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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION length - about 4 minutes which you post to the PADLET

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods. 

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Educators can effectively use assessment data for English Language Learners (ELLs) by following a simple cycle: collect → analyze → interpret → adjust instruction. In my fourth-grade classroom, especially with different proficiency levels, this means using multiple data sources and making instruction flexible and targeted.

First, we collect data from different tools. This includes formal programs like i-Ready, HMH Into Reading assessments, Acadience, and MTSS platforms like Branching Minds. It also includes informal classroom data such as exit tickets, quizzes, and observations. Each type of data gives different information—i-Ready shows overall reading/math levels, Acadience focuses on fluency and phonics, and classroom assessments show daily understanding.

Next, teachers analyze the data by looking for patterns. For example, an ELL student at an emerging level may struggle with vocabulary and sentence structure, while a transitioning student may understand content but struggle to explain answers in writing. In i-Ready, you might notice a student scoring low in vocabulary domains, while HMH data may show difficulty answering text-dependent questions. Exit tickets and quizzes help confirm these trends in real time.

Then, we interpret the data based on language proficiency levels. This is key for ELLs. A low score does not always mean lack of understanding—it may mean language barriers. For example:

Emerging ELLs may need visuals, sentence frames, and simplified text.

Expanding ELLs may need support with academic vocabulary and structured discussion.

Bridging ELLs may need more independent practice and deeper comprehension work.

Finally, we adjust instruction using the data. In an MTSS framework, this means:

Tier 1 (whole class): Use scaffolds like visuals, modeling, and graphic organizers (like your RACCE color-coded strategy).

Tier 2 (small group): Use targeted instruction based on needs seen in i-Ready or Acadience (e.g., phonics group, vocabulary group).

Tier 3 (intensive support): Use interventions from Branching Minds for students significantly below level.

In my fourth-grade classroom, this might look like:

Using exit tickets daily to quickly adjust the next day’s lesson.

Using HMH assessments to guide reading groups and text difficulty.

Using i-Ready data to assign differentiated online lessons.

Using Acadience to monitor fluency and decoding progress over time.

Using quizzes to check comprehension and language use.

Overall, we don’t rely on one data source—they combine multiple data points to get a full picture of the student. Then they adjust instruction in ways that support both content understanding and language development, ensuring ELLs can access the curriculum at their level while continuing to grow.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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This video explains how educators can effectively analyze, interpret, and use assessment results to adjust instruction for ELLs at various proficiency levels.  

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes which you post to the PADLET https://padlet.com/cowinjasmin65/discussion-topic-leveraging-assessment-data-for-tailored-ell-81s1l6uyfz0urnwlLinks to an external site.

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I couldn't upload my video because it was too large, and I couldn't find a free video compressor.... I uploaded it to Google instead.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length.

Marissa Fedor

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Gregg Harman- EDDN 680

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION length - about 4 minutes which you post to the PADLET https://padlet.com/cowinjasmin65/discussion-topic-leveraging-assessment-data-for-tailored-ell-81s1l6uyfz0urnwlLinks to an external site.

References:

Celce-Murcia, Marianne. (2013). Teaching English as a Second or Foreign Language (4th ed.). Heinle Cengage Learning.

Echevarria, Jana, Vogt, MaryEllen, & Short, Deborah J.. (2017). Making Content Comprehensible for English Learners: The SIOP Model (5th ed.). Pearson.

WIDA Consortium. (2020). WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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EDDN 680 Spring'26 Ivelisse Martinez Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods:

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Megan O'Neill - EDDN 680

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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A look at how analyzing and applying assessment data can create more inclusive and effective learning experiences for ELLs. 

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Carly Croteau-EDDN 680

References:

Richards, S. (n.d.). Assessment of English language learners [Video]. YouTube. https://youtu.be/ysDDfG-enCc

U.S. Department of Education, Office of English Language Acquisition. (2016). Tools and resources for evaluating the effectiveness of a district’s EL program (English Learner Tool Kit, Chapter 9). https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html (www2.ed.gov in Bing)

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Module 8- How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

References:

U.S. Department of Education (2016). English Learners Toolkit of Strategies. Office of English Language Acquisition (OELA). https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

U.S. Department of Education (2020). Using evidence-based practices to support English learners. Office of Elementary and Secondary Education.https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

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Meaghan Minogue EDDN 680 Module 8 Response

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Module 8 - Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

References:

Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127.

U.S. Department of Education, Office of English Language Acquisition. (2016).

English learner tool kit: Chapter 9—Tools and resources for evaluating the effectiveness of a district’s EL program.
Video: Pierce, L V. (2014, March 14).

Assessment of English language learners [Video]. YouTube. https://www.youtube.com/watch?v=ysDDfG-enCc

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes

The American Reading Company (ARC) materials include frequent, embedded progress-monitoring tools and provide guidance for teachers on how to analyze and respond to assessment data. Texas Resource Review+2American Reading+2
ARC’s IRLA (Independent Reading Level Assessment) and ENIL assessments support this kind of formative data-driven instruction in both English and Spanish. American Reading

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

References

Edutopia. (2023, March 6). How assessment supports English language learners [Video]. YouTube. https://www.youtube.com/watch?v=ysDDfG-enCc

U.S. Department of Education, Office of English Language Acquisition. (2016). Tools and resources for evaluating the effectiveness of a district's EL program. Washington, DC: Author. https://ncela.ed.gov/publication/tools-and-resources-for-evaluating-the-effectiveness-of-a-districts-el-program

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

References:

Pierce, L. V. (2013). Six principles for ensuring validity in assessing English learners. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
https://www.cse.ucla.edu/products/policy/cresst_policy6.pdf

U.S. Department of Education. (2016). English Learners Toolkit of Strategies. Office of English Language Acquisition (OELA).
https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

U.S. Department of Education. (2020). Using evidence-based practices to support English learners. Office of Elementary and Secondary Education.
https://www2.ed.gov/about/offices/list/oese/oss/resources.html

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods PADLET

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? discuss the implications of these adjustment in terms of pace, focus and delivery methods In A Video Submission.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION length - about 4 minutes

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes which you post to the PADLET https://padlet.com/cowinjasmin65/discussion-topic-leveraging-assessment-data-for-tailored-ell-81s1l6uyfz0urnwl

Sorry for the audio file, my camera wasn't working on Padlet for some reason!

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes which you post to the PADLET https://padlet.com/cowinjasmin65/discussion-topic-leveraging-assessment-data-for-tailored-ell-81s1l6uyfz0urnwlLinks to an external site.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes which you post to the PADLET

Hi! I made a video but the file size is too large so I uploaded it to google drive and made it accessible to anybody with the link. Here is the link below!

https://drive.google.com/file/d/1VYC3ZgbpnsPghduH78aAursxupebiGUe/view?usp=sharing

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Module 8 -Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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LAUREN MARTEN

EDDN 680-Module 8

How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes.

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Module 8: Nicolette Noreko

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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In this video I explain how educators can effectively use assessment results to adjust instruction for English Language Learners. Strategies such as 3-2-1 check-ins, mind maps, summary poems, and exit slips help identify student strengths and needs. Based on the results, instruction can be adjusted in terms of pace (slowing down or breaking lessons into chunks), focus (targeting vocabulary, speaking, or comprehension), and delivery methods (using visuals, sentence frames, or interactive tools like color cards and clickers). Using multiple assessment and teaching methods ensures all students have access points to learning and can demonstrate understanding in ways that match their language proficiency levels.

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Jonathan Capellan EDDN 680: Summer 2025 Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Kali Muscarella

EDDN 680

Summer 2025

Module 8

Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Module 8 Megan Mazza - Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods using Padlet.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION length - about 4 minutes which you post to the PADLET

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods IN A VIDEO SUBMISSION  length - about 4 minutes.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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How can educators, affectively, analyze, interpret, and use assessments to adjust instruction to English language learners at all levels. In this video I focus on the screening process that I have learned through my district and my own assessments in my pre-K classroom, following centers, and our unit of the month.

EDDN680

Professor Caporaso

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How can educators effectively analyze, interpret, and use assessment to adjust instruction to English Language Learners at all levels? In this video, I use a read-aloud and base my centers on the read-aloud. I use art, pre-math, pre-reading, and sensory. The centers use the learner's multiple intelligences to recall characters from the text. I would change the letter matching activity by using the Spanish text for the Spanish-speaking learners inside my future pre-k classroom.

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods- Jasmeet Kaur EDDN680 spring2025

Professor: Ms. A. Caporaso.

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Maria Ceselkova Module 8 Assignment

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Amanda Foti Module 8 Assignment

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? - Alexa Derosa

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Noelia Martinez

Also I’m sorry I tried to record a video three times but It kept telling me It couldn’t be uploaded so hopefully audio recording works as well!

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InstructionModule 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods.

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Module 8 discussion post

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Module 8- I had a lot of trouble uploading a video so I just made an audio clip.

Differentiating instruction is vital for the growth of all children. We must accommodate for all the needs and switch the methods of teaching !

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Ava Niosi - Module 8

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods which you post to the PADLET.

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Mia Tammaro Module 8:

Question:

How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels? Discuss the implications of these adjustments in terms of pace, focus, and delivery methods

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Maria Pipitone - (Module 8 - EDDN 680)

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Module 8 - Discussion Topic: Leveraging Assessment Data for Tailored ELL Instruction

Question: How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?

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Sydney Barone EDDN 680- Assessments range in so many different modalities, but they all serve a very similar purpose: helping our students grow in various aspects of life. As educators, we want the best for our students so it is up to us to find the best assessment method for the given task at hand.

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Alexa Armentano - EDDN 680 Module 8

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EDDN 680- How can educators effectively analyze, interpret, and use assessment results to adjust instruction for English Language Learners at various proficiency levels?