some differences between the American and Caribbean school system.

As I’ve said, I believe this article did a great job in advocating for Caribbean students. It provided a plethora of information that could be useful to any stakeholder, not just the school counselor. It gave tips for school counselors to better connect with this student population in a way that was different than other populations. A counselor could advocate for materials to be incorporated into the curriculum that were authored or produced in Creole English. I liked the inclusion of a dialogue journal with these students as well. It seems like an effective counseling tool that may be disregarded by some teachers and counselors because of the language differences. From all of this, I would use and recommend this article to any counselor or faculty member who has Caribbean students.

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Neill, M. (2005). Assessment of ELL Students under NCLB: Problems and Solutions 1.

This article discusses some of the barriers and solutions involved in testing ELL students. It appears that an inconsistency in LEP classification is a considerable barrier. There is relatively low correlation between scores on Language Assessment Scales and LEP classification codes for ELL students. In addition, the same or lower correlations exist between LEP classification codes and scores on standardized tests. The concepts between tests are not consistent which leads to different results from different tests. The article discusses the lack of norms of ELL students in standardized testing. It also warns of testing ELL students in English only, in that the test acts as a reading test as well as what it is designed to test.

The article discusses a fair amount of resources, all of which are within a few years of the publishing date. It yields similar points of discussion as compared to other readings related to this course. The lack of norms for the ELL population is still relevant presently and is a great point of discussion in the article. It is important to note that the article discussed a few relevant topics related to assessment of ELL students. In addition, the author listed suggestions to solve the problems discussed, which include reference to relevant sources. I will note that the author included some information that had no research associated with it. However, it was noted that the author has yet to find relevant reference to the information.

This resource does echo points discussed in other research I have done, which is one reason I would use and suggest this article. The article advocates well for the ELL students in that it gives suggestions related to resources available to ELL students. The author acknowledges the time frame it takes ELL students to gain academic language and achievement, which is generally overlooked. The author discusses specific standardized tests in his section on standardized tests and ELL norms. I like that he gives specific assessments so the reader may look into these further, rather than blanketing his points to standardized tests in general. As advocates we must continually educate ourselves on relevant topics, which in this case is the use of different standardized tests. I also like that the author provided integrated approaches in his problem solving solutions.

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Solano-Flores, G. Wang, C. Kachchaf, R. Soltero-Gonzalez, L. Nguyen-Le, K. (2014). Developing Testing Accommodations for ELLs: Illustrations as Visual Supports for Item Accessibility, Vol. 19 Issue 4, p267-283.

This article discussed the accommodations that can go into the assessment process for ELLs.  We are in a time of real accountability by teachers and other school staff like counselors.  Every student has a right to an amount of accommodations within the classroom that might help them be tested appropriately.  Teachers must determine what methods to use to suit the needs of their students.  ELLs might require some accommodations to properly understand and perform well on a test, and this article showed how the teachers might implement them accordingly, specifically visual assistance.

This resource brings up some important points about what schools can do to improve testing results from their students.  Some accommodations will work and others might not, so it is a working progress to assist people.  Testing is biased at times, which is why these accommodations are necessary.  It can be difficult to help ELLs perform at an acceptable levels on tests.  For example, some people are visual learners and might require illustrations to gain knowledge on a topic.  A great amount of care and attention is needed to implement alternate testing methods to level the playing field for ELLs.

As I move forward as a counselor, I will definitely make use of sources like this.  I must be open to all kinds of different accommodations for students.  I will need to become an advocate for my students and ensure them and the families that all that can be done is being done to help everyone.  Every ELL that enters the school is different and will have different abilities with the language.  When it comes to testing, alternate methods of comprehension must be utilized.  The counselor has a large role in establishing proper accommodations, because it can be very challenging to realize what will be beneficial.

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Cook, A. A., Pérusse, R., & Rojas, E. D. (2012). Increasing Academic Achievement and College-Going Rates for Latina/o English Language Learners: A Survey of School Counselor Interventions. Journal Of Counselor Preparation & Supervision, 4(2), 24-40. doi:10.7729/42.0023.

This resource specifically addresses what my role as a school counselor or school psychologist is with respect to assessment of ELLs. The journal article identifies the extent to which school counselors use various intervention strategies to promote college attendance for ELL students. This article directly relates to higher education school counselors. In addition, the article identifies the importance of collaborating with the school and community to promote college-going rates. Cook (2012) discusses the high drop out rates Latina/o face compared to white non-Latinoa/o peers. Furthermore, the author provides the consequences of the drop of rates and how school counselors can have an effect on Latina/o students. Also included are the results based on the ELL student study of the effect that school counselors have on Latina/o students.

I believe this research article was an informative piece of information. This information can provide school counselors knowledge of how to increase student academic achievement. This article concluded that the more involved in the students’ academic achievement, the more likely the student would not drop out as well pursue higher education. Also, the author concludes a positive correlation between involvement in higher education in high school such as college credits and collegiate courses. The article also finds a positive correlation between Spanish speaking school counselors and ELL student academic achievement.

Reflecting upon this resource, I would recommend it to others. This research information is valuable for school counselors and those involved in ELL education. This research study concludes many of the suggested promotions of ELL academic achievement and the effects each suggestion has on each. New school counselors can use this information to indicate which types of interventions could help to promote academic success. The author suggests considering a variety of factors that can have an affect on academic achievement. For the role of school counselors, we need to lend support to the importance of providing adequate resources in promoting academic achievement. This can involve acquiring bilingual counselors and teachers, materials printed and distributed in Spanish, tutoring and after school programs, mentoring programs, and Multicultural clubs/ activities.

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Hakuta, K. h. (2014). Assessment of Content and Language in Light of the New Standards: Challenges and Opportunities for English Language Learners. Journal Of Negro Education, 83(4), 433-441.

This resource addresses the challenges schools face when trying to assess, grade, and provide feedback to ELLs. This article talks about the common core standards that all ELL students will face in America and the impact it will have in the assessment of content and English language proficiency. It goes into great detail as to how the common core state standards effect on ELL students. The author discusses the establishment of a differentiated content assessment for the Common Core state standard tests. ELL students are required by law to be identified, classified, and provided with additional appropriate services until English proficient. The author discusses the challenges about the state assessments.

This article was informative and I enjoyed learning more about ELL student assessments. It provided a number of the different assessments states had in place for ELL students. In addition, it provided the challenges ELL students and teachers face based on student assessment. Some concerns that the author described were the lack of information for ELL students and their teachers. This includes the concerns about bilingual students. However, I would have liked to see more ways of how the challenges could be changed as well as what teachers/students/government standards should be concerned on when creating new standards for ELL student assessments.

I would recommend this journal article to anyone that needs more information on the challenges that students face based upon ELL student assessment. The common core standards are hard to grasp. Therefore, this article can help provide information to those that need to understand more thoroughly about assessing ELL students. I think that it is important for those to understand the struggles that students and teacher face when creating new standards for ELL students. I and other students can use this article as a reference for our class supplemental materials if students would like to learn more about ELL student assessment.

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McCall-Perez, Z. (2000). The Counselor as Advocate for English Language Learners: An Action Research Approach. Professional School Counseling, 4(1), 13.

This article directly pertains to school counselors. This article strangely takes a research approach on testing ELL students. This article also takes a look at data on how school counselor involvement with their ELL students impacts graduation rate increases. Appropriate placements for ELL students, increased accuracy of testing, and appropriate involvement of the rest of the faculty was addressed through the article as well. The Article concluded counselor importance in ELL success.

This article was a good read but could use some adjustments. I think it could advocate more for the outlaw of testing, but it instead took the role of helping the students even with testing in place. I found the article informative as well with the actual data presented to the reader to show importance in a counselors job. I found that the research on research approach to be interesting and different from regular article evaluations. In conclusion the article accurately depicts how counseling ELL students can increase success which was a major point in my previous article Padlet.

I would recommend this to all school counselors because the article is for counselors. I would also recommend this to all counselors because of the plethora of options and ideas that it gives a school counselor to support their ELL students. Furthermore the article is important because it not only advocates for our job as a counselor in the school system, but it advocates for our job as an important aspect of student success. This can be a major selling point in job security with all the education cuts that are happening. Finally i would recommend because it is easy as a counselor to look past ELL students difficulties and pass them to the ESL teacher, but this article shows how impactful are job really is.
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Barnes, Shirley. Modifying the instruction and grading ell students. Retrieved from https://www.ocps.net/cs/multilingual/Documents/Grading%20ELL%20Students%20and%20Modifying%20the%20Instruction-%20SBR.pdf

For my second article in regards to grading ELL students, I chose this outline from google that specified the necessary steps and actions that should take place in order to ensure that an ELL student is being graded fairly. In addition to grading, it also discussed how to appropriately modify instruction. It begins with outlining the 5 areas that need to be considered: stages of language acquisition, strategies/accommodations, differentiated instruction, how to grade fairly and legal implications.
I found this article to be useful because it provided a guideline for educators to follow. The downside of the article was the lack of resources the information was obtained from. I know from my own experiences with working with teachers, they do better with structure and processes. This article could be a good foundation for them.
As I stated in my other post in regards to grading, as counselors we can be that leader in ensuring consistency. Obviously a policy would need to be established by administration, but we could be that person to make sure it is being implemented correctly and fairly. For example, in many students IEP's it states modified grading. The challenge with that is that it is so broad and individuals can interpret that differently. By establishing an outline and policy with your school leader, we can ensure that everyone is on the same page and implementing the same thing.

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Menken, K. (2008). English Learners Left Behind : Standardized Testing As Language Policy. Clevedon: Multilingual Matters.

This article is a small book. This book is a recommended read. It goes into great detail about how the No Child Left behind act and standardized testing does not accurately measure ELL student abilities. The most useful piece of this book was chapter five. This chapter depicts the struggles of students who are actually left behind due to testing difficulties. The articles even adds quotes from students, which i found the most impactful. One of the students says "I’m not born here, and even when people they born here even they can’t pass. So what do they expect for us? Like that, with three yearsliving here for the first time, it’s not right." Following these statements
the article depicts the struggles these same students have with having to retake Regent exams over and over again. Finally this book says that testing is fuel for them to drop out and leave the country, or get their GED, which is startling.

I believe this article was extremely informative, for someone that is unaware of testing difficulties not only for ELL students but regular education students as well. The major concern i have is in the part about the legislation, they do not go into detail all of the supports that are in place for ELL students. The books addition of actual voices of students was eye opening and a major asset to the book. The impact of ELL students future due to testing was important as well for life long learning concerns.Finally the book was very one sided, and i believe that not all ELL students may feel this way, but the ones that do, need assistance
and change.

I would recommend this book to a school counselor, or anyone learning about testing. I am not a fan of testing and the book really strengthen my viewpoint on this. I think that seeing the struggles that the futures of students look like could change the viewpoints of a lot of people on testing. This article gave me different ideas to work with ELL students in the future. Inclusion and empathy could go a long way especially when

APA (American Psychological Assoc.)
Menken, K. (2008). English Learners Left Behind : Standardized Testing As Language Policy. Clevedon: Multilingual Matters.

MLA (Modern Language Assoc.)
Menken, Kate. English Learners Left Behind : Standardized Testing As Language Policy. Clevedon: Multilingual Matters, 2008. eBook Academic Collection (EBSCOhost). Web. 27 Nov. 2016.

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Jung, Lee Ann & Guskey, Thomas R. (February 2010.) Grading exceptional learners. Educational Leadership, Volume 67, Issue 5. DOI: http://eds.a.ebscohost.com.proxy-calu.klnpa.org/eds/detail/detail?sid=b8cf304c-1d3e-4ee8-bf68-6575f85c93e0%40sessionmgr4009&vid=4&hid=4202&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=508137911&db=eue

In order to maintain equity for all students, especially our students who are labeled as English Language Learners and those identified as being in Special Education certain adaptations and modifications need to be made. In this instance I am discussing grading appropriately to ensure equality. Grading Exceptional Learners discussed the challenges educators face when grading their exceptional students. It discusses high quality reporting and the various systems that needed to be implemented in order to ensure accuracy and consistency amongst school personnel. The last portion of the article addresses myths that surround grading ELL's and students in Special Education.
If I were to rate this particular article, I would give it a 6.5. Though the article was informative, it did not specify what schools were implementing these processes. From my own experiences we have nothing like this in writing at our school. There is no consistency amongst staff.
I chose this article, because as a school counselor, I feel I have the authority and power to ensure that all teachers are being consistent in what they implement to our students. It also led me to ask such questions as "Should a student with an IEP be able to become Valedictorian, even though their grades were modified?" I hope that with collaboration with a schools leadership team and administration these questions can be asked and answered fairly.

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Fair and Accurate Grading for Exceptional Learners.
2011. ERIC Journal Articles; Reports - Descriptive

English language learners often differ from other classmates in the ways they engage in and contribute to learning activities. All school educators need to make sure that grades for English Language Learners are fair. After reading this article, I learned that Standard Based Grading is the most accurate method to assess student abilities. In the Standard Based Grading Approach, three types of evidence are gathered and reported (product grades, process grades, and progress). The Standard Based approach corrects many fundamental errors of traditional grading practices. Implementing this grading process will result in more transparent grading procedures.

If I were to rate this article, I would give the article a ten. I like that this article has numerous references at the end. All the material in this article is organized and focused on English Language Learners and grading. A model for this article is also provided for readers regarding appropriate expectations without support titled “A Model for Grading Exceptional Learners”. - (Model Steps- 1. Determine whether each exception is attainable, 2. Determine the type of adaptation needed, 3. Determine the Modified Expectation,4. Base grades on modified expectations, and 5. Communicate the Meaning of the Grade).    As a school counselor, it is important to realize that grading practices are grounded on tradition rather than best practice. I believe that this method can be useful when grading English Language Learners.

I chose this article because I felt it was the most helpful article related to grading English Language Learners. As a beginning school counselor, I need to be an advocate for both teachers, students, and parents. Many grades are not accurate indicators as to what English Language Learners can do. Assigning a failing grade to a student who has not met grade-level requirements because of a disability or difficulty with the language is not fair, especially if the student has done what the teacher asked. As a school counselor, it will be substantial for me to help develop and implement policies for assigning fair and accurate grades to exceptional learners. With a high-quality grading system in place, schools can develop fair and precise procedures for reporting on the achievement of English Language Learners.

Jung, L. A., & Guskey, T. R. (2011). Fair & Accurate Grading for Exceptional Learners. Principal Leadership, 12(3), 32-37. �

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Abedi, Jamal. (2014.) The use of computer technology in designing appropriate test accommodations for english language learners. Applied Measurements in Education, Volume 27, pgs 261-272. DOI: http://eds.b.ebscohost.com.proxy-calu.klnpa.org/eds/pdfviewer/pdfviewer?sid=8f9ad2b5-3803-4fb4-a68f-548a660d09fc%40sessionmgr103&vid=13&hid=117

We have been learning and discussing the various barriers/challenges that ELL students face when being assessed in the school setting.  This article reviews studies that show the impact that language factors have on assessing ELL students, discusses the major forms of language based accommodations and how computers/technology can assist with implementing these accommodations on assessments.
I believe this article can be beneficial to both school counselors and psychologists. We as school professionals/advocates of our students need to continually seek out ways in which we can better service our children. Prior to reading this article I would not have given it much thought in how technology could better accommodate the ELL student population. The downside of this article is that if you are not familiar with testing terminology, it might be difficult to understand what the author is describing.
As I stated above, we are our students best advocate aside from their parents. As school professionals it is our job/role to continually seek out ways in which we can better service our students and find the best methods. In this article, I appreciated that it not only was providing ways in which we can accommodate our students, but it also researched the best methods and then discussed them in detail.

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New Assessment Methods for School Counselors.
1995. ERIC Publications; ERIC Digests in Full Text

Assessments determine whether goals of education are being met. Assessments affect decisions about grades, placement, advancement, curriculum, and funding. Assessment is of particular importance when it comes to English Language Learners.  As important stakeholders, school counselors have a role in promoting new assessment procedures inside the school setting. Today educators are being encouraged to embrace innovative measurement methods, including performance tests and portfolio assessments. School counselors have a job of making sure that newer assessment approaches are beginning to be used. Numerous educators have little knowledge when it comes to assessment methods. School counselors need to familiarize school teachers and school administrators of emerging evaluation methods.

If I were to rate this article, I would give the article a seven.  I would give this article a because the article was written in 1995. However, I think this article is excellent at getting the point across that school counselors have an enormous role when working with assessments. When looking at this article, you will see all material is organized and focused. This article is easy for one to understand, and shows the reader that assessments can be a vital component in our efforts to improve student education. Knowledgeable use of new classroom assessment strategies will lead to more accurate assessment-based inferences about students.

I chose this article as a beginning school counselor because I think it is important to realize that not all stakeholders have taken a course on different assessments. I also believe it is important to understand that school staff will be turning to school counselors for guidance regarding non-traditional methods. School counselors play a role in advocating and explain different assessments to teachers, as well as making sure the assessments are fair for all students including English Language Learners. This article states that many books have been published dealing with the innards of performance testing and portfolio assessment. By looking at a few of these texts, school counselors can acquire an understanding of both of these assessment approaches. Having more knowledge on assessments will allow school counselors to advocate for not only teachers but students as well.

Popham, W. J., & ERIC Clearinghouse on Counseling and Student Services, G. N. (1995). New Assessment Methods for School Counselors. ERIC Digest.

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Storlie, Cassandra A & Toomey, Russel B. (Summer 2016.) Professional school counselor perceptions of systematic barriers affecting latino students: Implications for socially just preparation and practice. Journal of Counselor Preparation and Supervision, Volume 8, Number 2. DOI: http://eds.b.ebscohost.com.proxy-calu.klnpa.org/eds/pdfviewer/pdfviewer?sid=ec1274ab-4ffd-4f71-bc9a-2c686682bb0f%40sessionmgr120&vid=4&hid=117

The purpose of this article was to discuss the systematic barriers that contribute to the underachievement of ELL students, in particular students of Latino decent. They obtained this information by obtaining qualitative surveys from 158 school counselors from six U.S. states with the highest Latino populations. Based on the results of the survey, there were three overachieving themes: language barriers, influence of family on academic achievement, and oppression/discrimination. Upon discussing the three factors, the emphasized the importance of the role school counselors play ensuring successes for ELL students.
I believe this article is resourceful because they were able to obtain qualitative data. They took into consideration what states had the highest population of Latinos, rather than just forming a random selection.  From there they gathered the top three areas of need, provided explanation of the needs, and even took it a step further and developed underlying themes from each barrier. From there they discussed the role we play as counselors and how we can eliminate some of these barriers.
I chose this article because I currently have limited interaction with ELL students at the school I work with. By reading this article I was able to get a better understanding of the role we play as counselors in our ELL students lives. By collaborating with our ELL students and families and breaking down some of the barriers they have to deal with regularly, perhaps this will break down the barriers that we face in assessing our ELL students.

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Rance-Roney, J. (2011) ELLs: Whats the endgame? Educational Leadership 68(7) 74-78. Retrieved from ttp://proxy-calu.klnpa.org/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deue%26AN%3d508197164%26site%3deds-live%26scope%3dsite

This article talks about the endgame for an ELL student and the role a school counselor to assist these students to get to their endgame and not the schools. It talks about the struggles that ELL face in college through admission exams. ELL students often do not receive some types of college degrees without paying a price for it such as spending more money on tuition because they are taking more courses for remediation, sense of low self worth, and wasted time. The article suggested five steps that schools and school counselors can implement to help ELLs bridge the gap between high school and post secondary schools. School counselors can help connect ELL students to schools that are looking to diversify their population and can set up ELLs for success for the different assessments that they need to complete to enter college by working with local colleges and universities.

I think this article brings about some points that as a school counselor would be important in working with ELL students. I liked the steps that they suggest in order open the world of college up to them. I was surprised that the article mentioned that some private schools set up full ride scholarships that would actually make them cheaper than most state schools where there may not be financial help for ELLs. I liked the point in which the article stated that school districts are concentrated on meeting yearly progress that the school district are not providing resources to ELLs to assist them going to college and be able to handle the demands of college. School counselors need to fill this void to give ELLs the best opportunities that they are able to achieve.

I chose this article as I personally never thought about assisting ELLs to obtain some post secondary education and setting them up for success. I wanted to share this article with everyone because I believe there are others that may not be aware of this. This article brings together everything that we have been learning thus far in this semester and prove how critical it is to be an advocate for ELLs. My hope is that others can take this article and always remember what happened in the first part of this article to Jose when he visited the counselor’s office with his friend. Luckily for Jose he was able to overcome these obstacles and was able to earn his master’s degree. We as counselors need to empower all of our students and I believe this article stresses this point.

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Barrera, M., Liu, K. (2010). Challenges of general outcomes measurements in the RTI progress monitoring of linguistically diverse exceptional learners. Theory into Practice 49 273-280. DOI: 10.1080/00405841.2010.510713

This article talks about the use of general outcomes measures (GOM) that is used as an integral part of the RTI process that is used in determining the academic success of a student. This article brings a point in that the use of GOM is seldom challenged in this process. The GOMs can be conformed to be used to assess ELLs with disabilities. Standardizing these GOMs can cause harm however as they may not be valid. This article suggests that caution should be exercised in wanting to use this for assessing ELLs in special education. It is important to remember that assessments are used assuming every student is the same and is receiving the same quality education. The article reminds the reader that it is important to remember that special education was created to assist students who are not the same including ELL students.

I believe this article talks about good points. One of these good points is that we expect all students to be the same so we use assessments that have only been norrmed on a certain population. If a student does not pass the assessment, then the student needs special education. But if the student is an ELL student, then the student is going to be referred more often because they may not have the appropriate language acquisition to appropriately complete the assessment. Another point is that the assessments also take into consideration that all students receive the same quality education from the same highly qualified educators. I think the article does a great job of reminding administrators of assessments that not all students are equal and to be careful as to what assessments they are using.

I chose this article because I believe in what I stated in the above paragraph about the assumption of students in assessments. I believe this is also an important for school counselors to know because they can advocate for ELL students in special education. They can make sure that these students are being assessed correctly and are receiving the appropriate services that these students are actually entitled to receive. Other research that has been presented in this module stressed how ELLs are over-represented and underrepresented in special education and gifted programs. I wanted to share this article so others can understand this knowledge and use it for their advocacy.

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New Assessment Methods for School Counselors.
1995. ERIC Publications; ERIC Digests in Full Text